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Which Factors Determine Academic Performance of Undergraduate Students in Economics?: Some Spanish Evidence

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Author Info
Juan José Dolado
E. Morales

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Abstract

This paper analyses the determinants of academic performance of first-year undergraduate students in Economics at Universidad Carlos III de Madrid, over the period 2001-2005. We focus on a few core subjects which differ in their degree of mathematical complexity. Type of school, specialization track at high school, and the grades obtained at the university entry-exam are among the key factors we examine. Our main finding is that those students who completed a technical track at high school tend to do much better in subjects involving mathematics than those who followed a social sciences track (tailor-made for future economics students) and that the latter do not perform significantly better than the former in subjects with less degree of formalism. Moreover, students from public schools are predominant in the lower and upper parts of the grade distribution while females tend to perform better than males.

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Paper provided by FEDEA in its series Working Papers with number 2007-23.

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Date of creation: Jul 2007
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Handle: RePEc:fda:fdaddt:2007-23

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  1. Jesse Levin, 2001. "For whom the reductions count: A quantile regression analysis of class size and peer effects on scholastic achievement," Empirical Economics, Springer, vol. 26(1), pages 221-246. [Downloadable!] (restricted)
  2. Lorraine Dearden & Javier Ferri & Costas Meghir, 1998. "The effect of school quality on educational attainment and wages," IFS Working Papers W98/03, Institute for Fiscal Studies.
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  3. Koenker, Roger W & Bassett, Gilbert, Jr, 1978. "Regression Quantiles," Econometrica, Econometric Society, vol. 46(1), pages 33-50, January. [Downloadable!] (restricted)
  4. Hanushek, Eric A, 1995. "Interpreting Recent Research on Schooling in Developing Countries," World Bank Research Observer, Oxford University Press, vol. 10(2), pages 227-46, August.
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  5. Anne Case & Angus Deaton, 1999. "School Inputs And Educational Outcomes In South Africa," The Quarterly Journal of Economics, MIT Press, vol. 114(3), pages 1047-1084, August. [Downloadable!] (restricted)
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  1. Johan N.M. Lagerlöf & Andrew J. Seltzer, 2007. "The Effects of Remedial Mathematics on the Learning of Economics: A Natural Experiment," Royal Holloway, University of London: Discussion Papers in Economics 07/03, Department of Economics, Royal Holloway University of London, revised Aug 2007. [Downloadable!]
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