school leaving age essay

School-Leaving Age Should Be Raised

Should everyone be forced to stay at school until they are 18?

All the Yes points:

More education provides the opportunity to acquire more skills and therefore more options. it has be…, ensuring everyone gets educated for the same amount of time at school should promote equality. curre…, if more people continue at school until eighteen, more people will be eligible to enter universities…, at the moment, schools often focus on those likely to stay on and pursue an academic syllabus, somet…, lengthening compulsory schooling helps protect childhood. while at school students will be protected…, raising the school-leaving age is a crucial investment in society’s future. doing so increases the …, all the no points:, yes because….

More education provides the opportunity to acquire more skills and therefore more options. It has been shown many times that those with more education find it easier to find work and that they are more likely to find that work satisfying. Similarly, the level of education among the population can have a positive effect on the economy as a whole as they can be more efficient workers. The impact of extra years of education on earnings and economic productivity is also disproportionately heavy at the lower end – that is, two more years at school for a 16 year old will make a much greater percentage difference to their later economic worth than two years of graduate work for a 22 year old.

No because…

Unfortunately just being in school does not guarantee that a student is learning. If they lack aptitude, ability or interest the extra time in the classroom is likely to benefit them very little, especially when they have not chosen to be there. It also poses a sharp divide on the question of disruptive children. If they are excluded from school their disadvantage is extended over more years while if they are included, they damage the education of others in their class for even longer.

Ensuring everyone gets educated for the same amount of time at school should promote equality. Currently early-school leaving is linked with other indicators of socio-economic disadvantage, such as low-income jobs or high unemployment. More importantly parents who left school young are more likely to have children who leave school early. Forcing all children to stay in school longer could break this cycle of disadvantage.

Unfortunately equality in the job market is unlikely to emerge simply because everyone now stays in school for the same amount of time. As noted above, not everyone will get the same out of school for being there the same time. Those who achieve the best exam results will still be the most employable, especially if they go into tertiary education before finding a job.

If more people continue at school until eighteen, more people will be eligible to enter universities or other forms of tertiary education. These bring the same personal and economic benefits as staying in education longer (see no. 1). However tertiary level education has a much greater impact on social inequality, especially as universities and colleges generally draw students from across the country, resulting in students from very diverse backgrounds being taught together.

Not all skills are best learnt in a classroom environment. Practical skills (for example carpentry, cookery, gardening etc.), are often best learnt ‘on-the-job’ or through an apprenticeship. Both routes place young people into contact with professionals in the field as well as giving them access to a wider range of tools and materials than could possibly be available in schools. For many young people who would like to work in these areas extra years at school will merely be time ‘treading water’ before they can get on with learning the skills of their trade.

At the moment, schools often focus on those likely to stay on and pursue an academic syllabus, sometimes setting minimum achievement guidelines for those who want to stay on. If they have to cater for all comers it should promote diversity in the school, providing more vocational opportunities and remedial courses for those less suited to the academic approach. This could have a positive impact lower down the school on younger children who will have a variety of role models within the school, not just those who are academically successful.

While diversity can be beneficial to some that benefit has a price. Providing more subjects (especially resource-intensive practical ones) can be very expensive. This expense must be met out of the existing education budgets. To do this schools will have to cut back on the provision of academic provisions. It also seems silly to replicate facilities in schools that are already available (often with better facilities) in non-school locations like Further Education colleges or apprentice workshops.

Lengthening compulsory schooling helps protect childhood. While at school students will be protected from some of the pressures in life. They have the rest of adulthood to work, make budgets balance and make choices. Providing them with space to grow for as long as possible can make them better prepared for adult life.

Working early can be an advantage in some circumstances. Many families need their children to make an economic contribution to the family income, often for example on a farm or in a family business. Working early can help these families to survive. Similarly unqualified individuals can gain equality or even an advantage over their qualified peers by having a few years’ work-experience ‘on-the-shop-floor’. If they are forced to stay in school as long as their peers they lose this advantage.

