According to the specific situation of Chinese Higher Education, this article modifies SCSB, ACSI, ECSI, and CCSI and explores to construct a Student Satisfaction Index Model of Chinese College, including structural variables such as information, college image, student expectation, perceived quality, perceived cost, perceived value, student satisfaction, student Complaint and student loyalty. KEYWORD: Customer Satisfaction Index; Student Satisfaction Measurement; Model; Higher Education International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) © 2015. The authors Published by Atlantis Press 2095 satisfaction measurement index system based on the following six aspects: teaching team, teaching condition, teaching situation, sports and recreation activities, logistics assurance and self development (Ji Xiaoyi et al. 2004); according to the study of Wei Huafei and Fang Wenmin, the college customer expectation is mainly shown on teaching management, teaching quality, employment opportunity, campus environment, logistics service and college popularity, including eighteen items and contents(Wei Huifei et al. 2005); Chang Yaping et al set up an measurement system based on the College Student Satisfaction Scale of Laurie Schreiner and Stephanie Juiliard, which consists of 9 second level indexes and 49 third level indexes(Chang Ya-ping et al. 2007); Li Ke’s study focused on the study satisfaction of college students from teaching qualification, teaching management, teaching organization, study conditions, self development and services(Li Ke, 2007); Shen Dan and Zhou Jieru used KANO model to carry out student satisfaction study from 16 aspects including knowledge acquisition, capacity upgrade, individual development, logistics service and management, campus life, entertainment and health of students (Chen Dan et al. 2011); Wang Yashuang et al used the “National College Student Study Condition Online Investigation Platform” to carry out study satisfaction investigation to over 17,000 students in China(Wang Yashuang , 2012). Although the researchers confirmed the importance of measurement on student satisfaction, doubtlessly there were deficiencies. Some scholars criticized the studies on student satisfaction measurement for lack of systematic strategy and theory support, deficiency on methodology especially measuring tools, lack of consensus on definition, measuring method and other factors, leading to the diversity of study objective and method on student satisfaction, which is not beneficial to the cross comparison among colleges of the same country or colleges of different countries or different cultures. The writer believed that the previous measurement model is set up either based on ACSI only, using its definition and scale, without fully reflecting the characteristics of students in China, or under the restriction of measurement on perceived quality of student, without taking full consideration of the influence relations of student expectation and other relevant factors. Besides, the previous theories overwieght the needs of micro view, involving too many variables and questions, lack of sufficient theory support, and it is difficult to carry out large size and large scale measurement and unbeneficial to cross comparison. 3 MODEL DESCRIPTION The comparison standard used during the forming process of customer satisfaction includes expectancy disconfirmation mode, need disconfirmation mode, perceived performance mode and fairness mode, among which “expectancy disconfirmation” is the most popular customer satisfaction measurement mode. Thus, the measurement on college student satisfaction carried out by the writer is mainly based on the expectancy disconfirmation mode, the introduction of student expectation variable and the assumption that student expectation has direct influence on perceived quality and student satisfaction (Oliver, 1980). As for new college students, as they are lack of information about their school before entering college, alternative expectation is used in the study if the student expectation towards their school is insufficient. As for the relations between customer value and customer satisfaction, it is proven by researches and studies in the academic circles that customer satisfaction depends on customer value. Perceived value as a structural variable is introduced to the existing measurement models, for example, in the American Customer Satisfaction Index Model (ACSI); customer satisfaction is the center of the model, which depends jointly on perceived quality, perceived value and customer expectation (Fornell et al. 1996). However, the relations among perceived quality, perceived value and customer expectation are a little bit confused in the existing models. On one hand, the comparison between perceived value and customer expectation affects customer satisfaction, on the other hand, perceived quality and customer expectation will form customer value which will further affect customer satisfaction. Despite scholars have different opinions on customer value; most scholars agree that the core of perceived value is the weighing between perceived gain and perceived loss or the comparison between perceived quality and perceived cost, which is different from the comparison between perceived value and customer expectation. Therefore, the writer introduces a hidden variable of perceived cost based on the original comparison between perceived quality and customer expectation to affect perceived value through the comparison between perceived quality and perceived cost, in order to affect customer satisfaction. The application of relatively independent expectancy disconfirmation mode and perceived value mode is beneficial to clearly understand the contribution of each other towards customer satisfaction. “Corporate Image” was introduced to more and more customer satisfaction measurement models as a structural variable based on the consideration that corporate image had important influence on customer expectation, customer satisfaction and