Early school-leaving in the Netherlands: the role of family resources, school composition and background characteristics in early school-leaving in lower secondary education

This study explains early school-leaving in lower secondary education in the Netherlands, taking into account background characteristics, family resources and school composition factors at the same time. We distinguish four groups of school-leavers: 'dropouts' (those without any qualificat...

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Bibliographic Details
Published inIrish educational studies Vol. 30; no. 1; pp. 45 - 62
Main Authors Traag, Tanja, van der Velden, Rolf K. W.
Format Journal Article
LanguageEnglish
Published Dublin Taylor & Francis Group 01.03.2011
Routledge
Taylor & Francis Ltd
Subjects
Academic Achievement
Apprenticeships
Cognitive Ability
Dropouts
early school-leaving
Families & family life
Family Financial Resources
Foreign Countries
human capital theory
Netherlands
random coefficient model
Risk factors
Role
School dropouts
Secondary Education
Secondary school students
Statistical Analysis
Student Characteristics
Studies
Netherlands
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Summary:This study explains early school-leaving in lower secondary education in the Netherlands, taking into account background characteristics, family resources and school composition factors at the same time. We distinguish four groups of school-leavers: 'dropouts' (those without any qualification), those who leave school with a diploma in lower secondary education ('low qualified'), those who complete apprentice-based tracks ('apprentices') and those who continue education and receive a full upper secondary qualification ('full qualification'). The breakdown into these four groups reveals clear differences in the effects of different factors on the risk of early school-leaving.
ISSN:0332-3315
1747-4965
DOI:10.1080/03323315.2011.535975