Drop Outs

The 2016 presidential election is in full force. There are many topics of concern for each candidate, ideology notwithstanding. However, one topic that continues to surface across the two major parties is immigration, with a particular emphasis on Latino immigrant youth. Depending on the candidate, the message can vary. Some observers argue that the candidates, regardless of their affiliation, lack an adequate understanding of Latino immigrant youth, their backgrounds, their needs, their concerns, and their hopes and dreams. In Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College, Marguerite Lukes not only discusses a timely issue, but also builds on the foundation of what we need to know about this important group of individuals—a group that she argues is frequently overlooked, undervalued, and allowed to fail. In order to capture and examine the lives and experiences of Latino immigrant youth, Lukes draws on her twenty years of involvement in thinking about, reading about, teaching, and personally connecting to this subject. The book rests on a mixed method approach that highlights both the statistics and the stories of Latino immigrant youth. Specifically, it follows the paths of Latino immigrant young adults who left high school in their home country, entered the United States, and then proceeded to attend school again, but this time in alternative educational settings. One central objective of her work is to challenge the ways in which Latino immigrant youth are essentialized in narratives ranging from literature to public policy. She argues that Latinos are a highly diverse group and that, while Latinos have a long history with racial and ethnic categories and diverse educational experiences, it is critical that we see the diversity within this group. Lukes rightly emphasizes the point that Latinos represent broad spectrums in areas such as language, social class, and educational attainment. The volume is divided into six chapters. Each chapter contributes to the previous one and helps paint a picture of both what Latino immigrant youth will need in order to continue on their pathway to college and what the realization of their educational success will require from policy makers and educational professionals. Lukes explores traditional and conventional understandings of the term " dropout, " using research, census data, and school enrollment figures to challenge how we think about and categorize students who leave school. Of particular concern to the author is how we understand both the complexities characterizing Latino immigrant youth who leave school and the importance of reframing our perceptions of some students' conscious decision to leave school. The author also explores the nuanced pre‐migration educational experiences of Latino immigrant youth. Using a historical and sociopolitical backdrop, the author emphasizes just how critical the past circumstances of immigrant youth are to these individuals' current situations and the role that " choice " plays in their experiences. Lukes addresses questions such as: What do we know about these individuals' pre‐immigration experiences? What led some of them to abandon school in their home country? What were their school experiences in their home country? And, why did they migrate north? In Chapter Four, the author digs deeper into the personal stories of Latino immigrant youth in order to capture the goals and aspirations that many of these immigrants have as they enter the United States. Lukes gives the reader insights into the views that immigrant youth have of the United States and its education system, including education's role in their own lives. This chapter also discusses the idealized hopes and the practical aspirations of immigrant youth. In contrast to much of the literature, Lukes found that there was little difference between what her participants hoped to achieve and what they actually believed they could achieve. This chapter ends by examining the career goals and educational attitudes of Latino immigrant young adults.

This study describes the home visit program in minimizing the total of children stay in class and dropout at Elementary School, Semarang City. This study uses action research methods that use the model design of Kemmis and Mc. Taggart whose devices consist of planning, action, observation, and reflection.

This paper summarizes the guidelines and the main results of the set-up of an access Test in Laib –TIL performed at Politecnico di Torino, Italy, during the last decade. Many reasons forced to define this proprietary tool, such as the introduction of the numerus clausus and the consequent need of an effective and robust evaluation process associated to merit, the improvement of the attractiveness at the national and international level, and the reduction of the drop-out rate.  This test was able to supply several functions, useful both for the university and the potential students. It demonstrated to be a reliable and predictable tool for evaluating the competence background needed for a successful career in a technical university. In addition, it is a self-assessment test for the applicants able to contribute to a conscious individual choice.

The US has one of the most inequitably funded school systems and the
largest prison population in the industrialized world. These two factors help to construct what is known as the school to prison pipeline. The past 30 years has included punitive policies within schools and the criminal justice system that have resulted in a disproportionate number of Latino and African–American youth being suspended from school, dropping out, and/or incarcerated. In this article, the lived experiences of incarcerated youth framed by institutional policies within prisons and schools are discussed. In total, fifteen interviews with incarcerated youth who spontaneously discussed drug trafficking were analyzed using criminological theory. A key theme for many youth was how a lack of educational opportunity and success shifted their focus to attaining economic opportunities through drug trafficking. Policy implications are discussed relating to school and corrections funding along with the costs to society.

