A significant amount of attention has been given to the predictors of academic achievement in higher education. However, the vast majority of articles have centred on entrance criteria and the learning approaches or personal habits of students. Investigations into how achievement depends on student efforts, being almost invariably based on subjective and unavoidably imprecise student self-evaluations, do not generally help the university determine how it can actually promote academic achievement. In this article, the authors construct models for the academic achievement of economics students in various subjects at their institution. These models include students' previous scores and objective information about their studies during the year, including marks for home assignments and tests; subjective information from the students is not used. The predictive power of these models is high, and the authors use them to formulate how the university can enhance academic achievement and improve the quality of studies: for example, improving student feedback; tailoring subjects to complement each other; determining the need for additional classes; identifying students who are in danger of failing; and giving instructors feedback on the efficacy of activities such as home assignments or the format of examination papers and marking. (Contains 1 figure.)