Is it worth attending higher education? Lessons from a systematic review on institutional contribution to learning outcomes

References

• Abramishvili, Z., & Tsirekidze, D. (2019). Value added of Universities: Evidence From Georgia. Economics Bulletin, 39(3), 2184–2191.
   Web of Science ®Google Scholar
• Anaya, G. (2001). Correlates of performance on the MCAT: an examination of the influence of college environments and experiences on student learning. Advances in Health Sciences Education: theory and Practice, 6(3), 179–191. https://doi.org/10.1023/A:1012691921321
   PubMed Web of Science ®Google Scholar
• Astin, A. (1993). What matters in college. Jossey-Bass Publishers.
   Google Scholar
• Bagues, M., Labini, M., & Zinovyeva, N. (2008). Differential grading standards and university funding: Evidence from Italy. CESifo Economic Studies, 54(2), 149–176. https://doi.org/10.1093/cesifo/ifn011
   Web of Science ®Google Scholar
• Becker, G. (1994). Human capital – A theoretical and empirical analysis, with special reference to education (3rd ed.). National Bureau of Economic Research.
   Google Scholar
• Bicak, I., Schudde, L., & Flores, K. (2023). Predictors and consequences of math course repetition: The role of horizontal and vertical repetition in success among community college transfer students. Research in Higher Education, 64(2), 260–299. https://doi.org/10.1007/s11162-022-09706-7
   PubMed Web of Science ®Google Scholar
• Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-hill education.
   Google Scholar
• Black, D., & Smith, J. (2004). How robust is the evidence on the effects of college quality? Evidence from matching. Journal of Econometrics, 121(1-2), 99–124. https://doi.org/10.1016/j.jeconom.2003.10.006
   Web of Science ®Google Scholar
• Bogoya, J. D., & Bogoya, J. M. (2013). An academic value-added mathematical model for higher education in Colombia. Ingeniería e Investigación, 33(2), 76–81. https://doi.org/10.15446/ing.investig.v33n2.39521
   Web of Science ®Google Scholar
• Bogoya, J. D., Bogoya, J. M., & Peñuela, A. (2017). Value-added in higher education: ordinary least squares and quantile regression for a Colombian case. Ingeniería e Investigación, 37(3), 30–36. https://doi.org/10.15446/ing.investig.v37n3.61729
   Web of Science ®Google Scholar
• Bratti, M. (2002). Does the choice of university matter?: A study of the differences across UK universities in life sciences students’ degree performance. Economics of Education Review, 21(5), 431–443. https://doi.org/10.1016/S0272-7757(01)00035-8
   Web of Science ®Google Scholar
• Braun, H., Chudowsky, N., & Koenig, J. (2010). Getting value out of value-added. The National Academies Press.
   Google Scholar
• Broatch, J., & Lohr, S. (2012). Multidimensional assessment of value added by teachers to real-world outcomes. Journal of Educational and Behavioral Statistics, 37(2), 256–277. https://doi.org/10.3102/1076998610396900
   Web of Science ®Google Scholar
• Card, D. (2001). Estimating the return to schooling: Progress on some persistent econometric problems. Econometrica, 69(5), 1127–1160. https://doi.org/10.1111/1468-0262.00237
   Web of Science ®Google Scholar
• Carter, P., & Reardon, S. (2014). Inequality matters. William T. Grant Foundation.
   Google Scholar
• Chetty, R., Friedman, J., Saez, E., Turner, N., & Yagan, D. (2020). Income segregation and intergenerational mobility across colleges in the United States. The Quarterly Journal of Economics, 135(3), 1567–1633. https://doi.org/10.1093/qje/qjaa005
   Web of Science ®Google Scholar
• Coates, H., & Zlatkin-Troitschanskaia, O. (2019). The governance, policy and strategy of learning outcomes assessment in higher education. Higher Education Policy, 32(4), 507–512. https://doi.org/10.1057/s41307-019-00161-1
   Web of Science ®Google Scholar
• Combet, B., & Oesch, D. (2021). The social-origin gap in university graduation by gender and immigrant status: a cohort analysis for Switzerland. Longitudinal and Life Course Studies, 12(2), 119–146. https://doi.org/10.1332/175795920X16034769228656
   Web of Science ®Google Scholar
• Cugnata, F., Perucca, G., & Salini, S. (2016). Bayesian networks and the assessment of universities’ value added. Journal of Applied Statistics, 44(10), 1785–1806. https://doi.org/10.1080/02664763.2016.1223839
   Web of Science ®Google Scholar
• Cunha, J. M., & Miller, T. (2014). Measuring value-added in higher education: Possibilities and limitations in the use of administrative data. Economics of Education Review, 42, 64–77. https://doi.org/10.1016/j.econedurev.2014.06.001
   Web of Science ®Google Scholar
• David, R., Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. Psychology Press.
