Page 189 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 189
contextualising ear ly school leaving with pisa r esults
in the PISA data, research may have identified (some of) the risk factors of
ESL which may help in preventing or reducing ESL.
Methodology
The results of this paper stem from literature searches performed using di-
verse search engines and bibliographical databases, library catalogues and
websites (e.g. Google, Google Scholar, ResearchGate, NUK Mrežnik with
access to ERIC, Sage, Springer, and others). Key words used in the search
entailed different combinations of the terms ‘early school leaving/leavers’,
‘dropping out, drop out, dropouts’ together with ‘PISA’ or ‘Programme for
International Student Assessment’. Due to language constraints the search-
es were performed in English. When searching for such studies, the defini-
tions of ESL were not specifically limited. The studies described in the fol-
lowing paragraph might therefore employ different definitions; however, it
is considered that these definitions have sufficient elements in common to
inform the research on ESL in general. Further, no distinction was made
between the terms ‘early school leaving’ and ‘dropping out’ so these terms
are used interchangeably in this paper.
Longitudinal studies utilising PISA data to contextualise ESL
The literature search revealed only a few, around 20, peer-reviewed studies
directly utilising the PISA data to address ESL. This relatively small num-
ber of studies may reflect the fact that it is impossible to directly measure
ESL in PISA since the study is cross-sectional and only includes students
still in education. Moreover, only a decade’s worth of PISA data is availa-
ble. Nonetheless, in Australia, Canada and Switzerland the PISA student
cohorts were surveyed longitudinally with studies following students’ ed-
ucational pathways in the years after the PISA assessment. The main char-
acteristic of these studies is that it was possible to identify ESLers explicitly.
Profiles of the ESLers in comparison with other students were also inves-
tigated using the achievement and background data collected in the PISA
study. The primary findings about contextualising ESL with the PISA study
can therefore be drawn from these studies and we first shortly describe
these studies and their most important ESL-related findings.
In Canada, the studies were based on the longitudinal Youth in
Transition Survey (YITS) with the first cycle in 2000 in which partici-
pants aged 15 also participated in PISA and the same young adults were
189
in the PISA data, research may have identified (some of) the risk factors of
ESL which may help in preventing or reducing ESL.
Methodology
The results of this paper stem from literature searches performed using di-
verse search engines and bibliographical databases, library catalogues and
websites (e.g. Google, Google Scholar, ResearchGate, NUK Mrežnik with
access to ERIC, Sage, Springer, and others). Key words used in the search
entailed different combinations of the terms ‘early school leaving/leavers’,
‘dropping out, drop out, dropouts’ together with ‘PISA’ or ‘Programme for
International Student Assessment’. Due to language constraints the search-
es were performed in English. When searching for such studies, the defini-
tions of ESL were not specifically limited. The studies described in the fol-
lowing paragraph might therefore employ different definitions; however, it
is considered that these definitions have sufficient elements in common to
inform the research on ESL in general. Further, no distinction was made
between the terms ‘early school leaving’ and ‘dropping out’ so these terms
are used interchangeably in this paper.
Longitudinal studies utilising PISA data to contextualise ESL
The literature search revealed only a few, around 20, peer-reviewed studies
directly utilising the PISA data to address ESL. This relatively small num-
ber of studies may reflect the fact that it is impossible to directly measure
ESL in PISA since the study is cross-sectional and only includes students
still in education. Moreover, only a decade’s worth of PISA data is availa-
ble. Nonetheless, in Australia, Canada and Switzerland the PISA student
cohorts were surveyed longitudinally with studies following students’ ed-
ucational pathways in the years after the PISA assessment. The main char-
acteristic of these studies is that it was possible to identify ESLers explicitly.
Profiles of the ESLers in comparison with other students were also inves-
tigated using the achievement and background data collected in the PISA
study. The primary findings about contextualising ESL with the PISA study
can therefore be drawn from these studies and we first shortly describe
these studies and their most important ESL-related findings.
In Canada, the studies were based on the longitudinal Youth in
Transition Survey (YITS) with the first cycle in 2000 in which partici-
pants aged 15 also participated in PISA and the same young adults were
189
