Does Diploma Type Matter for Subsequent Academic Achievement? A UAE Case Study

Samer Kherfi () and George Naufal
Additional contact information
Samer Kherfi: American University in Sharjah

No 8472, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: We examine how selected high school characteristics – including type of diploma – contribute to students' academic success in an American-type university in the United Arab Emirates (UAE). We find no robust evidence that US, UK, and UAE systems of high school diploma produce different outcomes, once we control for English proficiency. Irrespective of the type of diploma, high school grade is a strong positive predictor of future performance. We identify significant female, nationality, and family income effects. There is evidence that school ownership (private versus public) does not matter, and that graduates of coeducational schools perform better.

Keywords: students' university performance; high school characteristics; diploma; UAE (search for similar items in EconPapers)
JEL-codes: A20 I20 (search for similar items in EconPapers)
Pages: 22 pages
Date: 2014-09
New Economics Papers: this item is included in nep-ara and nep-edu
References: Add references at CitEc
Citations:

Downloads: (external link)
https://docs.iza.org/dp8472.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:iza:izadps:dp8472

Ordering information: This working paper can be ordered from
IZA, Margard Ody, P.O. Box 7240, D-53072 Bonn, Germany

Access Statistics for this paper

More papers in IZA Discussion Papers from Institute of Labor Economics (IZA) IZA, P.O. Box 7240, D-53072 Bonn, Germany. Contact information at EDIRC.
Bibliographic data for series maintained by Holger Hinte ().