Dropout from Secondary Education: all's well that begins well

Kristof De Witte*, Nicky Rogge

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Despite the increased attention to students leaving secondary education without a diploma numerous students still dropout yearly. This paper makes a distinction between the ‘individual perspective’ and the ‘institutional perspective’ of dropping out. The former is explored by multinominal logit models. We observe that particularly motivation of the student and interest in schooling of his/her parents are crucial predictors of the individual dropout decision. The institutional perspective is examined by ordered logit models. In particular, we discuss the influence of the first year of secondary education by analyzing the large differences in the number of dropouts in dutch first year classes. We observe that, more than motivation, the first year of secondary education is crucial in shaping the dropping out decision.
Original languageEnglish
Pages (from-to)131-149
JournalEuropean Journal of Education
Issue number1
Publication statusPublished - Mar 2013


  • dropout
  • secondary education
  • motivation
  • first year
  • logit
  • unobserved heterogeneity


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