Dropout in Upper Secondary Education in Mexico : Patterns, Consequences and Possible Causes
This study examines the causes and effects of low enrollment and high dropout rates at the upper secondary level in Mexico, where upper secondary completion rates are well below those of other Organisation for Economic Co-operation and Development...
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| Format: | Policy Research Working Paper |
| Language: | English en_US |
| Published: |
World Bank Group, Washington, DC
2014
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2014/11/20346064/dropout-upper-secondary-education-mexico-patterns-consequences-possible-causes http://hdl.handle.net/10986/20633 |
| Summary: | This study examines the causes and
effects of low enrollment and high dropout rates at the
upper secondary level in Mexico, where upper secondary
completion rates are well below those of other Organisation
for Economic Co-operation and Development countries and the
regional average. Through a disaggregated analysis of
coverage, absorption, and dropout data in secondary
education at the state level, the study categorizes states
according to the stage in the educational cycle at which
dropout primarily occurs. The study further examines the
academic, social, and economic consequences of dropout
through an analysis of employment and youth survey data. The
analysis of factors associated with dropout uses
self-reported factors as well as estimated probit models
that use household data from national surveys and the
national standardized test. The central conclusion reached
is that in addition to the patterns of dropout found,
multiple elements intersect with the patterns to form a
complex panorama. Key findings include: i) personal, family,
and household economic factors and the prevalence of social
risks have a closer association with dropout earlier in the
education cycle; ii) the association between dropout and the
quality of education has greater intensity in states where
dropout occurs primarily during upper secondary education
and in those with the lowest upper secondary dropout rates;
and iii) as the returns to education grow, dropout is lower;
in the case of returns to higher education, the association
with dropout is stronger for states that have the highest
dropout during upper secondary education. This complexity
merits differentiated responses, which are explored through
a brief look at relevant international approaches. |
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