   Google Scholar
• Delahoz-Dominguez, E., Zuluaga-Ortiz, R., Camelo-Guarín, A., & Suarez-Sánchez, M. (2022). Performance evaluation of mechanical engineering degrees using partial minimum squares and data envelopment analysis. International Journal of Innovation and Learning, 32(4), 397–413. https://doi.org/10.1504/IJIL.2022.126635
   Web of Science ®Google Scholar
• Draganov, T., Kim, J., & Yoon, W. (2023). Increasing retention of underrepresented students in STEM fields at California community colleges: A study of the STEM2 program. Journal of College Student Retention, 25, 152102512211496. https://doi.org/10.1177/15210251221149648
   Google Scholar
• Ehrenberg, R. (2004). Econometric studies of higher education. Journal of Econometrics, 121(1-2), 19–37. https://doi.org/10.1016/j.jeconom.2003.10.008
   Web of Science ®Google Scholar
• El-Moussa, O., Alghazo, R., & Pilotti, M. (2021). Data-driven predictions of academic success among college students in Saudi Arabia. Critical Studies in Teaching and Learning, 9(1), 115–134. https://doi.org/10.14426/cristal.v9i1.316
   Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit Oy.
   Google Scholar
• Espinel, J., Arias, A., & Van Gameren, E. (2019). Evolution of the inequality of educational opportunities from secondary education to university. International Journal of Educational Development, 66, 193–202. https://doi.org/10.1016/j.ijedudev.2018.09.006
   Web of Science ®Google Scholar
• Falch, T., Iversen, J., Nyhus, O., & Strøm, B. (2022). Quality measures in higher education: Norwegian evidence. Economics of Education Review, 87(1), 102235. https://doi.org/10.1016/j.econedurev.2022.102235
   Google Scholar
• Ferrão, M. (2023). Differential effect of university entrance scores on graduates’ performance: the case of degree completion on time in Portugal. Assessment & Evaluation in Higher Education, 48(1), 95–106. https://doi.org/10.1080/02602938.2022.2052799
   Web of Science ®Google Scholar
• Garcia, L., & Maza, V. (2018). Factors influencing the academic performance in standardized tests of computer science/engineering students in Colombia. The International Journal of Engineering Education, 34(3), 1073–1084.
   Web of Science ®Google Scholar
• Gelbgiser, D. (2018). College for all, degrees for few: for-profit colleges and socioeconomic differences in degree attainment. Social Forces, 96(4), 1785–1824. https://doi.org/10.1093/sf/soy022
   Web of Science ®Google Scholar
• Gerber, A., & Green, D. (2012). Field experiments: Design, analysis, and interpretation. W. W. Norton.
   Google Scholar
• Gómez, S., Alvarado, K., & Bernal, G. (2020). Women in STEM: Does college boost their performance? Higher Education, 79(5), 849–866. https://doi.org/10.1007/s10734-019-00441-0
   Web of Science ®Google Scholar
• Hahm, S., & Kluve, J. (2019). Better with Bologna? Tertiary education reform and student outcomes. Education Economics, 27(4), 425–449. https://doi.org/10.1080/09645292.2019.1616280
   Web of Science ®Google Scholar
• Hanushek, E. A. (1979). Conceptual and empirical issues in the estimation of educational production functions. The Journal of Human Resources, 14(3), 351–388. https://doi.org/10.2307/145575
   Web of Science ®Google Scholar
• Horn, A., & Lee, G. (2019). Evaluating the accuracy of productivity indicators in performance funding models. Educational Policy, 33(5), 702–733. https://doi.org/10.1177/0895904817719521
   Web of Science ®Google Scholar
• Hox, J., Moerbeek, M., & Van de Schoot, R. (2017). Multilevel analysis: Techniques and applications. Routledge.
