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A minimum dropout age (MDA) requires potential dropouts to stay in school until graduation. Most countries have an MDA at least 16. An MDA greater than 16 requires potential dropouts to stay in school for at least one more year, which immediately reduces their available time and opportunities to commit a crime in the community. This study aims to examine how a higher MDA reduces crime in the community. The authors then show a higher MDA helps potential dropouts to become an entrepreneur.

The authors develop an economic model of crime that shows how an MDA greater than 16 affects contemporaneous juvenile crime in the community. Considering an MDA of 16 as a benchmark MDA, a hypothetical example with simulated data on the USA is used. The authors then show how a higher MDA offers a financial opportunity for the professional development programs.

An MDA greater than 16 reduces crime in the community. Reducing crime allows preventing social and monetary cost on juvenile delinquency. This economic efficiency offers a financial ability for adolescent training and other development programs and thereby reduces unemployment and other adverse consequences of the society.

Unlike previous studies, the authors develop an economic model of crime that shows a hypothetical relationship between an MDA and contemporaneous juvenile crime in the community. A higher MDA allows more financial ability for juvenile development programs in high school to improve the entrepreneurial skills.

The purpose of this paper is to explore the range of personality disorder diagnoses and levels of psychopathy as assessed by the Psychopathy Checklist-Revised (PCL-R) associated with treatment discontinuation in a sample of adult male prisoners.

Data from 92 male offenders in a high secure prison personality disorder treatment unit was analysed. PCL-R and personality disorder diagnoses were predicted as being related to increased treatment dropout.

Having a diagnosis of narcissistic personality disorder was related to treatment dropout, but PCL-R total scores were not. There was a trend for a diagnosis of antisocial personality disorder being associated with remaining in treatment.

The current study highlights that narcissistic personality disorder can be associated with treatment dropout, warranting further exploration as to why this is the case.

Managing responsivity issues for those presenting with a personality disorder diagnosis could be effective in maximising treatment engagement from this specific offender group.

Although treatment dropout has been explored previously, this is the first study to explore treatment dropout at a specialised unit designed specifically to provide treatment for this client group.

Although China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.

To examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.

Dropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.

The findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.

The authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.

This longitudinal study aims to understand the circumstances of and changes in student enrollment in Honduras by comparing geographically and socioeconomically different areas and students' year of school entrance.

The sample was made up of 4,043 students from seven primary schools in a regional city and the capital city. Students' enrollment patterns, schooling and trajectories from entrance to departure, whether as a result of graduating or dropping out, were examined.

The number of students who graduated without repetition increased, and most of the students accessed primary education at the official entrance age. However, grade repetitions and dropouts were observed in the regional city in particular, and differences were also found in the school departure age by region. In the regional city, continuation of schooling after a change in residence has become more common in recent years. Adopting an automatic promotion policy could be one strategy for reducing grade repetitions and dropouts; however, further discussion is required to prepare a remedial opportunity for students who might otherwise lack the minimum proficiency level.

Few studies have examined changes in school enrollment in Honduras from a micro perspective. This study contributes a practical approach to exploring educational trends in the region by explaining how students reached their final grades by tracking trajectories, which has not been observed so far in terms of the accumulated average.

In this paper, we develop a simple model of the signaling value of the General Educational Development certificate (GED) credential. The model illustrates necessary assumptions for a difference-in-differences estimator that uses a change in the GED passing standard to yield unbiased estimates of the signaling value of the GED for marginal passers. We apply the model to the national 1997 passing standard increase, which affected GED test takers in Texas. We utilize unique data from the Texas Schools Micro Data Panel (TSMP) that contain demographic and GED test score information from the Texas Education Agency linked to pre- and post-test-taking Unemployment Insurance quarterly wage records from the Texas Workforce Commission. Comparing Texas dropouts who acquired a GED before the passing standard was raised in 1997 to dropouts with the same test scores who failed the GED exams after the passing standard hike, we find no evidence of a positive GED signaling effect on earnings. However, we find some evidence suggesting that our finding may be due to the low GED passing threshold that existed in Texas for an extended period.

Recognizing the effects of dropping out of high school on society, several questions still remain: (a) Why do urban, African American male students drop out of high school? and (b) What makes these students more prone to dropping out than their counterparts who remain in school? In an attempt to better understand the lives and circumstances of African American males, this study uses a comparative case method to examine similarities and differences in the life histories of a matched sample of African American male high school graduates and dropouts. This study, specifically, focuses on how the interrelated factors of family, neighborhood, peers, and education may shape these youths’ perspective on school. Findings reveal that, while both groups experience high levels of risk factors, high school dropouts had significantly more risk experiences in the family, community, and criminal justice domains. The dropouts also had fewer protective factors in these domain areas. Based on the findings, recommendations are offered.

