Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences

Autor/inn/en	Ortagus, Justin C.; Kelchen, Robert; Rosinger, Kelly; Voorhees, Nicholas
Titel	Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 4, S.520-550 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ortagus, Justin C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720953128
Schlagwörter	Educational Finance; Higher Education; Financial Support; Financial Policy; School Holding Power; Graduation; Access to Education; Disproportionate Representation; Accountability; Educational Policy; Public Colleges; Community Colleges; College Students; Institutional Characteristics; Equal Education + Suchen Sie Ihr Suchwort? Bildungsfonds; Hochschulbildung; Hochschulsystem; Hochschulwesen; Finanzielle Förderung; Fiscal policy; Finanzpolitik; Abschluss; Graduierung; Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Politics of education; Bildungspolitik; Community college; Community College; Collegestudent
Abstract	This systematic synthesis examines the intended and unintended consequences of performance-based funding (PBF) policies in higher education. Within this synthesis, we focus particularly on evidence from research studies with strong causal inference designs in an effort to understand the impacts of these policies. PBF adoption is generally associated with null or modest positive effects on the intended outcomes of retention and graduation, but there is also compelling evidence that PBF policies lead to unintended outcomes related to restricting access, gaming of the PBF system, and disadvantages for underserved student groups and under-resourced institution types. PBF policies including equity provisions for colleges that enroll or graduate underserved student groups have been found to offset some of these unintended consequences. Based on this synthesis, we offer policy recommendations and directions for future research on PBF policies, including the need to consider variation in policy design and the broader state policy context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01