Assessing regional performance against early school leaving in Spain

S. Bayón-Calvo*, H. Corrales-Herrero, K. De Witte

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

As early school leaving has been shown to have a substantial impact on later life outcomes, it has received considerable attention in policy debates. However, national and regional differences in early school leaving are not necessarily due to differences in policymaking but might be the consequence of underlying differences in the economic and social structure of a region. This paper develops a procedure to account for regional differences in assessing performance in regard to early school leaving. The application focusses on Spain, which has a high rate of early school leaving and significant differences between regions. The results show that most regional differences can be attributed to population composition. However, three regions perform better once population characteristics are accounted for.

Original languageEnglish
Article number101515
Number of pages13
JournalInternational Journal of Educational Research
Volume99
DOIs
Publication statusPublished - 2020

JEL classifications

  • i24 - Education and Inequality
  • i21 - Analysis of Education

Keywords

  • ACHIEVEMENT
  • DETERMINANTS
  • DROPOUT
  • EDUCATION
  • EXPECTATIONS
  • Early school leaving
  • Education policy
  • FAILURE
  • IMPACT
  • Matching analysis
  • POLICIES
  • PROGRAM
  • Regional inequality
  • STUDENTS
  • LESSONS

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