Este estudio analiza la transición Secundaria-Universidad desde la perspectiva del rendimiento académico de dos cohortes (98-99 y 99-00) procedentes de LOGSE y COU, respectivamente. El estudio longitudinal ha abarcado los dos primeros años de estudios en la Universidad de Barcelona. Los resultados ponen de manifiesto que no hay diferencias significativas entre los estudiantes de ambos sistemas en relación con el rendimiento académico en la universidad. Cuando se toman en consideración factores como el género, el orden de elección de los estudios o su rendimiento previo (el indicador ha sido la nota de acceso a los estudios universitarios), este último aparece como el más significativo a la hora de explicar las diferencias de rendimiento, tanto por lo que respecta a los estudiantes de LOGSE como de COU.

This study aims to identify the factors affecting the academic achievement of children who might be at risk of dropping out from school and come up with recommendations to improve the support and increase their odds of remain schooled.
A constructivist and interpretivist stance is taken, and the research follows a case study design. In-depth interviews are conducted to students, teachers, and school managers from two schools in Kasoa (Ghana). Students attending primary 4 are selected based on their poor academic achievement and/or irregular school attendance. Class observation and document analysis methods complement the data drawn from the interviews. A thematic analysis is performed to come up with the findings.
Irregular attendance is found to be the major factor influencing academic achievement, shaped by household financial constraints. At school, becoming disengaged, suffering corporal punishment, being overage, and suffering bullying also have a significant impact.
Considering factors take place in and out of school, it is assumed school alone will fail in tackling school dropouts. Establishing a strong collaboration between the school and the community is essential.
Intervention programmes targeted at students at risk of dropping out, managed by communities with the support of schools, are believed to contribute to prevent school dropouts and increase retention rates.

