failure and the consequent early dropout. According to the Uruguayan National
Household Survey of 2001, while only 62% of teenagers of mothers with a low level of
education (6 or less years of education) complete the first three years of secondary school
(Ciclo Básico), 94% of students whose mothers have a high level of education (13 years
of education and up) finish the first three years.
In addition to the family, many school factors also increase the risk of dropout.
First, there are issues strictly related to the environment or the so called ecological
factors, such as the average socio-economic level of the students and the adequacy of
infrastructure.
Previous studies emphasize the role of the school’s socio-cultural context for
students´ academic performance and career expectations. A positive peer effect or
contagious effect can neutralize the impact of a disadvantageous family situation. A
negative school context may have the opposite effect (MESyFOD y UTU/BID, 2000).
Secondly, school context also encompasses infrastructure. Overcrowded classrooms are
associated with low motivation of students and teachers.
Thirdly, there are contextual factors related to the school staff: low pedagogical
training, high rotation and also the image and low expectations they have of their
students, affects the probability of students abandoning school (Brembeck, 1977;
Mortimore, 1988; Fullan, 1985; García Huidobro, 2000; ECLAD, 2003).
3
Convention