Noncognitive Skills, School Achievements and Educational Dropout
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Noncognitive Skills, School Achievements and Educational Dropout
Coneus, Katja | Gernandt, Johannes | Saam, Marianne
Journal of Contextual Economics – Schmollers Jahrbuch, Vol. 131 (2011), Iss. 4 : pp. 547–568
8 Citations (CrossRef)
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Katja Coneus, Centre for European Economic Research (ZEW), P.O. Box 10 34 43, 68034 Mannheim.
Johannes Gernandt, Verband Deutscher Maschinen- und Anlagenbau e.V., Lyoner Str. 18, 60528 Frankfurt am Main.
Marianne Saam, Centre for European Economic Research (ZEW), P.O. Box 10 34 43, 68034 Mannheim, Germany.
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Abstract
We analyse the determinants of dropout from secondary and vocational education in Germany using data on 17- to 21-year-olds from the Socio-Economic Panel from 2000 to 2007. Beyond the role of classical variables like family background and school achievements, we examine the effect of noncognitive skills. At constant school grades, noncognitive skills reduce the risk of becoming an educational dropout. The influence of school achievements on the dropout probability tends to decrease and the influence of noncognitive skills tends to increase with age.