Abstract
The objective of this paper is to better understand the factors that affect the chances of re-engaging early school leavers in education, with a particular focus on the importance of time out from school (duration dependence) and school-related factors. Using data from three cohorts of the Longitudinal Survey of Australian Youth and duration models that control for unobserved heterogeneity, our results suggest that programmes that encourage an early return to study and those that develop post-school career plans may be more effective than programmes that concentrate on improving numeracy and literacy scores.
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