Student Performance May Not Improve when Universities Are Choosier

Autor/inn/en	Francesconi, Marco; Aina, Carmen; Cappellari, Lorenzo
Titel	Student Performance May Not Improve when Universities Are Choosier
Quelle	In: Evaluation & Research in Education, 24 (2011) 4, S.231-242 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0790
DOI	10.1080/09500790.2011.623772
Schlagwörter	Academic Achievement; Evaluation Methods; Admission Criteria; College Admission; Selective Admission; Academic Standards; Predictive Validity; Predictor Variables; Predictive Measurement; Foreign Countries; Institutional Characteristics; Control Groups; Experimental Groups; Measurement Techniques; Educational Policy; Student Improvement; Italy + Suchen Sie Ihr Suchwort? Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Bildungsselektion; Prädiktor; Ausland; Messtechnik; Politics of education; Bildungspolitik; Italien
Abstract	We use unique administrative data from a leading Italian university to estimate whether the use of admission tests and conditional progression schemes are effective strategies to select high-performing students. Previous work, which has been predominantly correlational, has focused on the effect of selectivity policies on widening university access for individuals from ethnic minorities and disadvantaged backgrounds. Our evaluation method applies a difference-in-difference (DD) design, which, under the assumption that the trends of the outcome variables would be the same across all departments within the same university in the absence of treatment, identifies the causal impact of selectivity policies. The estimates indicate that selectivity schemes may not lead university students to achieve better outcomes, in terms of greater likelihoods of completing their degrees, obtaining top marks and finishing their studies within the required minimum period. The study concludes with a discussion of the main findings and their implications. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10