El mundo en general ha hecho enormes esfuerzos por aumentar la cobertura de la matrícula, con el fin de que los niños, niñas, adolescentes y jóvenes tengan la oportunidad de acceder a la educación, siguiendo, así, el cuarto de los objetivos de desarrollo sostenible. Sin embargo, una vez llegan a la escuela, un número importante de estudiantes la abandonan por múltiples razones. Es por esto que los esfuerzos de los gobiernos, además de conseguir que los niños vayan a la escuela, deben volcarse en lograr que permanezcan y tengan trayectorias completas de educación, desde el preescolar hasta la graduación de la educación media. La deserción, claramente, impide lograr la materialización del derecho a la educación y obstaculiza cumplir con las trayectorias educativas completas, lo cual hace más difícil que los individuos desarrollen su potencial.
Medir la deserción no es un tema sencillo y requiere múltiples indicadores. Esta nota hace un análisis de los indicadores más usados para medir la deserción en el mundo, y encuentra que los diferentes indicadores responden a diversos propósitos de medida. Además, algunos de los indicadores no solo responden a la necesidad de medir la deserción, sino también a la información disponible. Esta nota encuentra que hay seis indicadores altamente usados en el mundo que capturan muy bien el fenómeno de la deserción, y se emplean según el horizonte temporal que se desea analizar: a corto, mediano y largo plazo. En los de corto plazo se tienen la tasa de deserción intraanual ajustada y la tasa de deserción intraanual; esta última es la que hoy utiliza el Ministerio de Educación (MEN), y está detallada en el Sistema Nacional de Indicadores Educativos. En los de mediano plazo se tienen la tasa de deserción interanual y la tasa de abandono. En el largo plazo se emplean la tasa de deserción por cohortes y la tasa de deserción por grupos de edad. La presente nota técnica emplea para los análisis los cuatro primeros indicadores, dada la disponibilidad de información.
La deserción es un fenómeno complejo, en la medida que es multidimensional o multifactorial. Las investigaciones sobre deserción han encontrado factores asociados a esta que deben ser considerados en la construcción de la política pública. En síntesis, esta literatura ha clasificado los factores asociados a la deserción en individuales (género, habilidades, actitudes, entre otros), familiares (educación de los padres, condiciones económicas, entre otros), escolares (calidad de los profesores, clima escolar, liderazgo directivo, infraestructura, dotaciones, entre otros) y contextuales (exposición a violencia, desplazamiento, y disponibilidad de servicios públicos, entre otros). El objetivo de la presente nota técnica es indagar acerca de los factores asociados a la deserción en Colombia, clasificados en individuales, familiares, escolares y contextuales, y proponer líneas de acciones que orienten la política pública para aumentar la permanencia escolar. Para alcanzar este objetivo, se define para esta nota técnica una metodología mixta, con dos enfoques. Primero, un análisis cuantitativo de los datos disponibles que permita caracterizar los factores asociados a la deserción. Si bien no se puede hablar de causalidad, sí dan una idea de las variables asociadas a los indicadores de deserción. Segundo, un análisis cualitativo que busca acercarse a la perspectiva de los diferentes actores del sistema educativo (investigadores, docentes, directivos, hacedores de política pública) a través de encuentros para el diálogo en mesas consultivas, las cuales fueron enriquecidas por la heterogeneidad de los participantes y la diversidad de las regiones en las que se efectuaron.
Los resultados del análisis sugieren que los factores protectores del abandono escolar en Colombia, aquellos que disminuyen la probabilidad de desertar, son: ser mujer, tener alguna capacidad excepcional, que la institución ofrezca el grado siguiente al que el estudiante está cursando y estar en jornada única (sin contar modalidades por ciclos); estos factores están asociados con una reducción del abandono. Por otra parte, tener alguna discapacidad, haber cambiado de establecimiento o ser nuevo en la institución educativa, reprobar el año, haber abandonado temporalmente la escuela o no terminar el año escolar, estudiar en la zona rural, estar en secundaria o en la modalidad CLEI —Ciclos Lectivos Especiales Integrados— son factores asociados con mayor abandono. En suma, la presente nota técnica sobre deserción sintetiza, en gran medida, la discusión sobre los indicadores que miden este fenómeno; las investigaciones sobre los factores asociados a la deserción; las características de la deserción en Colombia y sus factores asociados. Además, resalta la voz de expertos en el tema de deserción y de actores del sistema educativo, desde una mirada regional. Finalmente, lo más importante es que esta nota propone posibles líneas de acción que debería tomar la política pública frente a la deserción en Colombia, con el fin de evitar que los niños, niñas y jóvenes dejen la escuela.

Este trabajo presenta un estudio de caso único centrado en un estudiante de secundaria de los extintos Programas de Garantía Social. El estudio se centra en la indagación cualitativa del sentido de las experiencias de fracaso, a partir de la voz del estudiante. En él se aborda el proceso biográfico y sociohistórico que devino en fracaso escolar y que llevó al estudiante hasta dicho programa. Así mismo se aborda la subjetividad que él va conformando en dicho proceso, explorándola en términos de relaciones con el saber y el aprender. Se presta atención también a las relaciones con el profesorado como una faceta relevante para comprender dónde se anuda y dónde puede relanzarse la vida escolar de quienes más dificultades parecen tener en sus estudios. Finalmente se apuntan algunos aspectos relacionados con los estudios sobre masculinidades, respecto de cómo se construye la distancia con la escuela desde esa mirada de género.

This study was conducted to describe and analyze the lived experiences of the drop-out children. The respondents of the study are the actual drop-out of Laga-an Elementary School. It is a qualitative study which is a phenomenology in nature since it sought to explore reasons on drop-out phenomena. Using and interview guide with close and open ended questions, the researcher was able to interview four respondents which in fact a strong foundation to assure that the data is reliable since it allows the researcher to explore their individual experiences for data saturation. The respondents were interviewed twice. The researcher likewise conducted focus group discussion for triangulation of data. The data gathered from the respondents were translated and coded to as general meanings, out of the general meanings gathered, the researcher determined responses which are relevant to the phenomena, the relevant meanings were then clustered, and the clustered relevant meaning were then grouped to form necessary themes which answers the researchers purpose on the conduct of this study. On the process, the researcher was able to generate seven essential themes namely: child work; child labor; relevance of education to life; parents’ financial stability and literacy; malnutrition; lack of interest or motivation; and school related problems. Drop out phenomena is also attributed with problems related to school. Hence, school must also acknowledge that partly, they have contributed to the phenomena.

