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.

Other sources

• European Commission. Pathways to School Success. 2022.
  https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2022:316:FIN
• Flecha, R. (2015). Successful educational actions for inclusion and social cohesion in Europe. Springer. https://www.schooleducationgateway.eu/files/esl/downloads/13_INCLUD-ED_Book_on_SEA.pdf