Papers

The objective of the Context for Success project was to ask scholars of higher education to weigh in on the issues – both theoretical and practical – that need to be considered in designing “input-adjusted metrics” for judging the effectiveness of postsecondary institutions. With the support of the Bill & Melinda Gates Foundation, the consulting firm HCM Strategists invited a number of scholars from around the country to write papers that would discuss the methodological issues in accounting for differences in student populations when evaluating institutional performance. In some cases, these authors were also asked to demonstrate the effects of such adjustments using actual data.

Synopsis Paper

“Can ‘Value-Added’ Methods Improve the Measurement of College Performance? Empirical Analyses and Policy Implications”

“College Participation, Persistence, Graduation, and Labor Market Outcomes: An Input-Adjusted Framework for Assessing the Effectiveness of Tennessee’s Higher Education Institutions”

“Using CIRP Student-Level Data to Study Input-Adjusted Degree Attainment”

“Developing Input-Adjusted Metrics of Community College Performance”

“Measuring Value-Added in Higher Education”

“Using Student Learning as a Measure of Quality in Higher Education”

“Classifying Community Colleges Based on Students’ Patterns of Use”

Literature Review
“Input-Adjusted Graduation Rates and College Accountability: What Is Known from Twenty
Years of Research?”