The main purpose of this study is to evaluate the extent of dropout students and identify the relationship between risk factors of dropout and the survival time of students.

The Kaplan–Meier estimator (KM), also known as the product-limit technique, is a nonparametric model function that is commonly used in estimating survival function events (Kaplan and Meier, 1958). The survival function's Kaplan–Meier estimators are used to estimate and graph survival probabilities as a function of time, as well as explanatory data analysis (EDA) for the survival data, including the median survival time, and compare for two or more of the survival events. In addition, Cox proportional hazards model is employed for modelling purpose.

Results of the Kaplan–Meier curves show that male students have lower survival rates than female, researchers have found that there is a difference between the survival times of the student's school types, results show students from English-based schools are higher than Arabic-based schools as suggested by the survival curve. Similarly, there is a difference between the survival times of students aging equal or greater than 25 and students aging less than 25 and survival function estimates of dropout according to high school grade marks has huge difference. These results were confirmed using log rank test as age, school type and marks were statistically significantly different while gender is not statistically significant.

There is no study of this kind from the Somalia context about the student's dropout. Subsequent to the outbreak of civil war in 1988 and the collapse of the central government in 1991, all public social services in Somalia including education centers were severely disrupted.

The statistical methods discussed in the previous section will be applied on a real dataset obtained from different offices of the university; most of the data were extracted from faculty of economics office and admission and record office. The data set comprised of 70 students from SIMAD university, consists of full-time faculty of economics students who enrolled at the university in the academic year of 2017–2018 until two years of diploma, students either complete 24 months of diploma or leave the university and that is the event of interest.

The purpose of this paper is to verify if adult education can contribute to social mobility by analysing how the socioeconomic and professional background of the students affects dropout and graduation hazards in higher education.

An event history analysis approach, with competing risks and discrete time, implemented under a multinomial logit model, is used to investigate how an extensive set of covariates affects the risk of graduation, dropout and persistence of 834 adult student workers from a higher education institution in Portugal.

Adult education may indeed be effective in promoting social mobility, as academic achievement is higher for student workers that have low educated parents and low income levels. Also, the probability of achieving graduation seems to be higher for those seeking for higher transformation.

Adult education should be encouraged as it generates both efficiency and equity benefits. Some policy recommendations are suggested for the higher education system to adapt better to the particular characteristics of adult workers and provide conditions to improve the job–study–family conciliation, namely, by adjusting the schedule and composition of classes, appreciating the curriculum and providing orientation to candidates, and introducing shorter/simplified versions of the degrees.

A separate treatment is given to adult student workers, whose characteristics are very particular, enriching the literature on academic achievement that has been focussed on traditional students. Additionally, the studied data set merges five sources and provides extensive and original information on personal, degree and employment variables of the students.

This study aims at developing an instrument to measure the latent trait propensity to drop out in face-to-face higher education.

Based on Tinto's student integration theory, a 27-item scale was created to measure student propensity to drop out of undergraduate programs. Item response theory was used to evaluate the psychometric analysis of the items. Furthermore, different methodologies were used to evaluate and provide evidence for content validity, response process validity, internal structure validity and criterion-related validity.

With the support of specialists in the construct, the interpretation of the scores for the use of the scale was defined in four levels of propensity: high, moderate, low and very low.

The latent trait propensity to drop out in face-to-face higher education allows the inclusion of new items and aspects in the instrument. Thus, it can be adapted to distance education.

The students' propensity to drop out score can be useful for researchers and administration units in colleges and universities in the planning of permanent institutional actions and programs to take preventive measures.

Minimize dropout in order to raise the educational level of the population and make better use of the resources invested in education.

This study points out when, why and how propensity to drop out can be measured and how scores can be interpreted in the context of the problem.

The purpose of this article is to investigate whether family background and the choice of vocational field explain the observed gap in dropout rates from vocational upper secondary education between natives and children of immigrants in Denmark and to investigate ethnic and gender differences in educational choices.

A parsimonious version of Cameron and Heckman's (2001) dynamic statistical model of educational progression is estimated. By parceling educational attainment out into a series of transitions by grade, the model is able to identify barriers to educational progression and to determine the effects of explanatory variables at different stages of the educational career. In addition, the model is able to accommodate the institutional structure of an educational system with parallel branches of study at the upper secondary level and to control for educational selection and unobserved heterogeneity.

The main findings are: that family background variables do not explain the gap in dropout rates between natives and children of immigrants; that the dropout rates from different vocational fields are significantly different but affect natives and children of immigrants equally; that girls do better than boys in immigrant families; and that intergenerational mobility is greater among children of immigrants than natives.

The statistical model used is not available in any standard statistical package. For the purpose of this paper it was coded in GAUSS. Furthermore, the model demands fairly large data sets to be useful in empirical research.

The analysis provides more detailed information about differences in educational attainment between population groups than most previous studies.