Abstract
The 2001 master file of the Aboriginal Peoples Survey is used to analyze the determinants of leaving school before completing high school for Aboriginal persons, separately for different age cohorts and for those living off-reserve and on-reserve. Relationships that are particularly important from a policy perspective include the fact that rates of leaving school early are negatively related to being able to attend high school in one's community, learning about Aboriginal history and/or about Aboriginal peoples, and having an Aboriginal teacher or teacher's aide. Decomposition analysis of leaving school early by residential status indicated that most of the higher dropout rate for those living on-reserve is attributed to observable characteristics, many of which are subject to a degree of policy control such as through improved employment opportunities and a culturally sensitive curriculum and learning environment.
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