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British Educational Research Journal Volume 35, 2009 - Issue 5
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Original Articles

Schooling effects on degree performance: a comparison of the predictive validity of aptitude testing and secondary school grades at Oxford University

Tom Ogg Formerly of Oxford University, UK
,
Anna Zimdars University of Manchester, UKCorrespondence[email protected]
&
Anthony Heath Oxford University, UK
Pages 781-807 | Published online: 24 Sep 2009

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Nicola C. King & Grace Hambrook. (2021) Examining the impact of pre-university qualifications on success in interdisciplinary science. Journal of Further and Higher Education 45:9, pages 1192-1205.
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Anna Mountford-Zimdars & Joanne Moore. (2020) Identifying merit and potential beyond grades: opportunities and challenges in using contextual data in undergraduate admissions at nine highly selective English universities. Oxford Review of Education 46:6, pages 752-769.
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Stephen Gorard, Vikki Boliver, Nadia Siddiqui & Pallavi Banerjee. (2019) Which are the most suitable contextual indicators for use in widening participation to HE?. Research Papers in Education 34:1, pages 99-129.
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Stephen Evans & Bruce Morrison. (2018) Adjusting to higher education in Hong Kong: the influence of school medium of instruction. International Journal of Bilingual Education and Bilingualism 21:8, pages 1016-1029.
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Stephen Evans. (2018) Making the transition to higher education in Hong Kong: a tale of two cohorts. Journal of Further and Higher Education 42:2, pages 177-192.
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Steven Jones, Maria Pampaka, Daniel Swain & Julian Skyrme. (2017) Contextualising degree-level achievement: an exploration of interactions between gender, ethnicity, socio-economic status and school type at one large UK university. Research in Post-Compulsory Education 22:4, pages 455-476.
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Stephen Evans & Bruce Morrison. (2017) English-medium instruction in Hong Kong: illuminating a grey area in school policies and classroom practices. Current Issues in Language Planning 18:3, pages 303-322.
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Richard Budd. (2017) Disadvantaged by degrees? How widening participation students are not only hindered in accessing HE, but also during – and after – university. Perspectives: Policy and Practice in Higher Education 21:2-3, pages 111-116.
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Emma Smith. (2016) Can higher education compensate for society? Modelling the determinants of academic success at university. British Journal of Sociology of Education 37:7, pages 970-992.
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Anna Mountford-Zimdars, Joanne Moore & Janet Graham. (2016) Is contextualised admission the answer to the access challenge?. Perspectives: Policy and Practice in Higher Education 20:4, pages 143-150.
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Tamara Thiele, Alexander Singleton, Daniel Pope & Debbi Stanistreet. (2016) Predicting students' academic performance based on school and socio-demographic characteristics. Studies in Higher Education 41:8, pages 1424-1446.
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Carmen Vidal Rodeiro & Nadir Zanini. (2015) The role of the A* grade at A level as a predictor of university performance in the United Kingdom. Oxford Review of Education 41:5, pages 647-670.
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Tom Benton. (2015) Can we do better than using ‘mean GCSE grade’ to predict future outcomes? An evaluation of Generalised Boosting Models. Oxford Review of Education 41:5, pages 587-607.
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Laurence Lasselle, Jonathan McDougall-Bagnall & Ian Smith. (2014) School grades, school context and university degree performance: evidence from an elite Scottish institution. Oxford Review of Education 40:3, pages 293-314.
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Kathryn Blyth. (2014) Selection methods for undergraduate admissions in Australia. Does the Australian predominate entry scheme the Australian Tertiary Admissions Rank (ATAR) have a future?. Journal of Higher Education Policy and Management 36:3, pages 268-278.
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DanielK. Acquah. (2013) An analysis of the GCE A* grade. The Curriculum Journal 24:4, pages 529-552.
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Francis Green & Anna Vignoles. (2012) An empirical method for deriving grade equivalence for university entrance qualifications: an application to A levels and the International Baccalaureate. Oxford Review of Education 38:4, pages 473-491.
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Joanne L. Emery, John F. Bell & Carmen L. Vidal Rodeiro. (2011) The BioMedical Admissions Test for medical student selection: Issues of fairness and bias. Medical Teacher 33:1, pages 62-71.
