Saturday, Jan 28 2023

Evidence-based educational policies prevent school dropout and increase educational attainment

Original posted by Esther Roca

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Scientific Articles

De Witte, K., Cabus, S., Thyssen, G., Groot, W., & van Den Brink, H. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13-28. https://www.sciencedirect.com/science/article/pii/S1747938X13000286?via%3Dihub
Morlà-Folch, T., Davis, A. I. R., Cuxart, M. P., & Valls-Carol, R. (2022). A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, 100482. https://www.sciencedirect.com/science/article/pii/S1747938X22000513?via%3Dihub
de Aguileta, G. L., & Soler-Gallart, M. (2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research, 11(1), 1-19. https://hipatiapress.com/hpjournals/index.php/remie/article/view/7431
Gómez-González, A., Tierno-García, J. M., & Girbés-Peco, S. (2022). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education. Educational Review, 1-20. https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2121265
García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701-716. https://www.tandfonline.com/doi/full/10.1080/13676261.2017.1406660
Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465. https://www.tandfonline.com/doi/full/10.1080/0305764X.2013.819068
Campdepadrós-Cullell, R., Molina-Roldán, S., Ramis-Salas, M., & de Botton, L. (2020). The Vic Model: From school redistribution to xenophobic voting. Political Geography, 83, 102254. https://www.sciencedirect.com/science/article/pii/S0962629820303176?via%3Dihub
Garcia Yeste, C., Morlà Folch, T., & Ionescu, V. (2018, September). Dreams of higher education in the mediterrani school through family education. In Frontiers in Education (Vol. 3, p. 79). Frontiers Media SA. https://www.frontiersin.org/articles/10.3389/feduc.2018.00079/full
Girbés-Peco, S., Macías-Aranda, F., & Álvarez-Cifuentes, P. (2015). De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito. International and Multidisciplinary Journal of Social Sciences, 4(1), 88-116. https://hipatiapress.com/hpjournals/index.php/rimcis/article/view/1470

Explanation of the Post

Education policies based on scientific evidence and successful educational actions prevent early school leaving and increase educational attainment. On the contrary, those that do not include them increase it. This increase is even more so in vulnerable groups, which fosters an unequal and less inclusive education system.

In the same vein, when we include scientific evidence, the improvement is sustainable for all groups; it does not last for a few years, and it does not depend on a one-off trend but is long-lasting.

Finally, policies that include scientific evidence reduce not only early school leaving but also recover social groups that until then were outside the education system in a much higher percentage than the rest. These groups are incorporated into education with a view to high expectations of success, which slows down their dropout. Policies without scientific evidence include encouraging segregating practices and programmes, disillusioning them and increasing early dropout.