yup.

"A few studies have examined full-time/part-time status and completion rates, but when it comes to actual student learning—basically nothing. This is not a standard of evidence that university professors would tolerate in their own research.

In other words, when it comes to the central enterprise of higher education—teaching students—we don't know if the reigning professional qualification system works, or how many professors we actually need. And this is true for all kinds of other basic elements of college teaching and learning—curricula, training, pedagogy, and much more...

The underlying cause of this remarkable information deficit is pretty clear: Colleges and universities don't really need to know—or want to know—the answers to these questions. They don’t need to know because student learning results are peripheral to the core incentive system in which they operate. University success is measured in terms of dollars raised, high-achieving students recruited, and prestigious scholarship produced—period. Even less selective institutions are highly influenced by these values. They may not have the research mission of the academic giants, but they share organizational models, practices, and ways of thinking, all of which cut against rigorous self-evaluation of teaching and learning."

from Kevin Carey's Where's the Data?