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High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity?

Author

Listed:
  • Pedro Luis Silva

    (Centre for Research in Higher Education Policies, School of Economics and Management (FEP); and IZA Institute of Labor Economics)

  • Carla Sá

    (NIPE/Center for Research in Economics and Management, University of Minho; and Centre for Research in Higher Education Policies (CIPES))

  • Ricardo Biscaia

    (Centre for Research in Higher Education Policies (CIPES), Portugal; and School of Economics and Management (FEP), University of Porto, Portugal)

  • Pedro N. Teixeira

    (Centre for Research in Higher Education Policies (CIPES), Portugal and School of Economics and Management (FEP), University of Porto, Portugal and IZA Institute of Labor Economics, Germany)

Abstract

Students are admitted into higher education based on their past performance.This paper compares two measures of past cognitive skills: teacher and national exam scores. By using a nationwide dataset, we look at how the predictive power of teacher assessment and exam scores for selecting successful students may vary with the degree of selectivity of higher education programmes. We find that teacher scores predict students’ performance in higher education more accurately, and its predictive power remains the same independently of the selectivity programme indicator considered. We found that national exam scores are noisier and only gain relevance for highly selective programmes. Furthermore, we explore national exams’ volatility and institutional selectivity as potential mechanisms to justify the results. Our results provide solid policy hints on the role that high school scores and admission exams should have for access and performance in higher education.

Suggested Citation

  • Pedro Luis Silva & Carla Sá & Ricardo Biscaia & Pedro N. Teixeira, 2022. "High school and exam scores: Does their predictive validity for academic performance vary with programme selectivity?," NIPE Working Papers 4/2022, NIPE - Universidade do Minho.
    • Handle: RePEc:nip:nipewp:4/2022
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    File URL: http://repositorium.sdum.uminho.pt/handle/1822/78672
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    Cited by:

    1. Stephan Maurer & Guido Schwerdt & Simon Wiederhold, 2023. "Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education," CESifo Working Paper Series 10208, CESifo.

    More about this item

    Keywords

    Admission Exams; Teacher Scores; Higher Education; Selectivity.;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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