Bobbing for Bad Apples: Accreditation, Quantitative Performance Measures, and the Identification of Low-Performing Colleges

Autor/inn/en	Klasik, Daniel; Hutt, Ethan L.
Titel	Bobbing for Bad Apples: Accreditation, Quantitative Performance Measures, and the Identification of Low-Performing Colleges
Quelle	In: Journal of Higher Education, 90 (2019) 3, S.427-461 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hutt, Ethan L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2018.1512804
Schlagwörter	Accreditation (Institutions); Educational Trends; Educational History; Comparative Analysis; Low Achievement; Higher Education; Accountability; Institutional Evaluation; Benchmarking; Sanctions; Equal Education; Reputation; Student Financial Aid; Student Characteristics; Outcomes of Education; Private Colleges; State Universities + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Bildungsentwicklung; History of education; Bildungsgeschichte; Unterdurchschnittliche Leistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Verantwortung; Sanction; Sanktion; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Lernleistung; Schulerfolg; Privathochschule; Staatliche Universität
Abstract	Recent trends in higher education (rising debt, school closures, increasing tuition) have increased interest in improving accountability and oversight in U.S. higher education beyond current accreditation practices. Common solutions include using quantitative measures like graduation and default rates to benchmark performance. Using historical data on accreditation actions, we compare the performance of a hypothetical quantitative evaluation system to contemporary accreditation standards in identifying low-performing schools. We find first that schools facing accreditation sanctions are, on average, also low performing on the quantitative outcomes we consider. However, if we use this average performance as a benchmark to identify other low-performing schools, then a substantial portion of the higher education sector would be implicated. These results raise questions about the capacity of a purely quantitative evaluation system to narrowly identify low-performing schools. We conclude with a discussion of the issues concerning data, equity, and other considerations for higher education accountability moving forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01