We exploit a natural experiment generated by the staggered implementation of the Bologna reform across public universities in the Madrid region to estimate its causal impact on student outcomes in higher education. Using administrative data from Universidad Carlos III de Madrid (UC3M) and a comparable public university, we apply difference-in-differences models to assess changes in academic performance and degree progression. The reform led to significant improvements in first-year outcomes — including higher GPAs, increased credit accumulation, and lower failure rates — as well as longer-term gains, such as higher graduation rates and modest improvements in on-time completion. These effects are robust across model specifications and are particularly pronounced among female students, high-achieving students, and those enrolled in Law. Our findings underscore the potential of student-centered pedagogical reforms to improve academic performance and promote more efficient degree progression in higher education systems.

Keywords: Higher Education, Bologna Process, Active Learning, Continuous Evaluation, Academic Performance, Difference in Differences.