An Analysis of Primary School Dropout Patterns in Honduras

Sekiya, Takeshi; Ashida, Akemi

doi:10.1080/15348431.2016.1179185

Cited by 8 publications

(7 citation statements)

References 12 publications

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“…In contrast, Eisemon (1997) indicated that the attributes of students who repeated a grade and those who dropped out differed considerably and that measure to reduce the number of students who repeated a grade did not address the causes of school dropout. Furthermore, Sekiya and Ashida (2017) analyzed the relationship between repetition and dropout using longitudinal data based on school records, using primary schools in Honduras as a case to verify which of such two conflicting views is valid. A simple overall analysis evidenced that many dropouts had repeated a grade, but a longitudinal analysis that directly investigated the relationship between individual repeating a grade and dropping out of school demonstrated that more dropouts included no repetition.…”

Section: Discussionmentioning

confidence: 99%

“…A simple overall analysis evidenced that many dropouts had repeated a grade, but a longitudinal analysis that directly investigated the relationship between individual repeating a grade and dropping out of school demonstrated that more dropouts included no repetition. Thus, Sekiya and Ashida (2017) concluded that repeating a grade is a reason why Honduran primary students dropped out of school, but it is not the main reason. From these findings, the current study also infers that the occurrence of school dropout was not directly associated with grade repetition for the target secondary students.…”

Section: Discussionmentioning

confidence: 99%

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Socioeconomic status (SES) and the benefits of the “continuous assessment and progression system (CAPS)” in lower secondary education in Myanmar

Yoshida

2021

IJCED

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PurposeThis study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and Progression System (CAPS)” and probed the dependence of these tendencies on high-, middle- and low- socioeconomic status (SES). The obtained results were then examined to extract effective policy implications for the achievement of universal secondary education as specified in the Sustainable Development Goals.Design/methodology/approachBefore and after the CAPS introduction at four government secondary schools, grade repetition and dropout rate trends were examined with respect to differences in students' SES. The analysis utilised a sample of 7,272 students from target secondary schools in urban Yangon Region, Myanmar.FindingsIt was found that since the introduction of CAPS, the grade repetition rates had fallen significantly in all SES groups, so was effective regardless of students' SES. The results also demonstrated the influence of unequal CAPS on dropout rates: in the middle-SES group, significant falls to nearly zero post-CAPS implementation. The high-SES group was at ceiling pre- and post-CAPS, so was unaffected. However, in the low-SES group, high dropout rates persisted, indicating that the poor socioeconomic backgrounds of these students significantly reduced the benefits of CAPS.Originality/valueRather than using cross-sectional data such as education statistics, this study used longitudinal data based on academic enrollment registries that included information on individual enrollment statuses, which allowed for the relationships between grade repetition, school dropout, education policies and socioeconomic circumstances to be elucidated.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Socioeconomic status (SES) and the benefits of the “continuous assessment and progression system (CAPS)” in lower secondary education in Myanmar

Yoshida

2021

IJCED

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“…Several former students and their families, local residents and other relevant individuals were also interviewed as deemed necessary. According to Sekiya and Ashida (2017), who used the same research method as this study, there is the possibility that registered students drop out temporarily and return to the target schools or transfer to another school and advance to graduation or total dropout from the target schools. Therefore, this study tracked at least 10 years of school records of all the registered students and confirmed their graduation or total dropout from school.…”

Section: Target and Data Collectionmentioning

confidence: 99%

Comparative analysis of schooling situations using longitudinal data: improving enrollment patterns of individual children in Honduras

Ashida

2021

IJCED

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PurposeThis longitudinal study aims to understand the circumstances of and changes in student enrollment in Honduras by comparing geographically and socioeconomically different areas and students' year of school entrance.Design/methodology/approachThe sample was made up of 4,043 students from seven primary schools in a regional city and the capital city. Students' enrollment patterns, schooling and trajectories from entrance to departure, whether as a result of graduating or dropping out, were examined.FindingsThe number of students who graduated without repetition increased, and most of the students accessed primary education at the official entrance age. However, grade repetitions and dropouts were observed in the regional city in particular, and differences were also found in the school departure age by region. In the regional city, continuation of schooling after a change in residence has become more common in recent years. Adopting an automatic promotion policy could be one strategy for reducing grade repetitions and dropouts; however, further discussion is required to prepare a remedial opportunity for students who might otherwise lack the minimum proficiency level.Originality/valueFew studies have examined changes in school enrollment in Honduras from a micro perspective. This study contributes a practical approach to exploring educational trends in the region by explaining how students reached their final grades by tracking trajectories, which has not been observed so far in terms of the accumulated average.

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“…In other words, unlike the previous research results that suggest grade repetitions lead to dropout, most of the children dropped out without repeating a grade. (3) This research is not regulated in the mountainous and the capital area of Honduras, the data collection was also done in the Caribbean's small islands area which is becoming popular as a tourism destination. Can the same trends be observed in different geographical areas?…”

Section: Educational Situations and Research In Hondurasmentioning

confidence: 99%