Persistence and academic success in university

Abstract

We use a unique set of linked administrative data to explore the determinants of persistence and academic success in university. The explanatory power of high school grades greatly dominates that of other variables such as university program, gender, and neighbourhood and high school characteristics. Indeed, characteristics such as average neighbourhood income or high school standardized test scores have weak links with success in university. These results raise challenging questions of what lies behind the variation in high school grades and what mix of individual, home, and school inputs ultimately accounts for university outcomes.