Pupil performance, absenteeism and school drop-out: A multi-dimensional analysis

This article assesses whether second-level schools in Ireland, typically co vering pupils 12 to 18 years of age, are equally effective in relation to t hree different outcomes: examination performance, absenteeism and potential drop-out among pupils. The article uses data from a large-scale survey of second-level pupils in 116 schools in Ireland. Analysis is restricted to on e cohort: pupils aged 15-16 years who took a nationally standardised examin ation, the Junior Certificate, in 1994. Multivariate multi-level modelling techniques are used to assess the impact of pupil background and schooling factors on overall examination performance, on absenteeism levels and on in tentions to leave school after the exam. Some consistency is found among th ese different dimensions of school effectiveness: pupil absenteeism and pot ential drop-out rates are lower in schools which enhance academic progress among pupils. These outcomes are associated with more positive teacher-pupi l relations and a more positive academic climate within the school.