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Persistence and Academic Success in University

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  • Martin D. Dooley
  • A. Abigail Payne
  • A. Leslie Robb

Abstract

We use a unique set of linked administrative data to explore the determinants of persistence and academic success in university. The explanatory power of high school grades greatly dominates that of other variables such as university program, gender, and neighbourhood and high school characteristics. Indeed, characteristics such as average neighbourhood income or high school standardized test scores have weak links with suc-cess in university. These results raise challenging questions of what lies behind the variation in high school grades and what mix of individual, home, and school inputs ultimately accounts for university outcomes.

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File URL: http://dx.doi.org/10.3138/cpp.38.3.315
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Bibliographic Info

Article provided by University of Toronto Press in its journal Canadian Public Policy.

Volume (Year): 38 (2012)
Issue (Month): 3 (September)
Pages: 315-339

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Handle: RePEc:cpp:issued:v:38:y:2012:i:3:p:315-339

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Blog mentions

As found by EconAcademics.org, the blog aggregator for Economics research:
  1. Boys, retention, and multiple regression
    by Nick Rowe in Worthwhile Canadian Initiative on 2013-03-14 14:11:02
  2. Individual characteristics are more important for academic success in university
    by Economic Logician in Economic Logic on 2011-10-28 14:14:00

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