Evaluating Impacts of Performance Funding Policies on Student Outcomes in Higher Education

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Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges (2020, background): “However, institutional, student, and broader state financial and economic factors appear to be more important in shaping educational outcomes than tying institutional funds to performance (Rutherford & Rabovsky, 2014).”
An Examination of the (Un)Intended Consequences of Performance Funding in Higher Education (2017, background): “Some studies have even found evidence that the number of graduates may actually decline in states with performance funding policies (Rutherford & Rabovsky, 2014; Tandberg et al., 2014).”
Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences (2020, methodology): “Rutherford and Rabovsky (2014) employed panel regression models and reported that early PBF policies were not associated with improvements in student outcomes at public 4-year institutions.”