Does Parental Educational Level Predict Drop-Out from Upper Secondary School for 16- to 24-Year-Olds when Basic Skills Are Accounted For? A Cross Country Comparison

Autor/in	Lundetrae, Kjersti
Titel	Does Parental Educational Level Predict Drop-Out from Upper Secondary School for 16- to 24-Year-Olds when Basic Skills Are Accounted For? A Cross Country Comparison
Quelle	In: Scandinavian Journal of Educational Research, 55 (2011) 6, S.625-637 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.555925
Schlagwörter	Dropouts; Secondary School Students; Unemployment; Parent Background; Educational Attainment; Basic Skills; Foreign Countries; Cross Cultural Studies; Surveys; Regression (Statistics); Predictor Variables; Adult Literacy; Mothers; Norway; United States + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sekundarschüler; Arbeitslosigkeit; Elternhaus; Bildungsabschluss; Bildungsgut; Basic skill; Grundfertigkeit; Ausland; Cultural comparison; Kulturvergleich; Survey; Umfrage; Befragung; Regression; Regressionsanalyse; Prädiktor; Mother; Mutter; Norwegen; USA
Abstract	Drop-out from upper secondary school is considered a widespread problem, closely connected with youth unemployment. The aim of the current study was to examine whether parents' level of education predicted drop-out for 16-24-year-olds when accounting for basic skills. For this purpose, data from the Norwegian (n = 996) and American (n = 641) samples in the Adult Literacy and Life Skills Survey (ALL) were used. Stepwise logistic regression showed that parents' educational level was a significant predictor of early school leaving in both countries, but explained significantly more of the variance in USA than in Norway. Mothers' educational level predicted early school leaving in USA also when accounting for youth's basic skills, but this was not the case in Norway. (Contains 5 tables, 1 figure and 3 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10