Raising the school-leaving age is a crucial investment in society’s future. Doing so increases the economic potential of the future workforce, and so will bring increased tax revenues in the long term to more than cover any initial costs. Although some countries would experience a more dramatic change than others, it is worth noting that in many states a very large majority of young people voluntarily stay in education beyond the end of compulsory schooling (e.g. France, Germany and Japan). If these countries can already bear the extra cost without economic collapse, it should be possible for others to cope as well.

The cost of extending the period of compulsory education is just too high. In many countries the number of students in the last two years of formal schooling would at least double, requiring a huge investment in teachers, books, new school buildings, computers, etc. And this is just the direct cost – there are also potentially enormous indirect losses to the state in terms of the taxes and pension contributions which it currently receives from young workers but would forego if the school-leaving age was raised.

According to me students should choose for themselves if they want to continue their education but it’s a good thing if school would be legalised till the age of 18 because the students would’ve a better job which leads to economical stability and less crimes due to stealing(poverty)

We would love to hear what you think – please leave a comment!

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January 30, 2013

Researchers say students should stay in school until age 18

by University of Texas at Dallas

(Phys.org)—A growing body of research indicates that increasing the minimum school-leaving age to 18 not only increases high-school graduation rates but also significantly improves the life outcomes of students who otherwise would have become dropouts, according to an article in the winter 2013 Issues in Science and Technology .

In the article, authors Derek Messacar and Philip Oreopoulos of the University of Toronto write that high-school dropouts fare much worse than their peers on a wide variety of long-term outcomes. On average, a dropout earns less money, is more likely to be in jail, is less healthy, is less likely to be married, and is less happy than a high-school graduate.

Though the study shows demonstrated improvements with a change in minimum school-leaving age, more effort should also be spent on keeping students engaged in school at earlier ages.

"The act of dropping out," Messacar and Oreopoulos write, "must be understood not as a single event but an outcome that begins with school disengagement , often long before the dropout finally decides to stop coming to class."

If states invest in effective support programs, they can further increase graduation rates and reduce future costs of enforcing compulsory-schooling policies.

" Compulsion should be a last resort alongside other policies to promote engagement and foster an environment in which struggling students are encouraged and assisted to complete high school ," Messacar and Oreopoulos write.

Also in the winter 2013 Issues , Michael Kugelman of the Woodrow Wilson International Center for Scholars writes about a 21st-century land rush now taking place in which governments and corporations are snapping up huge amounts of precious arable land in food-insecure countries.

Kugelman argues that these deals are often deeply problematic. Two-thirds of large-scale land acquisitions have occurred in countries with serious hunger problems. In some cases, investors are cultivating crops and then immediately exporting them. The deals have not resulted in benefits for local communities because investors hire few local laborers, transfer few agricultural technologies and sell few harvests to local markets.

Kugelman is not optimistic about halting big land acquisitions, because powerful vested interests are involved. He thus argues that the most practical strategy is to accept the existence of the deals and encourage policy changes that blunt their harmful effects.

Journal information: Issues in Science and Technology

Provided by University of Texas at Dallas

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70 years after the Education Act, debate still rages on the school leaving age

Brian Simon Professor of History of Education, UCL

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Gary McCulloch receives funding from ESRC.

University College London provides funding as a founding partner of The Conversation UK.

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Seventy years on from its passage into law, the Education Act of 1944 is often remembered as a monument to political consensus – the art of the possible, in the words of its chief architect, R A “Rab” Butler. It achieved cross-party support under a coalition government which had a military victory over Adolf Hitler in World War II as its principal objective. The Education Act probably seemed a limited, compromise measure, but also just a sideshow to the momentous events that were taking place on the world stage.

Yet the Education Act, which was given Royal Assent on August 3 1944, was also the product of a genuine debate about the future of education in a postwar society. Many of the measures that it included had long attracted controversy and often bitter opposition, even if they have now found general acceptance.

