Abstract
ABSTRACT Compared to students in other parts of Europe, Norwegian students more often take a gap year (a break) between completing upper secondary education and entry into higher education. Using registry data (N = 250 000), we analysed the relationship between gap years, gap year activities and on-time completion, particularly linked to social background. Students from highly educated families are more likely to take a gap year, regardless of grades. Work is by far the most common gap year activity. However, we found that individuals from highly educated backgrounds are more likely to spend their gap year on activities that could enhance their chances of higher education admission, whereas individuals from low educated backgrounds are more likely to work. We also find that differences in on-time degree completion by time of transition depends on the type of degree pursued. Postponing start reduces chances of on-time degree completion for students pursuing five-year integrated programmes.
Published Version
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