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Published on: July 18, 2020
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Early school leaving in Spain: a longitudinal analysis by gender
Martín Martín-González1, Sara M González-Betancor2, Carmen Pérez-Esparrells3
1Universidad Europea de Canarias, Spain.
Summary
Spain
Area of Science:
- Socioeconomics
- Education Policy
- Demographics
Background:
- Spain exceeded the 2020 early school leaving (ESL) target, with rates above 10%.
- Achieving the 2030 target of below 9% ESL presents a significant challenge.
- Existing research often overlooks regional disparities and gender-specific factors in ESL analysis.
Purpose of the Study:
- To analyze the macroeconomic determinants of early school leaving (ESL) in Spain.
- To investigate regional inequalities and gender differences in ESL using panel data.
- To inform educational policies by identifying key ESL drivers.
Main Methods:
- Utilized longitudinal panel data from 2002 to 2020 for Spain.
- Incorporated macroeconomic variables at the regional level.
- Analyzed early school leaving (ESL) trends, considering gender disparities.
Main Results:
- Positive correlations found between ESL and adolescent fertility, immigration, unemployment, and industrial/construction sector weight.
- Significant gender differences in ESL determinants were identified.
- Youth unemployment showed a minimal but significant impact on female early school leaving (ESL).
Conclusions:
- Macroeconomic factors and regional disparities significantly influence early school leaving (ESL) in Spain.
- Addressing gender-specific determinants is crucial for effective educational policies.
- Targeted interventions are needed to reduce early school leaving (ESL) and meet 2030 goals.
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