Dropout is a serious problem because negative outcomes from dropouts generate huge social costs. Dropout can be defined as not enrolling in school even after reaching the compulsory school age. The aim of the study was to determine the main reason for dropping out in the Philippines and each of its region within the year 2008 and 2013. The data were retrieved from the Philippine Statistics Authority website. The R Statistical Software was used to do all the necessary statistical computations in the study. The study made use of descriptive statistics, specifically frequency and percentage to determine the main reason for dropouts per region and year. Percentage increase and decrease was also utilized to see the changes between these trends. Descriptively, results revealed that high cost of education and employment/looking for work were the main reason for dropouts in the Philippines for the year 2008 and 2013, respectively. It is recommended that the Philippine government should prioritize programs that would address the dropout crisis aiming to decrease the proportion of the main reasons for dropping out.

This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages

What is the correlation between motivation and staying in school?  Laurie Klose contends that motivation is the underlying reason for human behavior.  The lack of motivation is reflected in several ways by students, including disruptive behavior, lack of interest, being distracted, the failure to stay on task, and failure to complete assignments.  While much has been learned about motivation, there is always the need for more understanding of how motivation works.  A part of that “how” should be the recognition that motivation comes when an individual is able to exercise choices based on one’s own needs and desires and that there is an expectation that what is received for effort will fulfill the individual’s desires.  The fulfillment of desire is the reward for effort.  The unmotivated student may often see no benefit being offered by the educational process and we are left with asking the question, “Whose needs are being met?”

This paper provides an in-depth review and analysis of literature on dropping out from school, and focuses on children who have gained access, but fail to complete a
basic education cycle. The main discussion is around why and how children drop out from school. Here drop out is not presented as a distinct event, but rather a process where a range of supply-demand factors interact to influence schooling access. The paper looks at literature in relation to household, community and social contexts of dropping out, as well as school supply and practices. It also explores what research is
saying around pre-cursors to dropping out and factors which may influence retention. Finally, the study identifies gaps in research around dropping out and how CREATE research could address some of these.

Also see: http://www.create-rpc.org/pdf_documents/Policy_Brief_8.pdf

"En el presente estudio se ofrece una indagación narrativa a través de relatos de vida, que toman como referente la experiencia escolar de estudiantes con una histórica académica y personal asociada al fracaso. El estudio se ha desarrollado junto a tres estudiantes de sexo masculino con edades comprendidas entre los 17 y 18 años, y que no han alcanzado a graduarse en la enseñanza secundaria obligatoria por los cauces ordinarios. Se trata de estudiantes que no han abandonado el sistema educativo, sino que en el momento de realizar el estudio estaban cursando un programa de cualificación profesional inicial (PCPI).

Los propósitos que me he marcado para el estudio han sido los siguientes:
(1) Diseñar y desarrollar un enfoque metodológico orientado a ampliar la comprensión pedagógica de las experiencias de fracaso desde el punto de vista de los estudiantes, en general, y de los chicos, en particular.
(2) Explorar el fracaso escolar en tanto que experiencia vivida, dentro de un proceso biográfico y sociohistórico de progresivo desapego hacia la institución, las relaciones pedagógicas, el trabajo académico y los saberes escolares.
(3) Comprender las experiencias de fracaso atendiendo al criterio de la diferencia sexual masculina.
(4) Estudiar las resonancias subjetivas de las experiencias de fracaso, prestando especial atención a (i) las representaciones que los estudiantes construyen sobre sí mismos como aprendices, y (ii) la trascendencia de estas representaciones respecto a sus proyectos de vida.

La investigación ha sido planteada con el propósito de conocer cómo los chicos dan sentido a sus vivencias, y la forma metodológica que he adoptado es la de los relatos de vida (Bertaux, 2005). Relatos que colocan el foco en la experiencia formativa y escolar y que toman como significante de esta experiencia los sentidos de la escuela para estos adolescentes, y que nacen de la narración sobre lo vivido en el seno de las entrevistas como espacio conversacional.

