The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-27e

Bibliographic reference :
Audas, R., & Willms, J.D. (2001). Engagement and Dropping Out of School: A Life-Course Perspective. Applied Research Branch Strategic Policy, Human Resources Development Canada. [On line]. <http://www.rhdsc.gc.ca/fr/accueil.shtml>.

Abstract :

This paper presents a review of studies on school dropout predictors. The primary tenet of these studies was that “…the precursors to dropping out, the decision to drop out, the process of dropping out, the responses to dropping out and the consequences of dropping out all result from a complex interplay of personal, social, situational and contextual factors…”, according to Wagenaar. By reviewing a body of literature, the authors sought to define the complex interplay in question and determine the factors involved.

Influential Factors in School Dropout
In order to avoid limiting a better understanding of school dropout to a socio-economic explanation to the effect that underprivileged students are more at risk of dropping out, the authors opted for a “life course” model.

This model translates the idea that “…early experiences and events have an on-going and cumulative effect on outcomes.” In this context, five factors in an individual’s life course can influence the decision to drop out:
1) Individual factors (academic results, self-esteem, motivation, participation, etc.);
2) Family factors (socio-economic status, parents’ employment status, household composition, etc.);
3) Peer factors (friends, social network, integration, etc.);
4) School factors (effective or ineffective organizational factors, perception of school values, etc.);
5) Community factors (social problems, equipment available, socio-economic setting, etc.).

The Life-course Base Model
The life-course model demonstrates that school dropout is the result of a process engaged very early in an individual’s life, even as early as birth. Therefore, the act of dropping out is foreshadowed by precursors related to academic achievement or failure.

To facilitate defining these precursors, the authors determined three main interrelated indicators after analyzing a body of literature on this topic: (1) behavioural development and health; (2) engagement, participation and acceptance of school values; and (3) academic performance. When negative, these indicators influence and reinforce each other in a way that leads students towards disengagement and, eventually, the act of dropping out.

Conclusions
The quantitative analysis of various indicators led the authors to argue that school dropout is not a simple isolated act, but rather a process that gradually unfolds throughout life and starts as early as birth. Therefore, the act of dropping out from the school system is the outcome of gradual school withdrawal on the part of students. Consequently, concerns and efforts must be focused on the process instead of the outcome.

Links :
http://www.rhdsc.gc.ca/fr/accueil.shtml

Key Words :
Individual Factors, Contextual Factors, Family Factors, Peers, Community, Socio-economic Status, School Context, Behaviour, Health, Engagement, Participation, Academic Performance, Life Course, Gradual School Withdrawal, Disengagement Process, Literature Review, Newsletter5

Monitored Countries :
Canada