For instance, the act ushered in secondary education for all children for the first time. This was a proposal that had been supported by the Labour Party since the 1920s but denounced by many politicians and business leaders, on the grounds that it was not only too expensive but also educationally unsound and socially problematic.

Even in 1943, as part of the preparations for the act, a committee set up by the Board of Education argued forcefully that there were three different groups in society that therefore required three different types of secondary school – an approach that underpinned the postwar development of grammar schools, technical schools and secondary modern schools.

Raising the school leaving age

A closely related provision of the 1944 act, in section 35 , was its support for an increase in the school leaving age, which had stood at 14 since the end of World War I. It proposed the leaving age should be raised immediately to 15, and that it should be increased again, to 16, as soon as this became practicable.

Such an idea had been anathema to business interests. In the aftermath of a war and with a lack of teachers and schools it also raised serious practical difficulties. Nevertheless, the first instalment of this reform was delivered under Clement Attlee’s postwar Labour government from 1947, disfigured though it was by the prefabricated huts that were brought in to house the extra secondary school children.

It was still unclear in the postwar period whether raising the leaving age had won over public opinion as a popular cause. The second stage in this reform, an increase to 16, was actually delayed for a further 25 years, until 1972, when Margaret Thatcher finally presided over this additional step as education secretary.

Even then, however, it remained a controversial measure, partly because of the resources needed to put it into practice, but also because a number of teachers were unwilling to retain unruly and alienated pupils, some of whom they felt would learn little more in an additional year at school than they had managed in the previous ten.

Lessons for today

What are the lessons of this delayed provision of the 1944 Act after 70 years? Recent research on the history of raising the school leaving age in this country by Tom Woodin, Steven Cowan and myself at the Institute of Education in London, argues that despite all the obstacles and opposition, increasing the leaving age was a crucial achievement that has led in turn to the further expansion of post-16 education and also higher education over the past decade.

This is a particularly important issue for the present day because the 2008 Education and Skills Act provided for further increases in what is now called the education participation age, making participation in education or training compulsory for all up to 17 from 2013 and 18 from 2015.

Many economists, industrialists and educationists continue to raise objections to this policy on a number of grounds. Arguing in The Guardian, former editor Peter Preston called the extension “ Two more futile years ”, while Chris Woodhead, former chief inspector of schools, argued instead that the school leaving age should be cut to 14 instead, and former trade minister Digby Jones that the age rule should be relaxed to connect getting a skill with earning money.

The protracted debate over implementing the 1944 act provisions in this area is again highly instructive. The extended period that was needed for the 1944 Act to come into full effect highlights the slippage that can so often take place between the policy and the practice. It was a matter of high policy, with agonised discussions taking place at cabinet level within governments throughout the 1960s as the treasury warned of dire economic consequences if it were ever allowed to come into force.

The Conservative government of the 1950s toyed with the idea of returning the leaving age to 14. From the 1960s, the Guardian newspaper, once so strongly in favour with the educational reformer R H Tawney writing its leading articles, became conspicuously ambivalent.

Raising the school leaving age, a crucial move towards equality of opportunity, remains a significant example of the struggle and controversies involved in educational change over the longer term. It reveals the close connections between politics and economics on the one hand, and curriculum and educational structures on the other. The 1944 act was no mere sideshow, but a vital reform in the making of a modern society.

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The School-Leaving Age in International Perspective

Cite this chapter.