Los principales hallazgos de la investigación están articulados alrededor de los siguientes ejes:
(i) sostener la práctica de la investigación educativa como un espacio de posibilidad de ir al encuentro con los jóvenes (Hernández, 2011), donde además ir ampliando nuestra comprensión intelectual acerca de las preguntas de investigación, se vea modificada nuestra propia colocación pedagógica (van Manen, 2003; Contreras y Pérez de Lara, 2011); (ii) el proceso de individuación del fracaso, como consecuencia de los efectos de la cultura escolar sobre los estudiantes en términos de interiorización de determinadas barreras sociales como barreras personales; además, cómo esos procesos tienen sus repercusiones en términos de las relaciones con el saber que configuran aquellos estudiantes que arrastran experiencias de fracaso (Beillerot et al., 1998); (iii) la necesidad de releer las actitudes de rechazo e inhibición escolar no como síntomas individuales sino, además, como muestras de un malestar que tiene su correlato en las relaciones pedagógicas (Tizio, 2007); (iv) la necesidad de seguir pensando acerca de la dificultad de entablar una relación pedagógica con los chicos, y la urgencia de abordar este asunto en relación al propio desarrollo personal y profesional de los hombres educadores."

Esta investigación pretende arrojar luz sobre la problemática del rezago y abandono de los estudiantes de la Universidad Nacional de Mar del Plata en el periodo 2004-2014 y realizar propuestas que mejoren la eficiencia en su graduación.
Se enfocó el problema desde una perspectiva organizacional y sociológica que permitió detectar los factores que inciden sobre este comportamiento de los estudiantes, y paralelamente poner atención en aquellos que podrían ser atenuados a través de un replanteo de las prácticas organizacionales de la UNMDP.
En un comienzo, se identifican los principales cambios que evidencian las universidades nacionales -estatales y privadas- en relación al comportamiento de su matrícula; y se profundiza en el análisis de las universidades del sudeste bonaerense.
Luego se aborda la problemática en la UNMDP desde un enfoque cualitativo, examinando un centenar de entrevistas en profundidad realizadas a estudiantes que abandonaron sus estudios. Por último, mediante el análisis de diferentes indicadores estadísticos, se describe comparativamente el alcance de la problemática en las distintas unidades académicas y carreras de la universidad.
Se concluye, que cuantitativamente el problema del abandono es similar en universidades estatales y privadas, no obstante, la UNMDP -y las instituciones de gestión estatal en general- evidencian un mayor problema de rezago. El primer año resulta un tramo crítico donde el fenómeno del abandono se acentúa, principalmente debido a cuestiones de índole vocacional, y a la incompatibilidad entre actividades académicas y laborales de los estudiantes. Adicionalmente, las características de los diseños curriculares demuestran tener un impacto significativo en el rezago, sumado a otro conjunto de factores organizacionales que también inciden en las condiciones de vulnerabilidad de los estudiantes, y eventualmente en sus posibilidades de graduación.

