Taking on the Completion Challenge

Abstract

JT03292077 OECD DIRECTORATE FOR EDUCATION OECD EDUCATION WORKING PAPERS SERIESThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. School failure can be seen as twofold. Firstly, overcoming school failure implies ensuring a basic minimum standard education for each and every student (inclusion). Secondly, since not all individuals are equal, reducing school failure in a targeted way allows strengthening equality of opportunities (fairness).This working paper is part of a series of working papers planned for the project Overcoming School Failure: Policies that Work covering the topics of school choice, in-school measures to reduce failure, and funding strategies to support low performing schools or students. EDU/WKP(2010)164 ABSTRACT This paper reviews international research in the field of dropout from upper secondary education and training in OECD countries in order to present possible solutions to policymakers faced with the completion challenge. The paper begins by presenting existing definitions of dropout and upper secondary completion and states that dropout must be understood as the final step in a process of disengagement that begins early. Causes that lead to dropout in OECD countries are then studied, and the paper illustrates that causes of dropout are highly complex and intertwined. Finally, to address these causes or risk factors, the paper reviews research that had been carried out on piloted or implemented measures across OECD countries. It finds that successful measures address several risk factors and involve action both within school, outside school and at systemic level simultaneously.The paper concludes by presenting a set of solutions according to educational level and emphasizes that preventive measures to reduce dropout should start early. Early identification enables broader, less costly measures to be set up earlier and leaves the more costly one-on-one measures for later stages of education to the remaining at risk students that have not yet been picked up. Overcoming the completion challenge requires a close cooperation between educational authorities and many other parts of government such as social and labour services, health services and justice system in some countries. RÉSUMÉCe rapport étudie la recherche internationale dans le domaine du décrochage scolaire dans l'enseignement secondaire au sein des pays de l'OCDE afin de suggérer aux décideurs confrontés à c...

Varakult haridussüsteemist lahkumine: trendid, mõjurid ja meetmed Eestis

“…Existing research and official data in the EU indicate that ELET is caused by individual, social, educational and systemic factors (Lyche, 2010) which interact with each other. It is typically more of a process than a single event and according to Rumberger and Lim (2008), for many pupils this process begins in early elementary school.…”

“…Samuti on PISA testide põhjal ilmnenud, et õpilase sotsiaal-majanduslik taust avaldab Eesti õpilaste tulemustele vähem mõju kui enamikus teistes riikides (OECD, 2007(OECD, , 2010b(OECD, , 2013 Varakult haridussüsteemist lahkumine on pikaajaline protsess (Lyche, 2010), mille korral saavad probleemid sageli alguse juba algklassides (Rumberger & Lim, 2008). Kuigi varakult haridussüsteemist lahkumise põhjused on riigiti, ent ka piirkonniti väga erinevad, on võimalik siiski välja tuua peamised soodustavad mõjurid.…”

“…Haridustee katkestanud noored on suurema tõenäosusega sisserändaja ja/või etnilise vähemuse taustaga (Kaye et al, 2015;Lyche, 2010;Rumberger, 1995). Neil on enamasti vaesem sotsiaal-majanduslik taust ning ebapiisav keele oskus, et koolis edukalt hakkama saada.…”

School Dropout of Immigrant Students in the European School Systems: a Pedagogic Perspective

“…Diversi studi, infatti, hanno dimostrato che nelle scuole con un alto livello di segregazione si registrano risultati decisamente più negativi, si riscontrano comportamenti più problematici da parte degli studenti (Hugh, 2010, pp. 261-276) e un più alto rischio di abbandono precoce (Lyche, 2010) In concreto, «l'effetto della segregazione socio-economica sulla composizione della popolazione studentesca all'interno di una scuola è così potente che persino uno studente medio è più incline alla dispersione» (Commissione europea/EACEA/Eurydice/Cedefop, 2014, p. 45).…”

Listening to the Student Voice: Understanding the school-related factors that limit student success

“…Teacher expectations limit student success in school. Lowered expectations of students in the "lower" (applied) stream by teachers and administration often lead to lack of encouragement and diminish the likelihood of these students from finding success in school (Croninger & Lee, 2001;Dei, Mazzuca, McIsaac, & Zine, 1997;Good & Brophy, 2000;Lyche, 2010).…”