Abstract
Primary and secondary education in Chile is free and mandatory by law according to the Chilean Constitution. Consequently, attendance of primary and secondary education is a fundamental human right in Chilean society. It is estimated that between 139,000 and 358,000 young people between six and 21 are outside the Chilean educational system. The goal of this study was to characterize students who dropped out of the regular school system and are currently attending re-entry schools. Using Latent Class Analysis we identified this population as a heterogeneous group of youths forming three distinct groups: newcomers, seniors, and complex. The characteristics of this population are different from two other comparative groups attending Preventive Programs and Socio-educational Programs. The students of re-entry schools are a group formed mostly by males who hastily leave formal education and with different amounts of school retardation. They have sociodemographic characteristics that hinder their educational trajectory—such as monetary poverty—but they have a low frequency of problems with the law and social protection measures.
Highlights
The participation of all citizens in the education system is essential in today's society
In order to do this, we first examined the most important sociodemographic characteristics of students at re-entry schools; we identified whether there were any differences by gender in the sociodemographic characteristics of the re-entry school students; subsequently, the profile of the students' characteristics was compared with profiles of other dropout populations or those at risk of dropping out; and, we evaluated the existence of heterogeneity in the sociodemographic characteristics of the population attending re-entry schools
99% of the students at re-entry schools are Chilean, while in the preventive program 11% of the students are of other nationalities
Summary
The participation of all citizens in the education system is essential in today's society. It has been estimated that the global learning crisis is costing governments $129 billion a year (Unesco, 2014a), while “a one-year increase in the average educational attainment of a country’s population increases annual per capita GDP growth from 2% to 2.5%,”(Unesco, 2014a, p. A study by the Center for Advanced Research in Education, CIAE (2019), estimates that the overall global rate of school dropout between six and 21 years of age is 8.99% (corresponding to 358,946 young Chileans), while the Casen survey (Ministerio de Desarrollo Social de Chile, 2018) indicates that only 3.6% of the population between six and 17 years old (138,572 young people) has dropped out of the school system
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