01045nas a2200109 4500008004100000245007900041210006900120260002300189490000700212520066600219856005000885 2025 eng d00aPublic and Private School Grade Inflations Patterns in Secondary Education0 aPublic and Private School Grade Inflations Patterns in Secondary bIZA working papers0 v253 a

We examine the extent of grade inflation in courses taken during high school and how such differences vary across student and school characteristics. Using administrative data, we assess grade inflation in Portuguese high schools over a decade. We propose a relative measure of grade inflation, comparing students’ high school grades to their national exam ranks. Examining various school types, we find that private schools tend to inflate grades more than their public school peers, particularly at the top of the ability distribution. A regional disaggregation indicates that the northern districts exhibit higher probabilities of grade inflation.

 uhttps://www.cipes.pt/node/4262?language=pt-pt01060nas a2200097 4500008004100000245007300041210006900114520072000183100002400903856003500927 2024 eng d00aSpecialists or All-Rounders: How Best to Select University Students?0 aSpecialists or AllRounders How Best to Select University Student3 a

This paper studies whether universities should select their students only using specialised subject-specific tests or based on a broader set of skills and knowledge. Theoretically, I show that even if broader skills are not improving graduates' outcomes in the labour market, the university optimally chooses to use them as a criterion for selection alongside the mastery of more subject-specific tools. Empirically, I exploit the variation between subject-specific and non-specific entrance exam sets on Portuguese students' large administrative dataset. My central finding is that universities with less specialised admission policies admit a pool of students who obtain a higher final GPA.
 

1 aSilva, Pedro, Luís uhttps://doi.org/10.1086/72808601466nas a2200121 4500008004100000245002600041210002600067260001000093520115700103100002401260700002201284856003801306 2023 eng d00aMestrados em Portugal0 aMestrados em Portugal bCIPES3 a

[Excerto] Em Portugal, em 2021, a percentagem de pessoas na população entre os 25 e os 64 anos com mestrado atingiu 21,2%, um valor mais elevado que na UE221 com 17,0% e OCDE com 13,9%2. O que contrasta com o facto de 31,1% possuírem ensino superior, contra 38,1% na UE22 e 39,7% na OCDE. O mestrado tem vindo, assim, a assumir um peso importante no ensino superior em Portugal. A obtenção do mestrado em média compensa em termos de resultados no mercado de trabalho. Em 2021, em Portugal, os detentores de mestrado tinham uma taxa média de empregabilidade de 92,5% face a somente 82,8% dos detentores de licenciatura3 . Adicionalmente, o rácio salarial entre mestrado e licenciatura tem vindo a aumentar desde 2013, tendo atingido 1,22 em 20194 . Os bons resultados dos detentores de mestrado ao nível do mercado de trabalho são positivos, mas há questões em que medida o mestrado está de facto a elevar as competências dos diplomados, ou sobretudo a servir como credencial que está a ser utilizada pelos empregadores para triarem e diferenciarem entre candidatos a empregos e ajudá-los a tomar decisões de recrutamento [...]

1 aSilva, Pedro, Luís1 aSarrico, Cláudia uhttps://hdl.handle.net/1822/8669900283nas a2200097 4500008004100000245003000041210003000071100002400101700002200125856003800147 2023 eng d00aDoutoramentos em Portugal0 aDoutoramentos em Portugal1 aSilva, Pedro, Luís1 aSarrico, Cláudia uhttps://hdl.handle.net/1822/8512501576nas a2200157 4500008004100000245012200041210006900163260002300232520098400255653006701239100002401306700001501330700001601345700002001361856003701381 2022 eng d00aHigh school and exam scores: Does their predictive validity for academic performance vary with programme selectivity?0 aHigh school and exam scores Does their predictive validity for a bIZA working papers3 a

Students are admitted into higher education based on their past performance. This paper compares two measures of past cognitive skills: teacher and national exam scores. By using a nationwide dataset, we look at how the predictive power of teacher assessment and exam scores for selecting successful students may vary with the degree of selectivity of higher education programmes. We find that teacher scores predict students' performance in higher education more accurately, and its predictive power remains the same independently of the selectivity programme indicator considered. We found that national exam scores are noisier and only gain relevance for highly selective programmes. Furthermore, we explore national exams' volatility and institutional selectivity as potential mechanisms to justify the results. Our results provide solid policy hints on the role that high school scores and admission exams should have for access and performance in higher education.

10aadmission exams; teacher scores; higher education; selectivity1 aSilva, Pedro, Luís1 aSá, Carla1 aBiscaia, R.1 aTeixeira, Pedro uhttps://docs.iza.org/dp15350.pdf01090nas a2200109 4500008004100000245009800041210006900139300001400208490000700222520068100229856007000910 2020 eng d00aStudent selection and performance in higher education: admission exams vs. high school scores0 aStudent selection and performance in higher education admission  a437–4540 v283 a

In many countries, students are selected into higher education institutions based on their achievement at high school, measured by scores given by their teachers and obtained on final national exams. This paper compares these two measures in terms of their ability to predict students' success in higher education. Accounting for sample selection problems, we find that the high school score is a stronger predictor of students' performance at university. However, the score obtained in the mathematics national exam still adds information. We conclude that both measures are complementary, a result that is relevant for university recruitment and selection policies.

 uhttps://www.tandfonline.com/doi/abs/10.1080/09645292.2020.178284601400nas a2200109 4500008004100000245007300041210006900114520090800183653007101091100002401162856010401186 2020 eng d00aSpecialists or All-rounders: How best to select university students?0 aSpecialists or Allrounders How best to select university student3 a

This paper studies whether universities should select their students only using specialised subject-specific tests, or on the basis of a broader set of skills and knowledge. The empirical analysis is guided by a theoretical framework. The theoretical model shows that even if broader skills are not improving graduates’ outcomes in the labour market, the university chooses to use them as a criterion for selection alongside the mastery of more subject-specific tools. This is so because broader skills allow the university to select candidates who are on average abler. I test the model on a large administrative dataset of Portuguese students. Within programmes, I exploit the variation between specific and non-specific entrance exam sets. My central finding is that, on average, universities with less specialised admission policies admit a pool of students who obtain a higher final GPA.

10aUniversity Choice & Admission Tests & Job Market & General Skills.1 aSilva, Pedro, Luís uhttps://www.cipes.pt/specialists-or-all-rounders-how-best-select-university-students?language=pt-pt