Content area
ABSTRACT
The issue of students dropping out before completing secondary education is a global concern with significant individual and societal consequences. Various terms, such as Early School Leaving (ESL), Early Leaving from Education and Training (ELET), and school dropout, reflect different policy perspectives on this phenomenon. Despite international efforts to address school dropout, a comprehensive review identifying areas with strong evidence and research gaps is lacking. This Evidence and Gap Map (EGM) systematically reviews the evidence on programs aimed at reducing school dropout and improving intermediate outcomes (e.g., educational performance, attendance). Following the 2011 European Council Recommendations, interventions are categorized into three domains: prevention, intervention, and compensation. The EGM will provide school and policy decision‐makers, as well as program developers, with an overview of research evidence useful for guiding efforts to reduce school dropout and design effective programs. By pinpointing research gaps, the EGM will help identify critical areas where further investigation is needed to better understand and address the impact of school dropout programs.
Details
Sustainable Development;
Family Involvement;
Dropout Programs;
Dropout Rate;
Academic Achievement;
Qualifications;
At Risk Students;
Evidence;
Student Participation;
Physical Health;
Graduation Rate;
Educational Strategies;
Secondary Education;
Educational Quality;
School Effectiveness;
Place Based Education;
Educational Methods;
Dropout Prevention;
English (Second Language);
Program Implementation;
School Policy;
Nontraditional Education;
Lifelong Learning;
International Organizations
School dropouts;
School dropout programs;
Secondary education;
International organizations;
Compensation;
Learning;
Education;
Prevention programs;
Dropping out;
Risk factors;
At risk students;
Graduation rate;
Councils;
Prevention;
Age groups;
Secondary schools;
Research;
English as a second language;
Academic achievement;
Schools;
Secondary school students
; Pannone, Carmen 1
; Fadda, Daniela 1
; Scalas, Laura Francesca 1
; Vivanet, Giuliano 1
; Neitzel, Amanda 2
1 Department of Education, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
2 School of Education, Center for Research and Reform in Education, Johns Hopkins University, Baltimore, Maryland, USA