The effects of individual and school factors on university students’ academic performance

Abstract

This article examines the factors that influence university students’ academic performance, focusing on the role of student background and school factors. Using data on the first-year students at the University of Western Australia in 2001, two methodologies are employed. The first is analogous to an input–output approach, and the second is a random coefficients model. A key finding is that high schools have an impact on the academic performance of students at university beyond students’ own background characteristics. Both immersion and reinforcement effects are identified.