School Dropout in Central America

School dropout is a growing concern in Central America, and in Latin America as a whole, because of its consequences for economic productivity, the inclusiveness of growth, social cohesion, and increasing youth risks. This paper utilizes more than two decades of household survey data to construct a systematic overview of school dropout at the primary and secondary levels in Central America, including recent trends, causes and consequences, and evidence on what works to reduce dropout. Within each country, poverty, rurality, and indigenous group membership are the strongest correlates of dropout, reflecting several underlying factors that affect the marginal benefits and costs of staying in school. Global and regional evidence increasingly points to common policy priorities for reducing dropout across Central America, including addressing remaining gaps in access at the pre-primary and secondary levels, improving the quality of education at all levels, and strengthening the coverage, targeting, and coherence of existing programs aimed at improving education outcomes. However, additional rigorous evaluations, including cost data, are needed to identify the most effective specific approaches in each country.

Bibliographic Details

Main Authors:	Szekely, Miguel, Adelman, Melissa
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2016-02
Subjects:	SKILLS, EDUCATION STRATEGY, UNEMPLOYMENT RATES, PRIMARY STUDENTS, BASIC EDUCATION, FORMAL EDUCATION, NATIONAL SCHOOL, TEACHERS, CLASS TIME, EDUCATION CYCLE, DROPOUT RATE, NUMBER OF SCHOOLS, SCHOOLING, SCHOOL DROPOUT, EARLY CHILDHOOD DEVELOPMENT, SCHOOL DAY, QUALITY SCHOOLS, SCHOOL ENROLLMENT, ATTENDANCE RATES, EDUCATIONAL ACHIEVEMENT, LEVELS OF EDUCATION, DROPOUT PATTERNS, HIGH SCHOOL, SCHOOL DROPOUTS, EDUCATION OUTCOMES, HIGHER EDUCATION, HIGHER ENROLLMENT, INCENTIVES FOR TEACHERS, TEACHER PERFORMANCE, CHILD LABOUR, SCHOOL CENSUS, SOCIAL BENEFITS, ADULTS, SCHOOL ENVIRONMENTS, CURRICULAR REFORMS, HIGH SCHOOLS, ACCESS TO EDUCATION, KNOWLEDGE, MIDDLE SCHOOL, EARLY CHILDHOOD INTERVENTIONS, COMPLETION RATES, PRIMARY SCHOOL COMPLETION, GENDER GAP, SCHOOL PRINCIPALS, VIOLENT CRIME, QUALITY OF EDUCATION, UNIVERSAL COMPLETION, TRAINING, EDUCATION POLICIES, SCHOOL DROP, TEACHER TRAINING, EDUCATORS, EDUCATIONAL ATTAINMENT, PRIVATE SCHOOLS, SCHOOL HOURS, SECONDARY SCHOOLS, ACADEMIC ACHIEVEMENT, SECONDARY SCHOOL, COMPULSORY SCHOOLING, PARENTAL EDUCATION, STUDENT ACHIEVEMENT, VOCATIONAL EDUCATION, LEARNING, EDUCATION SYSTEM, SCIENCE STUDY, SCHOOL COMPLETION, PRIMARY SCHOOL, TEACHING, MENTAL HEALTH, AVERAGE SCHOOLING, SKILL ACQUISITION, EDUCATION SYSTEMS, SCHOOL PARTICIPATION, STUDENT ASSESSMENT, DROPOUT RATES, INVESTMENT IN EDUCATION, ACADEMIC PERFORMANCE, PRIMARY COMPLETION, ENROLLMENT RATES, ATTITUDES, SCHOOL FEES, GENDER DIFFERENCES, ADOLESCENT GIRLS, VALUES, PRIMARY DATA, SCHOOLS, SCHOOL ATTENDANCE, SCHOOL ENTRY, CURRICULA, EDUCATION SERVICES, LEARNING OUTCOMES, SCHOOL SUPPORT, ENROLLMENT RATE, EDUCATIONAL QUALITY, VIOLENT CONFLICT, ALTERNATIVE EDUCATION, EARLY CHILDHOOD, HIGH DROPOUT, EDUCATIONAL SERVICES, RATE OF ENROLLMENT, SCHOOL SYSTEMS, SCHOOL POLICIES, COHORT ANALYSIS, LEARNING DISABILITIES, ADOLESCENTS, EARLY DROPOUT, TEACHER, NO ACCESS TO EDUCATION, SCHOLARSHIP PROGRAMS, PRIMARY SCHOOL PARTICIPATION, ACADEMIC PROGRAMS, QUALITY EDUCATION, TEACHER RECRUITMENT, EDUCATION, PRIMARY LEVELS, SCHOOL MEAL, SCHOOL COVERAGE, SECOND LANGUAGES, PUBLIC SCHOOLS, PRIMARY LEVEL, NET ENROLLMENT, FEES, PRIMARY EDUCATION, FORMAL SCHOOLING, SCHOOL PROGRAM, EDUCATION COMMUNITY, SCHOOL, SCHOOL INFRASTRUCTURE, SECONDARY EDUCATION, HIGHER GRADES, STUDENT LEARNING, EDUCATION DEVELOPMENT, RETURNS TO EDUCATION, SCHOOL AGE,
Online Access:	http://documents.worldbank.org/curated/en/2016/02/25887960/school-dropout-central-america-overview-trends-causes-consequences-promising-interventions https://hdl.handle.net/10986/23914
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