Title: Typologies of early school leavers from secondary education : a review study
Source document: Studia paedagogica. 2022, vol. 27, iss. 4, pp. [141]-161
Extent
[141]-161
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2022-4-6
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.77905
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The goal of this review study was to map the current state of knowledge of early school leaving typologies (ISCED 3) and to provide an overview of the findings. Using systematic mapping, ten texts published in peer-reviewed journals between 2000 and 2021 were identified and analyzed. Although the researchers applied different theoretical concepts, five significant, recurring, and distinguishable types of early departures were identified in these studies. The interest in this specific area has been growing in recent years and the number of qualitative research studies on the phenomenon is also increasing. At the same time, however, there is not enough knowledge convincingly explaining the circumstances leading to early school leaving for the individuals in the largest group – the quiet type.
Note
This study was funded by the Charles University Grant Agency through the project Dropout of Czech High School Students in the Context of the Maturita Exam (No. 402821).
References
[1] Adelman, M., Haimovich, F., Ham, A., & Vazquez, E. (2018). Predicting school dropout with administrative data: New evidence from Guatemala and Honduras. Education Economics, 26(4), 356–372. https://doi.org/10.1080/09645292.2018.1433127
[2] Bitsakos, N. (2021). Causes of early school leaving and prevention measures: School directors' insights. European Journal of Education Studies, 8(5), 320–333. https://doi.org/10.46827/ejes.v8i5.3741
[3] Bowers, A., Sprott, R., & Taff, S. (2012). Do we know who will drop out? A review of the predictors of dropping out of high school: Precision, sensitivity, and specificity. The High School Journal, 96(2), 77–100. https://doi.org/10.1353/hsj.2013.0000
[4] Bowers, A. J., & Sprott, R. (2012a). Examining the multiple trajectories associated with dropping out of high school: A growth mixture model analysis. The Journal of Educational Research, 105(3), 176–195. https://doi.org/10.1080/00220671.2011.552075
[5] Bowers, A. J., & Sprott, R. (2012b). Why tenth graders fail to finish high school: A dropout typology latent class analysis. Journal of Education for Students Placed at Risk (Jespar), 17(3), 129–148. https://doi.org/10.1080/10824669.2012.692071
[6] Bradley, C. L., & Renzulli, L. A. (2011). The complexity of non-completion: Being pushed or pulled to drop out of high school. Social Forces, 90(2), 521–545. https://doi.org/10.1093/sf/sor003
[7] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
[8] Bremer, H., & Teiwes-Kügler, C. (2020). Typenbildung in der Habitusund Milieuforschung. In J. Ecarius & B. Schäffer (Eds.), Typenbildung und Theoriegenerierung (pp. 323–352). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctvtxw2zx.18
[9] Csereklye, E. (2008). Reasons for school failure among ethnic minority students. Practice And Theory in Systems of Education, 3(3–4), 87–92.
[10] Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
[11] De Witte, K., Cabus, S., Thyssen, G., Groot, W., & van den Brink, H. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13–28. https://doi.org/10.1016/j.edurev.2013.05.002
[12] Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I., & Janosz, M. (2015). Stressors and turning points in high school and dropout. Review of Educational Research, 85(4), 591–629. https://doi.org/10.3102/0034654314559845
[13] Dupéré, V., Dion, E., Cantin, S., Archambault, I., & Lacourse, E. (2021). Social contagion and high school dropout: The role of friends, romantic partners, and siblings. Journal of Educational Psychology, 113(3), 572–584. https://doi.org/10.1037/edu0000484
[14] Espinoza, O., González, L. E., McGinn, N., & Castillo, D. (2020). What factors predict the engagement of dropouts in alternative secondary schools in Chile? Improving Schools, 23(1), 47–67. https://doi.org/10.1177/1365480219864835
[15] Estêvão, P., & Álvares, M. (2014). What do we mean by school dropout? Early school leaving and the shifting of paradigms in school dropout measurement. Portuguese Journal of Social Science, 13(1), 21–32. https://doi.org/10.1386/pjss.13.1.21_1
[16] Etzion, D., & Romi, S. (2015). Typology of youth at risk. Children and Youth Services Review, 59, 184–195. https://doi.org/10.1016/j.childyouth.2015.10.017
[17] Eurostat. (2016). Educational attainment level and transition from education to work (EU-LFS). https://ec.europa.eu/eurostat/cache/metadata/en/edat1_esms.htm
[18] Eurostat. (2021). Early leavers from education and training. https://ec.europa.eu/eurostat/statisticsexplained/index.php/Early_leavers_from_education_and_training
[19] Fink, A. (2020). Conducting research literature reviews: From the internet to paper (5th ed). SAGE Publications.
