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Transfer College Quality and Student Performance

Author

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  • Angela K Dills

    (Stetson School of Business and Economics, Mercer University, 1400 Coleman Avenue, Macon, GA 31207, USA.)

  • Rey Hernández-Julián

    (Department of Economics, Metropolitan State, College of Denver, Campus Box 77, P.O. Box 173362, Denver, CO 80217-3362, USA.)

Abstract

We examine how students who transfer credit for an introductory-level course from schools of varying quality perform in a subsequent intermediate-level course, holding constant many student characteristics. We measure college quality by the percent of students admitted, the student faculty ratio, listed tuition, the percentage of professors with Ph.D.s, and SAT scores. Students taking introductory courses at higher quality institutions earn higher grades in their intermediate courses than students transferring from lower quality institutions. A back-of-the-envelope calculation suggests that, for the average student, the benefit from attending a higher quality institution is more than worth the higher tuition. Eastern Economic Journal (2008) 34, 172–189. doi:10.1057/palgrave.eej.9050010

Suggested Citation

  • Angela K Dills & Rey Hernández-Julián, 2008. "Transfer College Quality and Student Performance," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 34(2), pages 172-189, Spring.
    • Handle: RePEc:pal:easeco:v:34:y:2008:i:2:p:172-189
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    Cited by:

    1. Lang, Kevin & Siniver, Erez, 2011. "Why is an elite undergraduate education valuable? Evidence from Israel," Labour Economics, Elsevier, vol. 18(6), pages 767-777.
    2. Kevin P. Belanger & Angela K. Dills & Rey Hernández-Julián & Kurt W. Rotthoff, 2019. "Class Size, Course Spacing, and Academic Outcomes," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 45(2), pages 301-320, April.

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