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dc.contributor.authorDockery, Michael
dc.contributor.authorLi, Ian
dc.date.accessioned2020-01-14T07:43:14Z
dc.date.available2020-01-14T07:43:14Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.11937/77598
dc.description.abstract

Data for first year university undergraduates from an Australian university are linked to schools data, to examine the impact of school characteristics, particularly socioeconomic status, on influencing university marks. School socioeconomic status is found to have moderate impacts on university performance, with students from less privileged schools performing better in university given their Australian Tertiary Admission Rank (ATAR). Prior academic achievement, as proxied by the ATAR, is found to be a strong determinant of university scores. School sector or school resourcing characteristics are found to have negligible impacts on university academic scores. Equity measures to increase university access for low socioeconomic status students and those from lower socioeconomic status schools can be expanded without compromising academic standards.

dc.languageEnglish
dc.publisherNational Centre for Student Equity in Higher Education
dc.relation.urihttps://www.ncsehe.edu.au/
dc.subject1402 - Applied Economics
dc.subject1605 - Policy and Administration
dc.titleSocio-economic status of schools and university academic performance: implications for Australia’s higher education expansion
dc.typeReport
dcterms.source.titleSocio-economic status of schools and university academic performance: implications for Australia’s higher education expansion
dcterms.source.placePerth
dc.date.updated2020-01-14T07:43:14Z
curtin.departmentBankwest-Curtin Economics Centre
curtin.accessStatusOpen access
curtin.facultyFaculty of Business and Law
curtin.contributor.orcidDockery, Michael [0000-0002-4517-2442]


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