The outcomes of early school leaving for disadvantaged students: the role of non-cognitive skills

Description and objectives of the research

The issue of early school leaving has been investigated in two recent DEEWR Melbourne Institute reports and other recently published policy reports (see Ryan, 2011). This research proposal aims at studying the issue of early school exit from a different perspective. The main research focus of the project are the choices made by Early School Leavers (ESLs) after having withdrawn from education with particular attention being devoted toward individuals belonging to disadvantaged groups. Previous studies have shown that a vast majority of ESLs re-engage in education within 3 years after having left school. In this project we would investigate the type of activities the individuals engage in while not at school, the motivation behind these particular choices and their potential economic outcomes. Particular emphasis would be placed on the relation between the type of activity chosen and those features that characterise the individual in relation to his/her peers. Self reported measures of non-cognitive skills and socio-demographic characteristics will be combined in an attempt to better identify the determinants of early school leaving and the subsequent choices in terms of education, employment and lifestyle.

Contact: the Melbourne Institute contact for this project is Dr Domenico Tabasso.

Progress

This project commenced in April 2012 with a final report to be submitted to the Department of Education, Employment and Workplace Relations in January 2013..