The consequences of academic dismissal for academic success

Figures & data

Figure 1. Dutch education system.

Note: This figure is taken from Cornelisz and Van Klaveren (2018).

Table 1. Descriptive student characteristics.

	Population
	N	Range	Mean	SD
Cohort 2009	1707	{0,1}	0.49	0.50
Female	1707	{0,1}	0.29	0.46
Age	1707	{16,35}	19.03	1.75
Dutch background	1707	{0,1}	0.81	0.39
Credits	1707	{0,60}	35.60	22.83
GPA secondary school	1079	{5.6,8.7}	6.78	0.53
Academic dismissal threshold	1707	{0,1}	0.48	0.50
Number of students	1707

Note: N for the indicator variables cohort, female, Dutch and negative advice represent the number of students who have a certain characteristic.

Figure 2. Student proportion that continues the program by first-year credits obtained.

Figure 3. Observed transitions for students below and above the academic dismissal threshold.

Figure 4. Student characteristics by first-year credits obtained.

Figure 5. Student proportion that graduates by first-year credits obtained in first year.

Table 2. Estimation results: degree.

	(1)	(2)	(3)	(4)	(5)
T	$-{0.261}^{\ast \ast \ast }$	$-{0.248}^{\ast \ast \ast }$	0.062	0.055	0.038
	(0.023)	(0.019)	(0.052)	(0.052)	(0.051)
Constant	${0.933}^{\ast \ast \ast }$	${1.428}^{\ast \ast \ast }$	${0.889}^{\ast \ast \ast }$	${0.692}^{\ast \ast \ast }$	${1.183}^{\ast \ast \ast }$
	(0.012)	(0.238)	(0.026)	(0.210)	(0.247)
Trend relationship left	.	.	Quadratic	Quadratic	Quadratic
Trend relationship right	.	.	Linear	Linear	Linear
GPA controls		✓		✓	✓
Student controls		✓			✓
${\mathrm{R}}^2$	0.110	0.171	0.140	0.161	0.197
N	1707	1707	1707	1707	1707

Note: Robust standard errors in parentheses. */**/*** denote significance at a 10/5/1 percent confidence level. The included student controls are sex, age, pre-education and migration background.

Figure 6. Duration until degree in months by first-year credits obtained.

Figure 7. Student proportion with missing duration by first-year credits obtained.

Table 3. Estimation results: study duration.

	(1)	(2)	(3)	(4)	(5)
T	${15.70}^{\ast \ast \ast }$	${13.71}^{\ast \ast \ast }$	1.451	1.427	1.038
	(0.663)	(0.706)	(2.196)	(2.188)	(2.170)
Constant	${45.28}^{\ast \ast \ast }$	${14.31}^{\ast \ast \ast }$	${54.14}^{\ast \ast \ast }$	${37.17}^{\ast \ast \ast }$	${39.91}^{\ast \ast \ast }$
	(0.416)	(8.784)	(1.527)	(7.362)	(8.992)
Trend relationship left	.	.	Quadratic	Quadratic	Quadratic
Trend relationship right	.	.	Cubic	Cubic	Cubic
GPA controls		✓		✓	✓
Student controls		✓			✓
Peak clearance
${\mathrm{R}}^2$	0.289	0.329	0.348	0.353	0.372
N	1381	1381	1381	1381	1381

Note: Robust standard errors in parentheses. */**/*** denote significance at a 10/5/1 percent confidence level. The included student controls are sex, age, pre-education and migration background.

Table 4. Reallocation in year 2 of switching students.

		Switch universities
ISCED field of study in second year	Same program	No	Yes
ISCED field 3	No	164	86
		(27.5%)	(14.4%)
	Yes		259
			(43.4%)
Other ISCED fields {1,2,4,5,6,7,8}		0	45
			(7.5%)
Missing			43
			(7.2%)
Total		597

Note: ISCED stands for International Standardized Classification of Education. ISCED Level 3 capture social & Behavioral Sciences, Business, Administration & Law.

Cornelisz, I., and C. Van Klaveren. 2018. “Student Engagement with Computerized Practicing: Ability, Task Value and Difficulty Perceptions.” Journal of Computer Assisted Learning 34: 828–842. doi: 10.1111/jcal.12292

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