[20] Fortin, L., Marcotte, D., Potvin, P., Royer, É., & Joly, J. (2006). Typology of students at risk of dropping out of school: Description by personal, family and school factors. European Journal of Psychology of Education, 21(4), 363–383. https://doi.org/10.1007/BF03173508
[21] Hunt, F. (2009). Dropping out from school: A cross country review of the literature. University of Sussex.
[22] Janosz, M., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (2000). Predicting different types of school dropouts: A typological approach with two longitudinal samples. Journal Of Educational Psychology, 92(1), 171–190. https://doi.org/10.1037/0022-0663.92.1.171
[23] Julià Cano, A. (2018). Las trayectorias educativas de hombres y mujeres jóvenes. Una aproximación desde el análisis de secuencias. Papers. Revista De Sociologia, 103(1), 5–28. https://doi.org/10.5565/rev/papers.2290
[24] Kebza, V. (2005). Psychosociální determinanty zdraví. Academia.
[25] Kronick, R. F., & Hargis, C. H. (1998). Dropouts: Who drops out and why – and the recommended action. Second Edition Charles C Thomas Pub Ltd.
[26] Krstic, K., Stepanovic-Ilic, I., & Videnovic, M. (2017). Student dropout in primary and secondary education in the Republic of Serbia. Psiholoska Istrazivanja, 20(1), 27–50. https://doi.org/10.5937/PsIstra1701027K
[27] Lamb, S., Markussen, E., Teese, R., Polesel, J., & Sandberg, N. (Eds.). (2011). School dropout and completion. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-90-481-9763-7
[28] Lamote, C., Speybroeck, S., Van Den Noortgate, W., & Van Damme, J. (2013). Different pathways towards dropout: The role of engagement in early school leaving. Oxford Review of Education, 39(6), 739–760. https://doi.org/10.1080/03054985.2013.854202
[29] Mareš, J. (2013). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická Orientace, 23(4), 427–454. https://doi.org/10.5817/PedOr2013-4-427
[30] McDermott, E. R., Anderson, S., & Zaff, J. F. (2017). Dropout typologies: Relating profiles of risk and support to later educational re-engagement. Applied Developmental Science, 22(3), 217–232. https://doi.org/10.1080/10888691.2016.1270764
[31] McDermott, E. R., Donlan, A. E., & Zaff, J. F. (2018). Why do students drop out? Turning points and long-term experiences. The Journal of Educational Research, 112(2), 270–282. https://doi.org/10.1080/00220671.2018.1517296
[32] Nairz-Wirth, E., & Gitschthaler, M. (2020). Relational analysis of the phenomenon of early school leaving: A habitus typology. European Educational Research Journal, 19(5), 398–411. https://doi.org/10.1177/1474904119893916
[33] NCES. (n.d.). Education longitudinal study of 2002 (ELS:2002). http://www.nces.ed.gov/surveys/els2002/
[34] OECD. (2012). Education at a Glance 2012. https://doi.org/10.1787/eag_highlights-2012-en
[35] Ogresta, J., Rezo, I., Kožljan, P., Paré, M. H., & Ajduković, M. (2021). Why do we drop out? Typology of dropping out of high school. Youth & Society, 53(6), 934–954. https://doi.org/10.1177/0044118X20918435
[36] Owens, J. (2004). A review of the social and non-market returns to education. Education and Learning Network, Wales. https://www.semanticscholar.org/paper/A-Review-of-the-Social-and-Non-Market-Returns-to-Owens/2d324a2b372d08ceb4a9c271a6c0156fd7b09240
[37] Pikkarainen, M.-T., Hakala, J. T. & Kykyri, V.-L. (2021). Why did they leave school? A self determination theory perspective into narratives of finnish early school leavers. International Journal of Educational Psychology, 10(1), 48–72. https://doi.org/10.17583/ijep.2021.5988
[38] Quirouette, P. (1988). Décisions. Edustats Inc.
