ERIC Number: EJ1059880
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 30
Folk High Schools and Dropouts from Upper Secondary School: Effects of Non-Academic Investments in Dropouts
Borgen, Solveig T.; Borgen, Nicolai T.
School Effectiveness and School Improvement, v26 n2 p153-168 2015
High dropout rates from upper secondary school are related to substantial societal costs, and are hence a major policy concern. The Norwegian folk high schools provide a non-academic education in an intimate and nurturing environment where interpersonal and social skills are emphasised, and where individuals grow in sense of self-esteem and sense of coping. The unique non-academic nature of folk high schools allows us to explore if non-academic investments in youth could be effective tools in the battle against dropout. We have obtained access to high-quality Norwegian administrative data and use both a covariate adjustment technique and an instrumental variable technique to investigate whether a folk high school education raises the probability of dropouts completing upper secondary school. We find that dropouts are significantly more likely to complete an academic course if they have attended a folk high school. However, a folk high school education makes dropouts less likely to complete a vocational course. The non-academic education has the surprising tendency of redirecting vocational students to academic paths.
Descriptors: Self Esteem, Folk Schools, Dropouts, Educational Policy, Interpersonal Competence, Secondary School Students, Coping, Educational Attainment, Academic Education, Vocational Education, Correlation, Foreign Countries, Outcomes of Education, Dropout Rate, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Norway