Speech enhancement is the process of estimating the clean speech from the noisy speech signal in order to improve its quality or intelligibility. This is still a challenging problem in the field of speech processing. Some of the application areas for speech enhancement are communication, hearing aids, automatic speech recognition, speech coding, forensics and restoration of historic recordings.
This thesis proposes, implements and analyzes various speech sound class-specific and noise-specific enhancement approaches and frame-wise selection methods for class-specific and noise-specific models. 
1. We have analyzed the performance of our enhancement scheme, where we use various speech-sound class-specific dictionaries to enhance noisy speech. By removing the contribution from the bases of those classes that correlate well with noise, one could improve the enhancement performance. We achieve this by learning different dictionaries for different classes and select a particular dictionary for a frame. We explore a class-specific enhancement approach, where we use a sparse coding, dictionary-based approach to learn dictionaries of various speech classes and noises. When we analyze the performance of our various class-specific approaches in terms of phoneme recognition, we obtain performances superior to class-independent case, even when we use estimated (approximate) labels for enhancement.
2. An error in the estimated class labels in the class-specific approach results in the selection of erroneous dictionaries for enhancement. The joint enhancement-decoding (JED) algorithm that we propose tries to overcome this issue by jointly optimizing for labels of all the frames and the decoding path to improve the phoneme recognition accuracy. The current noisy speech frame is enhanced by multiple (N) phoneme-specific dictionaries close to the approximate label of that frame. These N enhanced frames are then fed into the JED algorithm. The algorithm accepts these N observations and chooses the best for each frame such that the overall likelihood is maximized to obtain the final recognized labels. The Viterbi decoding algorithm used in speech recognition is integrated with the class label selection to develop the JED algorithm.
3. We also propose a method of picking the best DNN model in the scenario, where multiple noise-specific DNN models are available for enhancement, using the Monte Carlo (MC) dropout proposed by Gal and Ghahramani. The variance measure of the output signal vectors, resulting from different MC dropout trials, is used as a measure of the model precision to select one out of the multiple models for each frame. We find this method to be particularly useful for unseen noisy scenario, where the noise corrupting the test speech is different from those with which the available DNN models are trained. For the unseen noisy scenario, this method performs better than selecting the model using a DNN classifier. We observe some promising results with the enhancement performance of the algorithm on speech corrupted with a mixture of multiple noises and for the case, where different segments of speech are corrupted by different noises.

Le « jeune délinquant de banlieue » est devenu un topos médiatique. Deux caractéristiques lui sont couramment associées : une opposition à l'institution scolaire et une incapacité à sortir de sa condition. En se fondant sur des travaux d'enquête sociologique, cet article montre que lorsqu'une opposition frontale à l'école existe, ce qui n'est pas toujours le cas, elle est davantage causée par une situation non désirée de dominer dans l'espace scolaire que par un rejet des buts et valeurs portés par cette institution. Il invite également à étudier la trajectoire des jeunes pratiquant une activité délinquante, en montrant que la sortie de la carrière de délinquant est l'issue la plus probable, et en interrogeant les facteurs qui la favorisent.

This paper introduces young people's voices to describe how they experienced the world of education and the world of work after having completed their studies in second chance provision in England, Denmark and Hungary. These young people attended second chance education, because they had dropped out of and felt alienated in mainstream education. This research reflects on how experiences gained in second chance provision developed their skills and their personalities. These supported them in re-engaging into mainstream education and making career choices, as well as functioning in their later careers. From the analysis of students' interviews, two themes emerged. The first captures the positive effects of second chance provision. The second describes students' reflections on the significant role of second chance in the given country context.

The study was an attempt to determine and analyze the number of drop-outs and the reasons why they dropped from the University of Santo Tomas Faculty of Pharmacy from Academic Years 2008 to 2013. A total of four hundred twenty-eight drop-out students was recorded from 2008 to 2013, and one hundred twenty-five respondents were selected through stratified random sampling. The number of drop-outs was analyzed finding out which Academic Year, program, and year level had the most number of drop-outs, with the reasons on why they dropped out being identified. An attempt to determine what field they are in now and whether or not the respondents transferred to another school was done. Results show that majority of the respondents dropped out during their first year level. B.S. Pharmacy and Academic Year 2008 to 2009 had the most number of drop-outs. The respondents’ most common reason for dropping out was academic problems, and most of the drop-outs had chosen business-related programs after dropping out. The constant decrease in the number of drop-outs since 2008 may be due to interventions given by the Faculty such as remedial classes, Faculty organizations and programs offering tutorials, summer classes, support from the guidance office, and the like.

Abstract
The present study explores school exclusion among the migrant tribal girls at the elementary education level in the selected tribal-dominated areas of Odisha, India. The major objective of the study is to examine how social capital theory explains the patterns of girls’ schooling among the seasonal migrants, which consequently leads to child labour and finally their premature withdrawal from school. In the given socio-cultural contexts, the impact of the process of enculturation on the schooling of girl children in rural India restricts their social mobility and equal opportunity. By using the theoretical framework of ‘social capital’, the study also explores the life experiences of tribal migrant girls to understand the phenomenon of school exclusion in Mayurbhanj district of Odisha.
Key Words: Social Capital; Enculturation; Tribal Girls; School Exclusion; Seasonal Migration

