How Gender and Prior Disadvantage predict Performance in College

Files in This Item:
File Description SizeFormat 
WP20_15.pdf1.16 MBAdobe PDFDownload
Title: How Gender and Prior Disadvantage predict Performance in College
Authors: Delaney, Judith M.Devereux, Paul J.
Permanent link: http://hdl.handle.net/10197/11439
Date: May-2020
Online since: 2020-07-23T16:34:33Z
Abstract: Much research has shown that having a better class of degree has significant payoff in the labour market. Using administrative data from Ireland, we explore the performance in college of different types of students. We find that post-primary school achievement is an important predictor: Its relationship with college performance is concave for college completion, approximately linear for the probability of obtaining at least second class honours, upper division, and convex for the probability of obtaining a first class honours degree. We find that females do better in college than males, even after we account for their greater prior achievement, and this is true in both non-STEM and STEM fields. Disabled students, students from disadvantaged schools, and students who qualify for means-tested financial aid are less likely to complete and less likely to obtain first class honours or a 2.1 degree. However, once we control for post-primary school achievement, these students actually perform better in college than others. We also find that, conditional on prior achievement, students from private exam-oriented “grind” schools and from Irish-medium schools are less likely to finish a degree and less likely to perform well in college, possibly because their school exam results are high relative to their abilities. Our results suggest that current college policies that lower entry requirements for disabled students and students from disadvantaged backgrounds may be justified on efficiency as well as equity grounds. They also suggest that college performance might be improved by increasing entry requirements for students who come from school types that convey advantages in the post-primary exams that determine college entry.
Type of material: Working Paper
Publisher: University College Dublin. School of Economics
Start page: 1
End page: 48
Series/Report no.: UCD Centre for Economic Research Working Paper Series; WP2020/15
Copyright (published version): 2020 the Authors
Keywords: Higher educationGender and educational achievementGender and STEMEducational disadvantageDegree classContextual admissions
metadata.dc.subject.classification: I23; I24; J16; J24
Language: en
Status of Item: Not peer reviewed
Appears in Collections:Geary Institute Research Collection
Economics Working Papers & Policy Papers

Show full item record

Page view(s)

113
Last Week
5
Last month
58
checked on Sep 22, 2020

Download(s)

10
checked on Sep 22, 2020

Google ScholarTM

Check


This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.