[39] Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 319–338. https://doi.org/10.1016/j.cedpsych.2020.101860
[40] Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Harvard University Press. https://doi.org/10.4159/harvard.9780674063167
[41] Rumberger, R. W., & Lamb, S. P. (2003). The early employment and further education experiences of high school dropouts: A comparative study of the United States and Australia. Economics of Education Review, 22(4), 353–366. https://doi.org/10.1016/S0272-7757(02)00038-9
[42] Shi, Y., Zhang, L., Ma, Y., Yi, H., Liu, C., Johnson, N., Chu, J., Loyalka, P., & Rozelle, S. (2015). Dropping out of rural China's secondary schools: A mixed-methods analysis. The China Quarterly, 224, 1048–1069. https://doi.org/10.1017/S0305741015001277
[43] Tesseneer, L. M. (1958). Review of the literature on school dropouts. The Bulletin of The National Association of Secondary School Principals, 42(238), 141–153. https://doi.org/10.1177/019263655804223826
[44] UNICEF. (2016). Monitoring education participation: Framework for monitoring children and adolescents who are out of school or at risk of dropping out. https://www.unicef.org/eca/media/2956/file/monitoring_education_participation.pdf
[45] Van Praag, L., Boone, S., Van Caudenberg, R., Nouwen, W., & Timmerman, C. (2020). Long and winding roads: Educational decision-making of youngsters at risk of early school leaving in Flanders. Educational Studies, 46(5), 532–547. https://doi.org/10.1080/03055698.2019.1620690
[2] Bitsakos, N. (2021). Causes of early school leaving and prevention measures: School directors' insights. European Journal of Education Studies, 8(5), 320–333. https://doi.org/10.46827/ejes.v8i5.3741
[3] Bowers, A., Sprott, R., & Taff, S. (2012). Do we know who will drop out? A review of the predictors of dropping out of high school: Precision, sensitivity, and specificity. The High School Journal, 96(2), 77–100. https://doi.org/10.1353/hsj.2013.0000
[4] Bowers, A. J., & Sprott, R. (2012a). Examining the multiple trajectories associated with dropping out of high school: A growth mixture model analysis. The Journal of Educational Research, 105(3), 176–195. https://doi.org/10.1080/00220671.2011.552075
[5] Bowers, A. J., & Sprott, R. (2012b). Why tenth graders fail to finish high school: A dropout typology latent class analysis. Journal of Education for Students Placed at Risk (Jespar), 17(3), 129–148. https://doi.org/10.1080/10824669.2012.692071
[6] Bradley, C. L., & Renzulli, L. A. (2011). The complexity of non-completion: Being pushed or pulled to drop out of high school. Social Forces, 90(2), 521–545. https://doi.org/10.1093/sf/sor003
[7] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
[8] Bremer, H., & Teiwes-Kügler, C. (2020). Typenbildung in der Habitusund Milieuforschung. In J. Ecarius & B. Schäffer (Eds.), Typenbildung und Theoriegenerierung (pp. 323–352). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctvtxw2zx.18
[9] Csereklye, E. (2008). Reasons for school failure among ethnic minority students. Practice And Theory in Systems of Education, 3(3–4), 87–92.
[10] Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
[11] De Witte, K., Cabus, S., Thyssen, G., Groot, W., & van den Brink, H. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13–28. https://doi.org/10.1016/j.edurev.2013.05.002
[12] Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I., & Janosz, M. (2015). Stressors and turning points in high school and dropout. Review of Educational Research, 85(4), 591–629. https://doi.org/10.3102/0034654314559845
[13] Dupéré, V., Dion, E., Cantin, S., Archambault, I., & Lacourse, E. (2021). Social contagion and high school dropout: The role of friends, romantic partners, and siblings. Journal of Educational Psychology, 113(3), 572–584. https://doi.org/10.1037/edu0000484
[14] Espinoza, O., González, L. E., McGinn, N., & Castillo, D. (2020). What factors predict the engagement of dropouts in alternative secondary schools in Chile? Improving Schools, 23(1), 47–67. https://doi.org/10.1177/1365480219864835
[15] Estêvão, P., & Álvares, M. (2014). What do we mean by school dropout? Early school leaving and the shifting of paradigms in school dropout measurement. Portuguese Journal of Social Science, 13(1), 21–32. https://doi.org/10.1386/pjss.13.1.21_1
[16] Etzion, D., & Romi, S. (2015). Typology of youth at risk. Children and Youth Services Review, 59, 184–195. https://doi.org/10.1016/j.childyouth.2015.10.017
[17] Eurostat. (2016). Educational attainment level and transition from education to work (EU-LFS). https://ec.europa.eu/eurostat/cache/metadata/en/edat1_esms.htm
[18] Eurostat. (2021). Early leavers from education and training. https://ec.europa.eu/eurostat/statisticsexplained/index.php/Early_leavers_from_education_and_training
[19] Fink, A. (2020). Conducting research literature reviews: From the internet to paper (5th ed). SAGE Publications.
[20] Fortin, L., Marcotte, D., Potvin, P., Royer, É., & Joly, J. (2006). Typology of students at risk of dropping out of school: Description by personal, family and school factors. European Journal of Psychology of Education, 21(4), 363–383. https://doi.org/10.1007/BF03173508
[21] Hunt, F. (2009). Dropping out from school: A cross country review of the literature. University of Sussex.
