Dropout from Higher Education in Colombia: A Peer Effects Approach

Abstract

Higher education dropout in Colombia has been an issue. One of each three students has not continued their undergrad studies. It is relevant to analyze associated factors with dropout in Colombian higher education. This study could be useful to analyze and mitigate this social problem. Literature about higher education dropout focuses in individual and socioeconomic characteristics associated with students' dropout. However, peer effects in academic performance and dropout has been less studied. In that way, social relationships and peer interactions could influence student dropout. This article analyzes the incidence of peer effects on student dropout from undergraduate students in Colombia. We used SPADIES data from 1998 to 2015 (Sistema para la Prevención de la Deserción en las Instituciones de Educación Superior). The logit model estimated the incidence of peer effect on dropout undergraduate students. We found a statistically significant relationship between peers dropout and the probability to dropout of a Colombian undergraduate student.

An Analysis of Factors Affecting Student Dropout: The Case of Tunisian Universities

“…Several studies (e.g., Gao et al, 2019; Huisman & Smits, 2009; Rumberger, 2004) point out that community characteristics, such as local infrastructure, the urban or rural nature of the area, and geographical location of family residence may have detrimental effects on students’ university performance, either directly or indirectly. These factors are related to political stability, economic conditions, government support, and programs regarding education, unemployment, and other fields (Jordan et al, 2012; Ravallion & Quentin, 1999; Rocha-Ruiz et al, 2018). Finally, as suggested by Smeyers (2006), these factors have a more significant influence on dropout in the case of dynamic interactions between them.…”