Resumen El objetivo del presente trabajo es analizar el efecto de las crisis económicas en la desigualdad de oportunidades educativas, comparando el logro educativo de familias españolas y argen-tinas. El indicador elegido es el fracaso escolar administrativo, definido como no obtener el título mínimo requerido en el sistema educativo. Estos efectos se circunscriben al efecto renta, por el cual, ante un descenso de los ingresos en los hogares, se incrementa el mencio-nado fracaso, y al efecto sustitución, por el cual el empeoramiento del mercado de trabajo disminuye los costes de oportunidad y hace que la opción de la escolaridad sea más atractiva. Los datos utilizados comparan años anteriores y posteriores a la crisis económica de 2008 y toman como población a los jóvenes de 19 y 20 años, residentes en Argentina y España. La variable dependiente es el fracaso escolar, y como variable independiente se toma el nivel de estudios del hogar, la situación de inmigración, y variables para modelizar la situación económica. Se estiman regresiones logísticas separando por sexo y país, y con interacciones con el año de crisis. Los resultados sugieren que en España prevalece el efecto sustitución, y en Argentina, el efecto renta, sin que la crisis produzca cambios estructurales significativos en la relación que hay en cada país entre el origen social y el fracaso escolar. Palabras clave: desigualdades de oportunidades educativas; crisis económica; fracaso escolar; capital humano * Este artículo ha sido elaborado en el contexto de la Red Internacional para el Estudio Com-parado de la Desigualdad Social (International Network for Comparative Analysis of Social Inequalities Network, INCASI), proyecto que recibe fondos de la Unión Europea Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie GA No 691004, coordinado por Dr. Pedro López-Roldán. Este artículo solo refleja la opinión de sus autores y la Agencia no es responsable de los usos que se puedan hacer con la información que contiene.

Resumen Aunque las universidades se vean como un filtro de selección estudiantil, que un número significativo de estudiantes abandonen sus carreras es síntoma de una crisis en ellas. La presente investigación hace un análisis de la deserción estudiantil universitaria mediante un instrumento denominado cadesun que permite fijar las causas que conducen a estudiantes a abandonar sus estudios. No obstante, el diseño del cuestionario ad hoc consideró los planteamientos de diversas investigaciones que sería aplicado a una muestra estudiantil desertora (2014-2015) de una ies. El cuestionario permite identificar en la población desertora, cinco factores que potencialmente conducen a los estudiantes a la deserción. Conocer las causales por las cuales los estudiantes abandonan sus estudios, permitirá a los gestores universitarios analizar los requerimientos administrativos y/o académicos y tomar las medidas de mitigación correspondientes. Palabras clave Deserción escolar ¶ Educación superior ¶ Modelos de deserción ¶ Abandono escolar Abstract Although universities are seen as a filter of student selection, the fact that a significant number of students leave their careers is a symptom of a crisis in them. This research presents an analysis of university student drop out by means of an instrument called cadesun that allows to determine the causes that lead students to abandon their studies. However, the design of the ad hoc questionnaire considered the approaches of diverse investigations and would be applied to a deserting student sample (2014-2015) of a hei. This questionnaire identifies in the deserting population five factors that potentially lead students to drop out. Knowing the causes by which the students leave their university studies, will allow the university managers to analyze the administrative and/or academic requirements and to take the corresponding mitigation measures.

This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community—school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed.

Rodríguez, L. F. & Conchas, G. Q. (2009).  Preventing Truancy and Dropout among Urban Middle School Students:  Understanding Community-Based Action from the Student Perspective.  Education and Urban Society, 41 (2), 216-247.

