What Factors Predict the Engagement of Dropouts in Alternative Secondary Schools in Chile?

Autor/inn/en	Espinoza, Oscar; González, Luis Eduardo; McGinn, Noel; Castillo, Dante
Titel	What Factors Predict the Engagement of Dropouts in Alternative Secondary Schools in Chile?
Quelle	In: Improving Schools, 23 (2020) 1, S.47-67 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480219864835
Schlagwörter	Foreign Countries; Predictor Variables; Dropouts; At Risk Students; Secondary School Students; Nontraditional Education; Student Satisfaction; Gender Differences; Out of School Youth; Withdrawal (Education); Decision Making; Learner Engagement; Student Characteristics; Student Participation; Persistence; Adolescents; Chile + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sekundarschüler; Non-traditional education; Alternative Erziehung; Geschlechterkonflikt; Kursabbruch; Decision-making; Entscheidungsfindung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausdauer; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Improvement in education has been one of the strategies of the government of Chile to reduce economic inequality. To that end, it recently established a system of Second Opportunity Centers that enroll out-of-school youth who have not completed high school. The system is modeled on so-called alternative schools operating in Europe and the United States. This study reports results on the first survey of students. Questionnaires were completed by a representative sample of 1112 students, drawn from 18 of the Ministry of Education's 134 Centers. Most of the respondents expressed satisfaction with their program, but there were significant differences between boys and girls, and across centers. Differences are explained by program activities in which students are engaged. Male students were more likely to have dropped out of regular high school because of academic difficulties; they are more likely to be engaged in the centers' sports activities. Girls were more likely to have left their school because of a family situation. They are more engaged in the centers' academic activities. The findings suggest how the centers' program could be made more effective in retaining students to graduation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01