Methodological problems in estimating dropout rates and the implications for studying dropouts from special education

Abstract

Variability in reported estimates of dropout rates are, in part, due to factors that operate independently of true differences that have been demonstrated for student characteristics as well as home and school features. We examine differences in definitions of dropouts, computational methods, and the complexities in defining cohorts. Finally, we explore the importance of sample attrition. We argue that reliable and valid dropout rate estimates are essential before it is possible to establish reasons/causes for dropping out or to design prevention programs.     

Payment Determines the Status of an Actor

The scenario was quite explicit—local actors and local situations. As part of a daily educational television programme aimed at semiliterate adults living in Lubumbashi in the Congo, it had been decided that not only programmes to teach French and arithmetic should be produced but also certain programmes under the title of general information. These programmes have been based on courses which the Training Within Industry department of Union Minière du Haut-Katanga had been giving over the last ten years. The main object of this course was to teach an appreciation of such things as elementary notions of economics—the convention of money, insurance—as well as hygiene and safety. To illustrate these programmes film had to be shot.