Predicting Students' Academic Performance Based on School and Socio-Demographic Characteristics

Autor/inn/en	Thiele, Tamara; Singleton, Alexander; Pope, Daniel; Stanistreet, Debbi
Titel	Predicting Students' Academic Performance Based on School and Socio-Demographic Characteristics
Quelle	In: Studies in Higher Education, 41 (2016) 8, S.1424-1446 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.974528
Schlagwörter	Predictor Variables; Student Characteristics; Academic Achievement; Correlation; Institutional Characteristics; Grades (Scholastic); Socioeconomic Status; Community Involvement; Gender Differences; College Students; Racial Differences; Foreign Countries; Databases; Student Records; Comparative Analysis; Multivariate Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; Korrelation; Notenspiegel; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Collegestudent; Rassenunterschied; Ausland; Datenbank; Schülerakte; Multivariate Analyse; Großbritannien
Abstract	Students' trajectories into university are often uniquely dependent on school qualifications though these alone are limited as predictors of academic potential. This study endorses this, examining associations between school grades, school type, school performance, socio-economic deprivation, neighbourhood participation, sex and academic achievement at a British university. Consistent with past research, large entry-level differences between students are generally narrowed by final year at university. Students from the most deprived areas performed less well than more affluent students. Asian and black students performed less well than white students. Female students performed better than their male counterparts. Contrasting with past research, though school performance was positively associated with entry grades, students from low-performing schools were more likely to achieve the highest degree classifications. Additionally, independent school students performed less well than comprehensive school students at final year despite entering with higher grades. These variations exemplify how patterns observed nationally may differ between universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01