   Google Scholar
• Huang, S., Ho, C., Chu, Y., Wu, J., & Yang, Y. (2023). The quantified analysis of the correlation between medical humanities curriculums and medical students’ performance. BMC Medical Education, 23(1), 571. https://doi.org/10.1186/s12909-023-04073-y
   PubMed Web of Science ®Google Scholar
• Kane, T., & Rouse, C. (1995). Labor-market returns to two- and four-year colleges. American Economic Review, 85, 600–614.
   Web of Science ®Google Scholar
• Kato, T., & Song, Y. (2022). Advising, gender, and performance: Evidence from a university with exogenous adviser–student gender match. Economic Inquiry, 60(1), 121–141. https://doi.org/10.1111/ecin.13023
   Web of Science ®Google Scholar
• Kim, H., & Lalancette, D. (2013). Literature review on the value-added measurement in higher education. OECD.
   Google Scholar
• Kinzie, J. (2019). Taking stock of initiatives to improve learning quality in American higher education through assessment. Higher Education Policy, 32(4), 577–595. https://doi.org/10.1057/s41307-019-00148-y
   Web of Science ®Google Scholar
• Klein, S., Kuh, G., Chun, M., Hamilton, L., & Shavelson, R. (2005). An approach to measuring cognitive outcomes across higher education institutions. Research in Higher Education, 46(3), 251–276. https://doi.org/10.1007/s11162-004-1640-3
   Web of Science ®Google Scholar
• Koretz, D. (2019). Measuring postsecondary achievement: Lessons from large-scale assessments in the K-12 sector. Higher Education Policy, 32(4), 513–536. https://doi.org/10.1057/s41307-019-00142-4
   Web of Science ®Google Scholar
• Kugelmass, H., & Ready, D. (2011). Racial/ethnic disparities in collegiate cognitive gains: A multilevel analysis of institutional influences on learning and its equitable distribution. Research in Higher Education, 52(4), 323–348. https://doi.org/10.1007/s11162-010-9200-5
   Web of Science ®Google Scholar
• Kuh, G., Kinzie, J., Schuh, J., & Whitt, E. (2011). Student success in college: Creating conditions that matter. John Wiley & Sons.
   Google Scholar
• Latessa, R., Beaty, N., Royal, K., Colvin, G., Pathman, D., & Heck, J. (2015). Academic outcomes of a community-based longitudinal integrated clerkships program. Medical Teacher, 37(9), 862–867. https://doi.org/10.3109/0142159X.2015.1009020
   PubMed Web of Science ®Google Scholar
• Lim, J., Settlage, D., & Wollscheid, J. (2021). Analyzing knowledge decay and gender differences on end of program assessment measures: Case of a Mid-South University in the USA. The International Journal of Management Education, 19(2), 100465. https://doi.org/10.1016/j.ijme.2021.100465
   Web of Science ®Google Scholar
• Liu, L. (2011a). Measuring value‐added in higher education: conditions and caveats – results from using the Measure of Academic Proficiency and Progress (MAPP™). Assessment & Evaluation in Higher Education, 36(1), 81–94. https://doi.org/10.1080/02602930903197917
   Web of Science ®Google Scholar
• Liu, L. (2011b). Value-added assessment in higher education: A comparison of two methods. Higher Education, 61(4), 445–461. https://doi.org/10.1007/s10734-010-9340-8
   Web of Science ®Google Scholar
• Liu, L., Liu, H., Roohr, K., & McCaffrey, D. (2016). Investigating college learning gain: Exploring a propensity score weighting approach. Journal of Educational Measurement, 53(3), 352–367. https://doi.org/10.1111/jedm.12112
   Web of Science ®Google Scholar
• Meiselman, A., & Schudde, L. (2022). The impact of corequisite math on community college student outcomes: Evidence from Texas. Education Finance and Policy, 17(4), 719–744. https://doi.org/10.1162/edfp_a_00365
   Web of Science ®Google Scholar
• Milla, J., Martín, E., & Van Bellegem, S. (2016). Higher education value added using multiple outcomes. Journal of Educational Measurement, 53(3), 368–400. https://doi.org/10.1111/jedm.12114
   Web of Science ®Google Scholar
• Naven, M., & Whalen, D. (2022). The signaling value of university rankings: Evidence from top 14 law schools. Economics of Education Review, 89(1), 102282. https://doi.org/10.1016/j.econedurev.2022.102282
   Google Scholar
• OECD. (2008). Measuring improvements in learning outcomes. Best practices to assess the value-added of schools. OECD.
