| Abstrakt: |
This study's principal aim is to identify factors associated with student departure from full-time education in the United Kingdom. Utilising a discrete time hazard model, it conceptualises educational access in terms of number of completed years of education, both compulsory and non-compulsory. Using a longitudinal dataset whose participants completed education in the early 1990s, it confirms the importance of many of the key explanatory factors identified in previous research. However, it also indicates that type of state schooling may not be a significant predictor of departure after controlling for economic, identity and social class characteristics. The model also indicates that the accuracy of certain explanatory variables as predictors of dropout vary across the educational stages. Models such as this can help to improve the efficacy of access policies in Britain by identifying the students most likely to leave education at different points in schooling and higher education. [ABSTRACT FROM AUTHOR] |
