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Foundational Learning Program Evaluation and Dropouts: Are Dropouts a Heterogeneous Group?

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Bibliographic Details
Title: Foundational Learning Program Evaluation and Dropouts: Are Dropouts a Heterogeneous Group?
Language: English
Authors: David Gray, Louis-Philippe Morin
Source: Education Economics. 2025 33(2):198-217.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Career and Technical Education, Job Skills, Employment Potential, Program Evaluation, Dropouts, Career Readiness, Labor Force Development, Educational Attainment, Barriers, Employment Programs
Geographic Terms: Canada
DOI: 10.1080/09645292.2024.2309282
ISSN: 0964-5292
1469-5782
Abstract: We analyze the characteristics and outcomes of a Canadian foundational learning program's dropouts and compare them with those of the completers. We find significant heterogeneity within dropouts along two dimensions: when they drop out and why. Individuals whose characteristics have been historically associated with greater labour market barriers, and those with lower employability skills are more likely to complete the program. Individuals who face fewer barriers tend to leave at an early stage, while individuals without a high school degree tend to drop out later. Conditional on education, higher employability-skill participants are more likely to leave and return to school.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486002
Database: ERIC
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Abstract:We analyze the characteristics and outcomes of a Canadian foundational learning program's dropouts and compare them with those of the completers. We find significant heterogeneity within dropouts along two dimensions: when they drop out and why. Individuals whose characteristics have been historically associated with greater labour market barriers, and those with lower employability skills are more likely to complete the program. Individuals who face fewer barriers tend to leave at an early stage, while individuals without a high school degree tend to drop out later. Conditional on education, higher employability-skill participants are more likely to leave and return to school.
ISSN:0964-5292
1469-5782
DOI:10.1080/09645292.2024.2309282