TY - JOUR
T1 - School grades, school context and university degree performance
T2 - evidence from an elite Scottish institution
AU - Lasselle, Laurence
AU - McDougall-Bagnall, Jonathan Martin
AU - Smith, Ian
PY - 2014/3
Y1 - 2014/3
N2 - This paper investigates degree classification outcomes for students with SQA Higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school’s academic performance relative to the national (Scottish) average. The results show that our school context indicator provides valuable information for interpreting school qualifications with respect to a student’s potential to benefit from their university studies. If school context is ignored, raw school grades alone may be an incomplete measure of academic ability and the probability of success at university.
AB - This paper investigates degree classification outcomes for students with SQA Higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school’s academic performance relative to the national (Scottish) average. The results show that our school context indicator provides valuable information for interpreting school qualifications with respect to a student’s potential to benefit from their university studies. If school context is ignored, raw school grades alone may be an incomplete measure of academic ability and the probability of success at university.
KW - Academic acheivement
KW - Degree classification
KW - Secondary schools
KW - Scotland
UR - http://www.tandfonline.com/doi/full/10.1080/03054985.2014.900485#.U429Wih5F8E
U2 - 10.1080/03054985.2014.900485
DO - 10.1080/03054985.2014.900485
M3 - Article
SN - 0305-4985
VL - 40
SP - 293
EP - 314
JO - Oxford Review of Education
JF - Oxford Review of Education
IS - 3
ER -