   Google Scholar
• OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing.
   Google Scholar
• Owusu-Agyeman, Y., & Larbi-Siaw, O. (2018). Measuring students’ learning using a value added approach. Africa Education Review, 15(4), 99–117. https://doi.org/10.1080/18146627.2016.1224582
   Web of Science ®Google Scholar
• Page, G., Martín, E., Orellana, J., & González, J. (2017). Exploring complete school effectiveness via quantile value added. Journal of the Royal Statistical Society Series A, 180(1), 315–340. https://doi.org/10.1111/rssa.12195
   Web of Science ®Google Scholar
• Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research. Jossey-Bass.
   Google Scholar
• Pedersen, D., & White, F. (2011). Using a value-added approach to assess the sociology major. Teaching Sociology, 39(2), 138–149. https://doi.org/10.1177/0092055X11400437
   Web of Science ®Google Scholar
• Rodgers, T. (2005). Measuring value added in higher education: Do any of the recent experiences in secondary education in the United Kingdom suggest a way forward? Quality Assurance in Education, 13(2), 95–106. https://doi.org/10.1108/09684880510594355
   Google Scholar
• Rodríguez-Revilla, R., & Vallejo-Molina, D. (2022). Valor agregado y las competencias genéricas de los estudiantes de educación superior en Colombia. Revista Iberoamericana de Educación Superior, 13(36), 44–62. https://doi.org/10.22201/iisue.20072872e.2022.36.1183
   Google Scholar
• Shamsuddin, S. (2016). Berkeley or bust? Estimating the causal effect of college selectivity on bachelor’s degree completion. Research in Higher Education, 57(7), 795–822. https://doi.org/10.1007/s11162-016-9408-0
   Web of Science ®Google Scholar
• Shavelson, R., Domingue, B., Mariño, J., Molina, A., Morales, A., & Wiley, E. (2016). On the practices and challenges of measuring higher education value added: the case of Colombia. Assessment & Evaluation in Higher Education, 41(5), 695–720. https://doi.org/10.1080/02602938.2016.1168772
   Web of Science ®Google Scholar
• Simpfenderfer, A. (2023). The role of higher education in intergenerational mobility: An exploration using multilevel structural equation modeling. Research in Higher Education, 64, 1–38. https://doi.org/10.1007/s11162-023-09753-8
   Google Scholar
• Steedle, J. (2012). Selecting value-added models for postsecondary institutional assessment. Assessment & Evaluation in Higher Education, 37(6), 637–652. https://doi.org/10.1080/02602938.2011.560720
   Web of Science ®Google Scholar
• Tian, Z., Wei, Y., & Li, F. (2019). Who are better teachers? The effects of tenure-track and part-time faculty on student achievement. China Economic Review, 53, 140–151. https://doi.org/10.1016/j.chieco.2018.08.014
   Web of Science ®Google Scholar
• Turk, J. (2019). Estimating the impact of developmental education on associate degree completion: A dose–response approach. Research in Higher Education, 60(8), 1090–1112. https://doi.org/10.1007/s11162-019-09549-9
   Web of Science ®Google Scholar
• Wai, J., & Tran, B. (2022). Student characteristics, institutional factors, and outcomes in higher education and beyond: An analysis of standardized test scores and other factors at the institutional level with school rankings and salary. Journal of Intelligence, 10(2), 22. https://doi.org/10.3390/jintelligence10020022
   PubMed Web of Science ®Google Scholar
• Wang, X., Lee, Y., Zhu, X., & Okur Ozdemir, A. (2022). Exploring the relationship between community college students’ exposure to math contextualization and educational outcomes. Research in Higher Education, 63(2), 309–336. https://doi.org/10.1007/s11162-021-09644-w
   Web of Science ®Google Scholar
• Wariyo, L., & Asgedom, A. (2021). Promoting effects of abilities while enhancing probability of college-success: A moderation role of higher education. Journal on Efficiency and Responsibility in Education and Science, 14(2), 101–117. https://doi.org/10.7160/eriesj.2021.140204
   Web of Science ®Google Scholar
• Yunker, J. (2005). The dubious utility of the value-added concept in higher education: The case of accounting. Economics of Education Review, 24(3), 355–367. https://doi.org/10.1016/j.econedurev.2004.06.003
   Web of Science ®Google Scholar