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Morlaix, Sophie; Suchaut, Bruno – International Review of Education, 2014
The main objective of this study, which evaluated a sample of first-year students enrolled at the University of Burgundy, France, in 2010-2011, is to understand the factors determining success in the first year of university. The originality of this research lies in the inclusion of specific indicators of students' skills when they start…
Descriptors: Case Studies, College Freshmen, Higher Education, Educational Background
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Libman, Zipora – International Review of Education, 2012
Research has found differences in students' abilities, attitudes, and family and community background to be the largest source of variation in student learning, but these are difficult for policymakers to influence, at least in the short run. However, the single most significant school variable affecting student achievement is "teacher…
Descriptors: Teacher Effectiveness, Teacher Qualifications, Licensing Examinations (Professions), Educational Change
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Paul, Jean-Jacques – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 1999
Discusses the practice of grade repetition in French schools, indicating that repetition is not beneficial to the pupil concerned. Notes that countries that have abandoned grade repetition have not suffered a lowering of educational standards, nor have they incurred extra costs, and describes ways to achieve this end. Contains 11 references. (EMH)
Descriptors: Academic Achievement, Educational Assessment, Educational Improvement, Educational Policy