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Which Factors Determine the Grades of Undergraduate Students in Economics? Some Evidence from Spain

  • Dolado, Juan J.

    ()

    (European University Institute)

  • Morales, Eduardo

    ()

    (Harvard University)

This paper analyses the determinants of grades achieved in three core subjects by first-year Economics undergraduate students at Universidad Carlos III de Madrid, over the period 2001-2005. Gender, nationality, type of school, specialization track at high school and the grades at the university entry exam are the key factors we examine. Our main findings are that those students who did a technical track at high school tend to do better in mathematics than those who followed a social sciences degree and, that the latter do not perform significantly better than the former in subjects with less degree of formalism and more economic content. Moreover, students from public schools are predominant in the lower (with social sciences or humanities tracks) and upper (with a technical track) parts of the grade distribution, and females tend to perform better than males.

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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 2491.

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Length: 20 pages
Date of creation: Dec 2006
Date of revision:
Publication status: published in: Investigaciones Económicas (2009), 23, 179-210.
Handle: RePEc:iza:izadps:dp2491
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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.
  2. Eric A. Hanushek, . "Interpreting Recent Research on Schooling in Developing Countries," Wallis Working Papers WP3, University of Rochester - Wallis Institute of Political Economy.
  3. Koenker, Roger W & Bassett, Gilbert, Jr, 1978. "Regression Quantiles," Econometrica, Econometric Society, vol. 46(1), pages 33-50, January.
  4. 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.
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