Exit velocity: is there truth in the commonly-held belief that grades for undergraduate students tend to improve from Year 2 to Year 3? A case study

Authors

  • Mark Betteney University of Greenwich

DOI:

https://doi.org/10.21100/compass.v6i10.136

Keywords:

Student progression, exit velocity

Abstract

This case study makes analysis of final-year Progression and Award Board data of a professional undergraduate degree programme taken from three annual cohorts (2010-11 to 2012-13). The analysis shows that for each cohort there was a degree of exit velocity for those students achieving a lower second class degree or better, with the more able students achieving most progress in grade improvement from Year 2 to Year 3. However, for those students who achieved only a third class degree, there was consistent grade regression from Year 2.

Author Biography

Mark Betteney, University of Greenwich

Principal Lecturer and Programme Leader, BA Primary Education (QTS)

References

Attewell, P. and Scott, H. (2012) ‘What Is Academic Momentum? And Does It Matter?’ Educational Evaluation and Policy Analysis 34(1) 27-44

Herzog, S. (2005). ‘Measuring determinants of student return vs. dropout/stopout vs. transfer:

A first to second year analysis of new freshman’ Research in Higher Education 46(8), 883‐928

Simonite V. (2003) ‘A Longitudinal Study of Achievement in a Modular First Degree Course’ Studies in Higher Education, 28:3, 293-302

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Published

06/05/2015

Issue

Vol. 6 No. 10 (2015): Compass: Journal of Learning and Teaching

Section

Case Studies

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