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Michael Barth, Arne Güllich, Brooke N. Macnamara & David Z. Hambrick. (2023) Quantifying the Extent to Which Junior Performance Predicts Senior Performance in Olympic Sports: A Systematic Review and Meta-analysis. Sports Medicine.
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Gyorgy Denes. (2023) A case study of using AI for General Certificate of Secondary Education (GCSE) grade prediction in a selective independent school in England. Computers and Education: Artificial Intelligence 4, pages 100129.
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Vikki Boliver, Pallavi Banerjee, Stephen Gorard & Mandy Powell. (2021) Reconceptualising fair access to highly academically selective universities. Higher Education 84:1, pages 85-100.
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Mathias Holenstein, Georg Bruckmaier & Alexander Grob. (2021) How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling. British Journal of Educational Psychology 92:1.
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Vikki Boliver, Stephen Gorard, Mandy Powell & Tiago Moreira. (2020) The use of access thresholds to widen participation at Scottish universities. Scottish Affairs 29:1, pages 82-97.
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Alice Sullivan, Samantha Parsons, Francis Green, Richard D. Wiggins & George Ploubidis. (2018) Elite universities, fields of study and top salaries: Which degree will make you rich?. British Educational Research Journal 44:4, pages 663-680.
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Simon Marginson. (2018) Global trends in higher education financing: The United Kingdom. International Journal of Educational Development 58, pages 26-36.
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Samantha Parsons, Francis Green, George B. Ploubidis, Alice Sullivan & R. D. Wiggins. (2017) The influence of private primary schooling on children's learning: Evidence from three generations of children living in the UK. British Educational Research Journal 43:5, pages 823-847.
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Vikki Boliver, Stephen Gorard & Nadia Siddiqui. 2017. The University as a Critical Institution?. The University as a Critical Institution? 95 109 .
Catherine A. Marshall. 2016. Widening Participation, Higher Education and Non-Traditional Students. Widening Participation, Higher Education and Non-Traditional Students 1 18 .
Vikki Boliver, Stephen Gorard & Nadia Siddiqui. (2015) Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer?. Education Sciences 5:4, pages 306-322.
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Emma Smith & Patrick White. (2015) What makes a successful undergraduate? The relationship between student characteristics, degree subject and academic success at university. British Educational Research Journal 41:4, pages 686-708.
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Anna Mountford-Zimdars. (2015) Contest and adjustment sponsorship in the selection of elites: Re-visiting Turner’s mobility modes for England through an analysis of undergraduate admissions at the University of Oxford. Sociologie 6:2, pages 157.
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Steven Jones. (2014) Equidad en tiempos de tasas universitarias elevadas: un estudio de caso sobre las universidades inglesas. REDU. Revista de Docencia Universitaria 12:2, pages 61.
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Natasha Kumar Warikoo & Christina Fuhr. (2014) Legitimating status: perceptions of meritocracy and inequality among undergraduates at an elite British university. British Educational Research Journal 40:4, pages 699-717.
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Linda Croxford, Gemma Docherty, Rebecca Gaukroger & Kathleen Hood. (2014) Widening Participation at the University of Edinburgh: Contextual Admissions, Retention, and Degree Outcomes. Scottish Affairs 23:2, pages 192-216.
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Steven Jones. (2013) “Ensure That You Stand Out from the Crowd”: A Corpus-Based Analysis of Personal Statements according to Applicants’ School Type. Comparative Education Review 57:3, pages 397-423.
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J. Mellanby, A. Zimdars & M. Cortina-Borja. (2013) Sex differences in degree performance at the University of Oxford. Learning and Individual Differences 26, pages 103-111.
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Catherine A. Marshall. (2013) Good Foundations: Prediction of Degree Success in Non-traditional Students. Widening Participation and Lifelong Learning 15:2, pages 22-42.
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Vikki Boliver. (2013) How fair is access to more prestigious UK universities? . The British Journal of Sociology 64:2, pages 344-364.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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Bernard Herskovic & Joao Ramos. (2015) Promoting Educational Opportunities: Long-Run Implications of Affirmative Action in College Admissions. SSRN Electronic Journal.
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Debopam Bhattacharya, Shin Kanaya & Margaret Stevens. (2012) Are University Admissions Academically Fair?. SSRN Electronic Journal.
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