Does Parental Educational Level Predict Drop-out from Upper Secondary School for 16- to 24-year-olds When Basic Skills are Accounted For? A Cross Country Comparison

Lundetræ, Kjersti

doi:10.1080/00313831.2011.555925

Cited by 27 publications

(15 citation statements)

References 16 publications

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“…The reason why gender differences in reading are deemed important is that reading literacy is generally recognised as a fundamental tool for learning in important contexts such as education and working life. Students with poor reading skills are indeed more likely to leave school early and to face unemployment (Lundetrae, Gabrielsen, & Mykletun, 2010;Lundetrae, 2011;OECD, 2010b;Rosdahl, 2014), and boys tend to leave upper-secondary school and vocational training without graduating more frequently than girls do (Markussen, Frøseth, & Sandberg, 2011;Pekkarinen, 2012). In addition, boys are under-represented in tertiary education (OECD, 2012a).…”

Section: Introductionmentioning

confidence: 99%

Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC

Solheim

Lundetræ

2016

Assessment in Education: Principles, Policy & Practice

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Gender differences in reading seem to increase throughout schooling and then decrease or even disappear with age, but the reasons for this are unclear. In this study, we explore whether differences in the way 'reading literacy' is operationalised can add to our understanding of varying gender differences in international large-scale surveys. We first compare the impact of gender on reading literacy in PIRLS 2011 (10-year-olds), Programme for International Student Assessment (PISA) 2009 (15-year-olds) and Programme for the International Assessment of Adult Competencies (PIAAC) 2012 (16-24-year-olds), respectively, across the Nordic countries. Then we compare how reading literacy is operationalised in those surveys. We find similar patterns of gender differences across the Nordic countries, with the largest effect sizes in PISA and the smallest in PIAAC. Further, even though the three surveys define reading literacy in similar ways, they operationalise and assess that construct differently. The magnitude of the observed gender differences appears to be associated with certain assessment features including text type, item format, aspects of reading and implementation.

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Section: Introductionmentioning

confidence: 99%

Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC

Solheim

Lundetræ

2016

Assessment in Education: Principles, Policy & Practice

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“…Previous studies show that dropout from upper secondary school (also referred to as early leaving or non-completion) is related to several factors like parents' educational level and employment status, gender, and former school performance (Alexander, Entwisle, & Kabbani, 2001;Battin-Pearson et al, 2000;Lundetrae, 2011;Markussen, Frøseth, & Sandberg, 2011;Rumberger & Lim, 2008). However, the contribution of these factors to GPA in addition to psychological factors, as well as literacy skills, have not been thoroughly studied.…”

Section: Introductionmentioning

confidence: 99%

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

Sæle

Sørlie

Nergård‐Nilssen

et al. 2015

Educational Psychology

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Approximately 30 % of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by Grade Point Average (GPA) is one of the strongest predictors of dropout.The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the psychometric properties of a new scale for literacy problems (LP), as well as its role for GPA. Analyses showed that the scale had favourable psychometric properties. Multivariable regression analyses showed that study track choice, task solving skills, gender, lack of educational plans and literacy problems predicted GPA in descending order. The major implication of the study was that GPA is related to a multiple number of demographic, cognitive, and psychosocial factors, and that any interventions addressing GPA will be less effective if not addressing psychosocial in addition to cognitively/school-related factors.

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“…There are, however, a number of Nordic studies that take a sociological approach to the dropout problem, emphasizing the students' socio-economic backgrounds and the influence that these have had on students' abilities to complete their education. The research here emphasizes that the dropout problem is clearly socially lopsided (Lundetrae, 2011;Marcussen, 2010). These studies that focus on the students' social and economic backgrounds do not focus on the processual perspectives on students' experiences with dropping out.…”

Section: The Great Crisis Of Motivationmentioning

confidence: 99%

Dropping out and a crisis of trust

Nielsen

Tanggaard

2015

Nordic Psychology

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This article focuses on the high dropout rate in the Danish vocational education system. The article seeks to analyse the dropout problem using the concept of trust. By taking this perspective on the dropout problem, the article seeks to replace the hitherto-dominant deficit of understanding within the Danish dropout research, which has focused on the so-called crisis of motivation in which students are regarded as lacking sufficient motivation to complete a vocational education. It is asserted that the strong focus on students' lack of motivation contributes to individualizing and psychologizing the dropout problem. On the basis of the concept of trust forwarded by thinkers such as Luhmann, the article seeks to redefine the dropout problem as a problem of trust, thereby aiming to introduce a more comprehensive and relational understanding of student dropouts. The assertion that trust and distrust are key dimensions of the dropout problem is supported by results from an interview study in which 108 Danish school students were interviewed on completion and dropping out and in light of a tangible account of the shift from a motivational to a trust-based perspective. Three conditions are set forth as central themes relative to the student dropout process. These are (1) the primary school's lack of relevance for a group of students, (2) the numerous free riders in vocational education and (3) a lack of work placement spaces.

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Does Parental Educational Level Predict Drop-out from Upper Secondary School for 16- to 24-year-olds When Basic Skills are Accounted For? A Cross Country Comparison

Cited by 27 publications

References 16 publications

Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC

Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

Dropping out and a crisis of trust

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