The credit accumulation process to assess the performances of degree programs: An adjusted indicator based on the result of entrance tests

In the frame of the performance indicators this paper aims to consider the bias produced by micro-level Potential Confounding Factors-PCF-by comparing the results observed using adjusted and unadjusted measures of outcome. Results at the university entrance tests together with the previous school experiences have been used as proxies of students' competencies at the beginning of their academic career. The regularity of schooling process has been monitored using as an outcome variable the students' status (drop out, still enrolled) and the number of credits gathered after one academic year. Adjusted indicators of the regularity of the students' career are obtained using the results of zero-augmented models to investigate the relationships between the outcome measures and the potential PCF which are not directly associated to the learning process under evaluation.