[22] Janosz, M., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (2000). Predicting different types of school dropouts: A typological approach with two longitudinal samples. Journal Of Educational Psychology, 92(1), 171–190. https://doi.org/10.1037/0022-0663.92.1.171
[23] Julià Cano, A. (2018). Las trayectorias educativas de hombres y mujeres jóvenes. Una aproximación desde el análisis de secuencias. Papers. Revista De Sociologia, 103(1), 5–28. https://doi.org/10.5565/rev/papers.2290
[24] Kebza, V. (2005). Psychosociální determinanty zdraví. Academia.
[25] Kronick, R. F., & Hargis, C. H. (1998). Dropouts: Who drops out and why – and the recommended action. Second Edition Charles C Thomas Pub Ltd.
[26] Krstic, K., Stepanovic-Ilic, I., & Videnovic, M. (2017). Student dropout in primary and secondary education in the Republic of Serbia. Psiholoska Istrazivanja, 20(1), 27–50. https://doi.org/10.5937/PsIstra1701027K
[27] Lamb, S., Markussen, E., Teese, R., Polesel, J., & Sandberg, N. (Eds.). (2011). School dropout and completion. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-90-481-9763-7
[28] Lamote, C., Speybroeck, S., Van Den Noortgate, W., & Van Damme, J. (2013). Different pathways towards dropout: The role of engagement in early school leaving. Oxford Review of Education, 39(6), 739–760. https://doi.org/10.1080/03054985.2013.854202
[29] Mareš, J. (2013). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická Orientace, 23(4), 427–454. https://doi.org/10.5817/PedOr2013-4-427
[30] McDermott, E. R., Anderson, S., & Zaff, J. F. (2017). Dropout typologies: Relating profiles of risk and support to later educational re-engagement. Applied Developmental Science, 22(3), 217–232. https://doi.org/10.1080/10888691.2016.1270764
[31] McDermott, E. R., Donlan, A. E., & Zaff, J. F. (2018). Why do students drop out? Turning points and long-term experiences. The Journal of Educational Research, 112(2), 270–282. https://doi.org/10.1080/00220671.2018.1517296
[32] Nairz-Wirth, E., & Gitschthaler, M. (2020). Relational analysis of the phenomenon of early school leaving: A habitus typology. European Educational Research Journal, 19(5), 398–411. https://doi.org/10.1177/1474904119893916
[33] NCES. (n.d.). Education longitudinal study of 2002 (ELS:2002). http://www.nces.ed.gov/surveys/els2002/
[34] OECD. (2012). Education at a Glance 2012. https://doi.org/10.1787/eag_highlights-2012-en
[35] Ogresta, J., Rezo, I., Kožljan, P., Paré, M. H., & Ajduković, M. (2021). Why do we drop out? Typology of dropping out of high school. Youth & Society, 53(6), 934–954. https://doi.org/10.1177/0044118X20918435
[36] Owens, J. (2004). A review of the social and non-market returns to education. Education and Learning Network, Wales. https://www.semanticscholar.org/paper/A-Review-of-the-Social-and-Non-Market-Returns-to-Owens/2d324a2b372d08ceb4a9c271a6c0156fd7b09240
[37] Pikkarainen, M.-T., Hakala, J. T. & Kykyri, V.-L. (2021). Why did they leave school? A self determination theory perspective into narratives of finnish early school leavers. International Journal of Educational Psychology, 10(1), 48–72. https://doi.org/10.17583/ijep.2021.5988
[38] Quirouette, P. (1988). Décisions. Edustats Inc.
[39] Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 319–338. https://doi.org/10.1016/j.cedpsych.2020.101860
[40] Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Harvard University Press. https://doi.org/10.4159/harvard.9780674063167
[41] Rumberger, R. W., & Lamb, S. P. (2003). The early employment and further education experiences of high school dropouts: A comparative study of the United States and Australia. Economics of Education Review, 22(4), 353–366. https://doi.org/10.1016/S0272-7757(02)00038-9
[42] Shi, Y., Zhang, L., Ma, Y., Yi, H., Liu, C., Johnson, N., Chu, J., Loyalka, P., & Rozelle, S. (2015). Dropping out of rural China's secondary schools: A mixed-methods analysis. The China Quarterly, 224, 1048–1069. https://doi.org/10.1017/S0305741015001277
[43] Tesseneer, L. M. (1958). Review of the literature on school dropouts. The Bulletin of The National Association of Secondary School Principals, 42(238), 141–153. https://doi.org/10.1177/019263655804223826
[44] UNICEF. (2016). Monitoring education participation: Framework for monitoring children and adolescents who are out of school or at risk of dropping out. https://www.unicef.org/eca/media/2956/file/monitoring_education_participation.pdf
[45] Van Praag, L., Boone, S., Van Caudenberg, R., Nouwen, W., & Timmerman, C. (2020). Long and winding roads: Educational decision-making of youngsters at risk of early school leaving in Flanders. Educational Studies, 46(5), 532–547. https://doi.org/10.1080/03055698.2019.1620690