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01.03.2021 10:30

The role school grades and academic achievements play in student dro out?

Using data from the National Educational Panel Study (NEPS), Lars Müller and Daniel Klein examine the extent to which social, ethnic, and gender-specific inequalities in dropout from higher education can be attributed to differences in academic achievements before and during the course of studies.

Results of logistic regressions show that the final grade in secondary education is more relevant for explaining group-specific inequalities than the grades that students receive during higher education. The slightly higher dropout risk among men appears to be entirely due to performance deficits. In contrast, social and ethnic inequalities are only partly explained by differences in performance. Our results imply that interventions aiming at reducing performance deficits during higher education start too late and fall short of eliminating ethnic and social inequalities in dropout.

Müller, Lars; Klein, Daniel (2021): Soziale, ethnische und geschlechtsspezifische Ungleichheiten beim Studienabbruch. Welche Rolle spielen akademische Leistungen vor und während des Studiums? In: Zeitschrift für empirische Hochschulforschung (ZeHf), 4 (1), S. 13–31. DOI: 10.3224/zehf.v4i1.03.