How Important Are Socioeconomic Background and Other Factors to the University Career vis-à-vis Prior Student Performance: Evidence from Australian Longitudinal Data

Autor/in	Marks, Gary N.
Titel	How Important Are Socioeconomic Background and Other Factors to the University Career vis-à-vis Prior Student Performance: Evidence from Australian Longitudinal Data
Quelle	In: Educational Research and Evaluation, 25 (2019) 7-8, S.357-380 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2020.1831547
Schlagwörter	Socioeconomic Background; Academic Achievement; Foreign Countries; Longitudinal Studies; College Attendance; Predictor Variables; School Holding Power; Student Characteristics; Achievement Tests; International Assessment; Secondary School Students; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sozioökonomische Lage; Schulleistung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Australien
Abstract	The literature on the relationship between socioeconomic background (SES) and university education is inconsistent. Some studies conclude SES is important to university entry and course completion, others find trivial SES effects, net of students' prior performance, and a third group concludes that SES effects are important and policy relevant even when considering prior performance. Parallel arguments apply to demographic, school sector, and institutional differences in the university career, that is, are they unimportant when considering student performance? Using comprehensive and accurate measures of SES and student performance, and a statistical method that utilizes all non-missing data, this study quantifies the effects of socioeconomic, demographic, and institutional factors and prior student performance. SES has only weak effects on university entry and attrition, and no effects on course completion. Student performance has strong effects on entry and has moderate effects on attrition and completion. Demographic other differences mostly disappear when controlling for student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01