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

22 Pages Posted: 4 Oct 2014

See all articles by Samer Kherfi

Samer Kherfi

American University of Sharjah - School of Business and Management; Department of Economics

George Naufal

Texas A&M University; IZA Institute of Labor Economics

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

JEL Classification: A20, I20

Suggested Citation

Kherfi, Samer and Naufal, George Sami, Does Diploma Type Matter for Subsequent Academic Achievement? A Uae Case Study. Available at SSRN: https://ssrn.com/abstract=2505334 or http://dx.doi.org/10.2139/ssrn.2505334

Samer Kherfi (Contact Author)

American University of Sharjah - School of Business and Management ( email )

P.O. Box 26666
Sharjah
United Arab Emirates

Department of Economics ( email )

P.O. Box 26666
Sharjah
United Arab Emirates

George Sami Naufal

Texas A&M University ( email )

Public Policy Research Institute
4476 TAMU
College Station, TX 77843
United States

IZA Institute of Labor Economics

P.O. Box 7240
Bonn, D-53072
Germany

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