Dropouts: disadvantaged by definition? A study of the perspective of very early school leavers

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Title:	Dropouts: disadvantaged by definition? A study of the perspective of very early school leavers
Author(s):	Dekkers, H.P.J.M. ; Claassen, A.W.M.
Publication year:	2001
Source:	Studies in Educational Evaluation, vol. 27, iss. 4, (2001), pp. 341-354
ISSN:	0191-491X
Publication type:	Article / Letter to editor
Please use this identifier to cite or link to this item : https://hdl.handle.net/2066/209901
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Subject:	Inequality Cohesion Rationalization Onderwijs: loopbaan en kwaliteitsontwikkeling Ongelijkheid Cohesie Rationalisatie
Organization:	SW OZ BSI OE ITS Onderwijs: Loopbaan en Kwaliteitsontwikkeling
Journal title:	Studies in Educational Evaluation
Volume:	vol. 27
Issue:	iss. 4
Page start:	p. 341
Page end:	p. 354
Abstract:	Conducted interviews with 39 young adults in the Netherlands who left school very early and followed their career development for an average of 5.5 years after dropping out. Approximately one in five students returned to school and achieved the educational attainment desired by the Dutch government. A similar number returned to schooling but did not achieve the desired level of education.