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An indicator of early school leaving per school: every pupil counts

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  • Georges Landeghem

    (KU Leuven, Centre for Educational Effectiveness and Evaluation)

Abstract

Reducing early school leaving was an important objective of the Europe 2020 strategy of the European Union. One of its recommendations to the Member States was to set up national systems for data collection and analysis and for monitoring of early school leaving. Some countries produce indicators of early school leaving at different levels of aggregation, from the education system as a whole to individual schools. The existing school indicators of early school leaving assign leavers of formal initial education to the last school attended. In an education system with a significant degree of inter-school mobility, these conventional indicators are not representative of what a school achieves with all its pupils. An alternative is proposed, based on counting years of education instead of pupils. The new indicator acknowledges the contribution of a school to the educational career of every one of its pupils irrespective of where this contribution is situated along the trajectory through formal initial education. It is illustrated by means of quantitative examples from the Flemish education system, where inter-school mobility is a large scale phenomenon.

Suggested Citation

  • Georges Landeghem, 2022. "An indicator of early school leaving per school: every pupil counts," Quality & Quantity: International Journal of Methodology, Springer, vol. 56(5), pages 3795-3813, October.
    • Handle: RePEc:spr:qualqt:v:56:y:2022:i:5:d:10.1007_s11135-021-01302-8
    DOI: 10.1007/s11135-021-01302-8
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    1. Rajeev Darolia & Cory Koedel & Joyce B. Main & Felix Ndashimye & Junpeng Yan, 2020. "High School Course Access and Postsecondary STEM Enrollment and Attainment," Working Papers 2004, Department of Economics, University of Missouri.
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