Evaluating the Impacts of “New” Performance Funding in Higher Education

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Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges (2020, background): “DID analyses of individual state’s PBF policies largely indicate that they have had null and, in some cases, even negative effects on degree production (Hillman et al., 2014; Hillman et al., 2015; Umbricht et al., 2017).”
An Examination of the (Un)Intended Consequences of Performance Funding in Higher Education (2017, background): “Our findings are consistent with previous work that showed that performance funding policies do not improve student outcomes (Hillman et al., 2015; Hillman et al., 2014; Rutherford & Rabovsky, 2014; Sanford & Hunter, 2011; Shin, 2010; Shin & Milton, 2004; Tandberg & Hillman, 2014; Tandberg et al., 2”
Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences (2020, methodology): “Several quasi-experimental studies have employed a DD regression approach and shown that PBF can lead to increases in the production of short-term certificates rather than associate degrees (Hillman et al., 2015, 2018; Hu, 2019; Li & Kennedy, 2018; Li & Ortagus, 2019).”