Tracking Students' Progress through the Spanish University School Sector

Autor/inn/en	Lassibille, Gerard; Gomez, M. Lucia Navarro
Titel	Tracking Students' Progress through the Spanish University School Sector
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 58 (2009) 6, S.821-839 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-009-9227-8
Schlagwörter	Family Characteristics; Statistical Analysis; Probability; Educational Experience; Academic Ability; Longitudinal Studies; Academic Persistence; Student Characteristics; Correlation; Foreign Countries; Higher Education; College Students; College Transfer Students; Withdrawal (Education); Spain + Suchen Sie Ihr Suchwort? Statistische Analyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Hochschulwechsel; Schulwechsel; Studienortwechsel; Kursabbruch; Spanien
Abstract	From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer, or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find that the system's internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However, we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard, our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational experience are major influences on student progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10