Background: Vaccination against childhood communicable diseases through Expanded Program on Immunization is one of the most cost-effective public health interventions. Additional 1.5 million child deaths can be prevented if global vaccination coverage is improved. Mewat district has one of India's lowest immunization rates despite a long-standing Universal Immunization Program and continues to sustain a high prevalence of vaccine-preventable diseases. This study investigates determinants of immunization status among children aged 0-23 months. Methods: A community-based cross-sectional study was conducted from December 2019 to June 2020, among 800 children aged 0-23months, randomly selected in one rural and one urban ward each from all 4 blocks of Mewat. Socio-demographic conditions and vaccine-related data were collected using a semi-structured questionnaire. Immunization was assessed by vaccination card and by mother's recall where the card was unavailable. Results:Mewat has increased full immunization coverage from 13.1% in 2015-16 to 59.4%. Immunization card was available with 68.5% (292/426) beneficiaries. Dropout rates for Pentavalent1 to Pentavalent3 was 27.5% and 54% for Bacillus Calmette-Guerin to measles. After adjusting for the state of residence, religion, gender, paternal education, health professional presence during birth, place of vaccination and knowledge of mother on due dose were significantly associated with full immunization. Awareness gap and fear of side effects for vaccines were main reasons of vaccine hesitancy. Conclusion: Full immunization coverage in the district is sub optimal and behind the desired coverage goal, mainly due to vaccine hesitancy. Enhancing community knowledge about the benefits of vaccination is recommended.

The technological disruption of E-Learning offers Entrepreneurship Education (EE) an unprecedented opportunity to leverage the affordances of web 2.0 and to widen the scope of entrepreneurship educational programs. However , in practice, high dropout rates in online courses (near 90%) pose major challenges to EE researchers. In this paper, we use learning analytics to explore the case of dropout during a female-oriented online entrepreneurship educational program. We observed that the evolution of dropouts and learning behavior of the participants in this program is not linear in time. Persistence decays in a two-step process: The first dropout phase reaches approximately 30% before the middle of the program and then stabilizes around that number. A second dropout phase is triggered in the last quarter of the program and it continues declining until the end of the program. This dropout pattern corresponds to the interaction indicators at aggregated level: Before the middle of the program the level of interaction drops together with the number of active users. However, the reduction in the interaction frequency is disproportionate in relation to the fall of number of the active users. After dividing by the percentage of active users the number of interactions still drops before the middle of the program. Using social network analysis (SNA) we show that initial dropouts have a considerable effect on the connectivity of the communication network, this is consistent with the observed decrease in social interactions. We also found significant correlations between entrepre-neurial competencies and indicators of learning behavior and persistence, at the individual level. In line with the relevant literature, the most significant feature associated with persistent behavior was found to be the risk-taking orientation. Our findings suppose the first step towards an empirical model of persistence in Entrepreneurship Education online programs providing valuable insights for future research and for developing retention methods in online courses.

Μια από τις μεγαλύτερες προκλήσεις που έχει ν’ αντιμετωπίσει ο σύγχρονος εκπαιδευτικός είναι η ενεργητική συμμετοχή «όλων» των μαθητών στην εκπαιδευτική διαδικασία. Παρά το γεγονός ότι στη διεθνή βιβλιογραφία τονίζεται η σπουδαιότητα της ενεργητικής συμμετοχής των μαθητών στη διαδικασία μάθησης, ολοένα και περισσότερο αυξάνονται οι μαθητές που απεμπλέκονται από τις δραστηριότητες της τάξης. Η απεμπλοκή των μαθητών έχει διάφορες εκφάνσεις, καθώς συχνά συνοδεύεται από ανεπιθύμητη συμπεριφορά ή εσωστρέφεια.
Στο παρόν άρθρο καταθέτουμε τα ευρήματά μας από ποσοτική και ποιοτική έρευνα που βρίσκεται σε εξέλιξη την τρέχουσα περίοδο. Μέσα από ημιδομημένες συνεντεύξεις διερευνούμε τις απόψεις 60 εκπαιδευτικών προσχολικής και πρωτοσχολικής ηλικίας των νομών Ιωαννίνων και Λάρισας, σχετικά με το πως προσδιορίζουν την απεμπλοκή των μαθητών τους.
Τα πρώτα ευρήματα της έρευνας δείχνουν ότι οι εκπαιδευτικοί του δείγματος αναγνωρίζουν ότι οι μαθητές που απεμπλέκονται επιδεικνύουν αδιαφορία, παρορμητικότητα, επιθετικότητα, απαξίωση και άλλες εκφάνσεις απεμπλοκής.

Λέξεις - κλειδιά: ενεργητική συμμετοχή, απεμπλοκή μαθητών, «Net Gen\Νέοι μαθητές»,  απόψεις εκπαιδευτικών.