School dropout and completion: international perspectives

1. School dropout and completion: international perspectives Stephen Lamb

2. Alternative Pathways to High School Graduation: An International Comparison California Dropout Research Project Report No. 7 By Stephen Lamb University of Melbourne South Hall Room 4722 University of California Santa Barbara, CA 93106-3220 Phone: 805-893-2683 Fax: 805-893-8673 Email: dropouts@lmri.ucsb.edu www.lmri.ucsb.edu/dropouts

3. School Dropout and Completion School Dropout and Completion International Comparative Studies in Theory and Policy

4. Structure of this session Why the concern about school dropout? Issues in comparing dropout and completion What are the differences across countries and why? What can nations do to reduce dropout?

5. Why are countries concerned about dropout?

6. Why are countries concerned about dropout? Australia Median weekly earnings ($) Unemployment (%) Postgraduate University degree Diploma Certificate 3/4 Year 12 Year 11 Year 10

7. Why are countries concerned about dropout? United States Median weekly earnings ($) Unemployment (%) Doctorate Professional Masters Bachelor’s Degree Associate degree High School Diploma No qualification

8. Why are countries concerned about dropout? United Kingdom Median weekly earnings (₤) Unemployment (%) Postgraduate Degree A levels GCSE Other None

9. Why are countries concerned about dropout? Median weekly earnings (Euro) Sweden Finland Postgraduate Degree Diploma Upper second Lower

10. Professor Russell RumbergerVice Provost, University of California

11. Comparing dropout and completion

12. Challenges • Terminology -- dropout and completion/graduation

13. In most countries A dropout is someone who... is no longer at school or in study and does not hold an upper secondary qualification

14. Challenges • Terminology -- dropout and completion/graduation • Problems of measurement

15. Problems of measurement OECD Education at a Glance Upper secondary graduation rate = Percentage of upper secondary graduates to the population at the typical age of graduation Norway: 114% in 2006 (females) Greece: 102% in 2007 (all) Germany: 100% in 2007 (all) Sweden: 72% in 2004 (all)

16. Key US measures Event rate(e.g. % of students in years 10 to 12 who dropout out in any single year = 4.5 % in 2007) Status rate(e.g. % of students 16 – 24 who have not completed and are no longer in school or study = 11 % in 2007) Cohort rate(e.g. % of commencing Year 9 cohort who have not completed after 6 years = 24 % in 2007)

17. Point at which measurement is made End point Starting point 17 to 20 years of age 13 to 15 years of age 15 to 18 years of age Later age 24 years of age End of compulsory End of Upper secondary Year 7/8/9 Birth Cohort

18. Challenges • Terminology -- dropout and completion/graduation • Problems of measurement • Structure and equivalence of programs

19. Academic pathways • Every system • Some without any prescribed subjects • Some where all subjects are prescribed • Defined programs or menu of electives • Assessment can vary • Graduation requirements can vary • Qualification leads to university

20. Alternative pathways • Every system • Generally involve vocational education and training (VET or CTE) • Length of course can vary • Some are stand-alone • Some are electives, part of a menu • Qualifications separate or integrated • Variations in assessment • Variations in where the qualification or study leads

21. Upper secondary pathways High level of differentiation Separate schools, Separate Programs/Certificates Germany Austria Netherlands Switzerland Diversity of insitutions Norway Finland Sweden Comprehensive schools, Common program Low level of differentiation Diversity of programs

22. Egalitarian model Eifred Markussen, Head of Research for Education Studies, NIFU, Oslo

23. Upper secondary pathways High level of differentiation Separate schools, Separate Programs/Certificates Germany Austria Netherlands Switzerland Diversity of insitutions France Australia United States Canada Norway Finland Sweden Comprehensive schools, Common program Low level of differentiation Diversity of programs

24. Rates of completion across countries

25. Upper secondary attainment, 25-29 year-olds: 1985

26. Upper secondary attainment, 25-29 year-olds: 2010

27. Upper secondary completion rates by VET graduates (%)

28. Upper secondary completion rates by University-prepared graduates (%)

29. Do access to learning and chances of completion vary by country depending on your background?

30. Mean PISA maths scores by SES and country 560 38 532 57 512 69 494 67 461 79

31. Delayed selection leads to higher levels of university preparation and broader opportunities • - Inequality still occurs thanks in part to the role of academic selection • Early selection can lead to higher completion through diverse programs, but: • - risk of higher level of social inequality • - Limiting access to the range of future opportunities

32. To sum up Drop out matters Way systems are designed matters Wealthy are more impervious to design, the poor are not Failure to deal with addressing the needs of the poor creates huge social costs

33. Policies to reduce dropout

34. Most countries have local or ad hoc programs • mentoring • welfare support • tutoring • targeted assistance for low achievers • Programs to address absenteeism System-level policies though are needed to have greatest impact

35. National or system-level policy approaches • Vocational education and training • Program reforms • Alternative certificates • Income support • Raising the leaving age • Careers education and planning

36. What do systems need to do? Programs to provide common platform of skills Secondary school a phase unto itself Remove the excessive pressure of universities Ensure adequate funding and resources particularly for poorest communities High quality public provision in every region Remove reliance on free-market thinking