This study synthesized the effect of performance-based funding (hereafter, PBF) through multi-stages of a systematic literature review based on 36 articles. In addition, this study analyzes how policy design relates to the effectiveness of PBF in individual states. Similar to other meta-analyses, this study found that PBF policy is not effective in improving completion and equity of higher education institutions in the US. Further, this study assumed that there might be some positive effects of PBF on institutional performance in the states that maintained it for more than seven consecutive years. Specifically, this study assumed that some policy details such as institutional types, funding method (baseline or bonus), share of funding linked to institutional performance, and funding metrics were related to policy effects. However, this systematic review found that a majority of evaluative studies arrived at inconclusive results across different types of policy designs. One notable finding is that 2-year institutions show more positive results than 4-year institutions. In addition, this study found that statistically significant effects are both positive and negative. Based on the findings of the selected evaluative studies, this review concluded that PBF policy is not very successful in improving institutional performance across different types of policy designs in each state.

本研究通过基于 36 篇文章的系统性文献综述的多阶段综合了基于绩效的资助（以下简称 PBF）的效果。此外，本研究还分析了政策设计如何与各个州的 PBF 有效性相关。与其他元分析类似，本研究发现 PBF 政策在提高美国高等教育机构的完成度和公平性方面无效。此外，这项研究假设，PBF 可能对连续七​​年以上维持 PBF 的州的机构绩效产生一些积极影响。具体而言，本研究假设一些政策细节，如机构类型、筹资方式（基线或奖金）、与机构绩效相关的资金份额以及资金指标与政策效果相关。然而，这项系统审查发现，大多数评估研究在不同类型的政策设计中得出了不确定的结果。一项值得注意的发现是，2 年制机构比 4 年制机构显示出更多积极成果。此外，这项研究发现，统计上显着的影响既有积极的，也有消极的。根据选定的评估研究的结果，本次审查得出结论，PBF 政策在提高各州不同类型政策设计的机构绩效方面并不是很成功。这项研究发现，统计上显着的影响既有积极的，也有消极的。根据选定的评估研究的结果，本次审查得出结论，PBF 政策在提高各州不同类型政策设计的机构绩效方面并不是很成功。这项研究发现，统计上显着的影响既有积极的，也有消极的。根据选定的评估研究的结果，本次审查得出结论，PBF 政策在提高各州不同类型政策设计的机构绩效方面并不是很成功。