Truancy, drop‐out, class repeating and their relation with school characteristics

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Abstract
Effective school research has not led to any unequivocal insight into relations between school characteristics and output measures such as the extent of truancy, drop‐out and class repeating. One cause of this is that the output data are often unreliable. In this study the extent of truancy in 36 secondary schools is measured in an accurate, systematic way, and school contextual and organizational variables are also determined. The results indicate that schools differ with regard to amount of truancy, drop‐out and class repeating; moreover, several simple Pearson PM‐correlations and Kendall's tau rank correlations were found between school contextual and school organizational characteristics on the one hand, and the output measures on the other (p<0.10). Multiple regression shows that particularly the percentage of non‐Dutch pupils, together with the average class size, are of importance as to the extent of truancy.