An Analysis of the Impact of Socio-Economic Disadvantage and School Quality on the Probability of School Dropout

Autor/inn/en	Mahuteau, S.; Mavromaras, K.
Titel	An Analysis of the Impact of Socio-Economic Disadvantage and School Quality on the Probability of School Dropout
Quelle	In: Education Economics, 22 (2014) 4, S.389-411 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2014.918586
Schlagwörter	Economically Disadvantaged; Foreign Countries; Secondary School Students; Academic Achievement; Achievement Tests; Educational Quality; Dropouts; Correlation; Longitudinal Studies; Statistical Analysis; Scores; Prediction; Low Achievement; Role; Social Class; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Quality of education; Bildungsqualität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Vorhersage; Unterdurchschnittliche Leistung; Rollen; Social classes; Soziale Klasse; Australien
Abstract	This paper combines the Australian Programme for International Student Assessment (PISA) micro-level data with its longitudinal continuation, the Longitudinal Survey of Australian Youth data, to measure the association between individual PISA scores and early school dropouts. We use multilevel modelling to distinguish between student and school factors when estimating school dropout propensity for 15-18-year olds. We model attrition and deal with the possibility that PISA scores are endogenous in the dropout decision. We find that PISA scores predict well early dropout, especially so for bottom achievers, and that individual and social disadvantage plays a crucial role in this relationship, both directly and indirectly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10