The Consequences of Drop‐outs on the Cost‐effectiveness of 16‐19 Colleges

Fielding, Antony; Belfield, Chris; Thomas, Hywel Rhys

doi:10.1080/0305498980240405

Cited by 15 publications

(11 citation statements)

References 13 publications

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“…For instance, Johnes (1990) analyzes a sample of students in UK and find that the student's academic ability (as a function of the school background) is one of the main determinants of the likelihood of non-completion. Corroborating evidence is also found by Noel and Levitz (1985) and Fielding et al (1998).…”

Section: Existing Studies On University Drop-outsupporting

confidence: 68%

University drop-out: an Italian experience

2009

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University students' drop-out is a crucial issue for the universities' efficiency evaluation and funding. In this paper, we analyze the drop-out rate of the Economics and Business faculty of Sapienza University of Rome. We use administrative data on 9,725 undergraduates students enrolled in three-years bachelor programs from 2001 to 2007 and perform a Generalized Linear Mixed Model. Our aim is to improve the general understanding of the students' withdrawing focusing on personal characteristics of students rather than on institutional aspects of the university. The empirical analysis unveils the statistically significant effect of students' characteristics, like citizenship and income, while the main findings relate a high drop-out probability to a high secondary school final mark and a low individual students' performance

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Section: Existing Studies On University Drop-outsupporting

confidence: 68%

University drop-out: an Italian experience

2009

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“…A high rate of participation throughout a course may be inappropriate if its members come with different levels of competence and achieve the desired outcomes after different amounts of training; learners and learning functions are not homogenous. Regarding completion, it cannot be assumed that the optimal completion rate is 100%: there may be motivational effects from having a non-zero drop-out rate; and, if the education is accredited, a positive drop-out rate may mean accreditation carries greater potency as a signal of health professionals' performance (Fielding et al, 1998). A negative completion-effectiveness 'score' may even be desirable: lower completion rates may signal more rigorous standards.…”

Section: Effectiveness As Participation and Completionmentioning

confidence: 95%

Measuring effectiveness for best evidence medical education: a discussion

et al. 2001

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This paper considers how educational interventions should be evaluated for their effectiveness. Five levels of effectiveness are clarified and illustrated: outcomes, behaviour, learning, reaction and participation. These levels are then discussed, within the context of research evidence for education within the medical profession. Methodological and practical research conclusions are then drawn. From an analysis of over 300 abstracts the evidence shows that only limited research on healthcare outcomes has been undertaken, and there is considerable ambiguity over what constitutes an effectiveness measure. The benefits of a consistent set of terms are then considered. Finally, five key messages are distilled from the discussion and summarized.

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“…There is growing evidence of a relatively stable learning identity for lifelong learners formed by school-leaving age, and stemm ing from family backg round, initial educational experiences and inform al episodes (Gorard et al 1998a). With increasing dropout even during extended initial education (Py ke 1996, Fielding et al 1998), it seem s that m any people have a deep reluctance to continue in form al learning (Titm us 1994), which is seen as`childish' and nothing to do with the world of work (Harrison 1993). The traditional focus on formal participation leads m any people to view learners as a race apart,`not for the likes of us' (E dwards et al 1993), w hile others m ay not find appropriate opportunities to learn (Banks et al 1992), or have a low level of aw areness of the opportunities, incentives and rig hts (Tay lor andSpencer 1994, Park 1994).…”

Section: T Ra D Itiona L B Arr Iers To P a Rticip Ationmentioning

confidence: 99%