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Are Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Origin

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dc.contributor.authorRequena y Díez de Revenga, Miguel
dc.contributor.authorValdés Fernández, Manuel Tomás
dc.date.accessioned2025-01-15T12:38:23Z
dc.date.available2025-01-15T12:38:23Z
dc.date.issued2024
dc.descriptionThe registered version of this article, first published in “European Journal of Education, 59, 2024", is available online at the publisher's website: WILEY, https://doi.org/10.1111/ejed.12753 La versión registrada de este artículo, publicado por primera vez en “European Journal of Education, 59, 2024", está disponible en línea en el sitio web del editor: WILEY, https://doi.org/10.1111/ejed.12753
dc.description.abstractEarly school leaving (ESL) is considered one of the most serious problems in the functioning of European education systems. In particular, Spain has traditionally exhibited one of the largest ESL rates in Europe. This study aimed to shed light on the role of the month of birth as a factor conditioning the probability of ESL. Using high-quality census data and a regression discontinuity design, we documented that Spanish males from lower social strata born before the school-entry cut-off are substantially more likely to be observed as early school leavers than their counterparts born after that date. We do not find such effect among females or males from other social strata. Overall, educational policy should target more seriously the inequalities associated with the month of birth as they do not vanish before affecting relevant decisions such as leaving education early, at least for males from lower social strata.en
dc.description.versionversión publicada
dc.identifier.citationRequena, M. & Valdés, T.M. (2024). Are Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Origin. European Journal of Education, 59:e12753. https://doi.org/10.1111/ejed.12753
dc.identifier.doihttps://doi.org/10.1111/ejed.12753
dc.identifier.issn1465-3435, 0141-8211
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25317
dc.journal.issue4
dc.journal.titleEuropean Journal of Education
dc.journal.volume59
dc.language.isoen
dc.publisherWILEY
dc.relation.centerFacultades y escuelas::Facultad de Ciencias Políticas y Sociología
dc.relation.departmentSociología II (Estructura Social)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject59 Ciencia Política
dc.subject.keywordscensusen
dc.subject.keywordsearly school leavingen
dc.subject.keywordsgenderen
dc.subject.keywordsmonth of birthen
dc.subject.keywordsregression discontinuity designen
dc.subject.keywordssocial originen
dc.titleAre Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Originen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication2d4835aa-d5c1-4095-8541-4a2a0f714803
relation.isAuthorOfPublicationf2a0b433-41c7-46cb-bc0a-4434ca81267a
relation.isAuthorOfPublication.latestForDiscovery2d4835aa-d5c1-4095-8541-4a2a0f714803
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