The role of learning in school persistence and dropout: A longitudinal mixed methods study in four countries

Abstract

Using longitudinal quantitative and qualitative data we examine the role that learning plays in school persistence and dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis shows a strong, significant association, with one standard deviation higher test scores associated with 50% lower odds of dropping out between the ages of 8 and 12, and a similar association between ages 12 and 15. Qualitative analysis indicates a direct relationship between low learning and dropout, with children and parents choosing to discontinue school when they realize little is being learned. Qualitative findings also show that low learning interacts with and exacerbates proximate causes of dropout, including early marriage and leaving school to work, as families decide which options will best provide for children in the long run. These findings suggest that low learning may play a larger role in dropout decisions than has been previously recognized, and that improving learning may also improve schooling attainment and completion.