Identifying Student Success at a Land Grant Institution
AbstractMany higher education institutions use admission criteria to match students with the educational requirements of the institution, thereby increasing the level of success of their students and allocating limited enrollment space in some cases. This study uses two different approaches to identify the affect students’ background characteristics have on first year cumulative GPA, and whether differences exist in the impact of high school grades on success in their first year in college between high schools in the state of Washington. Results show that students’ particular high schools systematically perform better or worse than the model predicts, holding the other characteristics of the students constant including their high school GPA. This suggests the same GPA from different schools is indicating different levels of preparedness, either reflecting different curriculum available or taken by a student, or grade inflations differences across schools.
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Bibliographic InfoPaper provided by Agricultural and Applied Economics Association in its series 2010 Annual Meeting, July 25-27, 2010, Denver, Colorado with number 61701.
Date of creation: 2010
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Higher education; inflation; student success; Teaching/Communication/Extension/Profession; I23;
Find related papers by JEL classification:
- I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
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- Ralph Stinebrickner & Todd R. Stinebrickner, 2003.
"Understanding Educational Outcomes of Students from Low-Income Families: Evidence from a Liberal Arts College with a Full Tuition Subsidy Program,"
Journal of Human Resources,
University of Wisconsin Press, vol. 38(3).
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- Audrey Light & Wayne Strayer, 2002. "From Bakke To Hopwood: Does Race Affect College Attendance And Completion?," The Review of Economics and Statistics, MIT Press, vol. 84(1), pages 34-44, February.
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- Christopher Jepsen & Steven Rivkin, 2009. "Class Size Reduction and Student Achievement: The Potential Tradeoff between Teacher Quality and Class Size," Journal of Human Resources, University of Wisconsin Press, vol. 44(1).
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