Tom Woodin ,
Gary McCulloch &
Steven Cowan

Part of the book series: Secondary Education in a Changing World ((SECW))

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The raising of the school-leaving age (ROSLA) 1 has been a historical process common to many countries. The school-leaving age lends itself to international comparisons and often serves as a marker of progress and educational development. In recent decades, the extent of compulsory education has become tied into key discourses in international arenas and reflects the increased worldwide interest in education, not least by bodies including the United Nations Education, Scientific and Cultural Organisation (UNESCO), the Organisation of Economic Cooperation and Development (OECD), and the World Bank. Within nations, comparative performance tables can stimulate both the fear of being left behind as well as offer the reassurance that the seemingly intrepid step toward raising the leaving age is in fact tried and tested. Although it appears relatively straightforward to make international comparisons on school-leaving ages, the reality may be more complex. This is because, for example, differential enforcement rates may exist, the duration of schooling does not necessarily translate into quality of experience, and countries with a low official leaving age may in fact record high levels of participation and achievement.

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The costs of early school leaving in Europe

Unsuccessful in Education: Early School Leaving

An indicator of early school leaving per school: every pupil counts

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Woodin, T., McCulloch, G., Cowan, S. (2013). The School-Leaving Age in International Perspective. In: Secondary Education and the Raising of the School-Leaving Age. Secondary Education in a Changing World. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137065216_2

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School leaving age

What is the uk school leaving age.

In the UK, the government determines the duration of compulsory education, with the minimum school leaving age set down in an Act of Parliament.

The school leaving age has increased steadily since state-sponsored education was first recognised as a right for all children in the UK. Originally set at ten, it now stands at 16.

However after the age of 16, children must now stay in full time education, start an apprenticeship or traineeship, or spend 20 hours a week working or volunteering, while in part time education or training.

The latest school leaving age provisions came into effect in 2013.

History of the school leaving age

The Elementary Education Act 1870, also known as Forster’s Education Act, recognised a framework of education for children between five and 13. It was founded on the need to improve the skills of the British workforce, maintaining competitiveness, and also preparing them for their new found voting rights.

The 1870 Act created elected school boards, which required attendance and could fine parents for their child’s absence, with some exemptions including distance from school. School boards were abolished in the Balfour Act 1902 and replaced by Local Education Authorities.

An 1880 Act made education compulsory until the age of ten, following campaigning by the National Education League. Under the Elementary Education (School Attendance) Act 1893 it was increased to 11 and the right to education was extended to deaf and blind children. In 1899 the leaving age was increased again to 13.

The Fisher Education Act 1918 made education compulsory up until 14 years old, paving the way for increased tertiary education. Growing public debate on the role of education prompted government-commissioned inquiries into further reform. The Hadow committee subsequently recommended the distinction of infant and junior classes and maximum class sizes of 30.

In 1939 the government considered raising the leaving age again to 15, but this was delayed due to the onset of World War Two. The Education Act 1944 did succeed in extending compulsory education to 15, and this took effect from 1947. More significantly, the 1944 Act created the grammar school system. All 11-year-olds were required to sit the 11-plus examination, which placed them in either an academic grammar school or a secondary modern.

Preparations began in 1964 to raise the leaving age again to 16, and this took effect in 1972. This has remained the case, meaning in practice children are compelled to attend school until after their GCSE exams.

In 2006 the government announced it was actively considering increasing the leaving age to 18. In 2007 the Department for Education and Skills launched a consultation, working towards an implementation date of 2013.

The Education and Skills Act 2008 increased the minimum age at which young people in England can leave learning. This required them to continue in education or vocational training to the age of 17 from 2013 and to 18 since 2015.

Young people will be able to choose whether to stay in full-time education, undertake work-based learning such as an apprenticeship , or part-time education or training if they are employed, self-employed or volunteering for more than 20 hours per week.

Debates around the age of school leavers

The concept of state education for all children proved controversial from its onset, regardless of the scope and duration of this education. Prior to the 1870 Forster Act education was provided on an ad hoc basis with a strong input from the Church. It also distinctly favoured the children of the middle and upper classes who were educated at fee paying schools.

The National Education League, established in 1869, set out as a founding objective the establishment of a system that would educate every child in England and Wales. Its lobbying led to the 1870 Act, which created school boards funded through local rates. The 1870 Act also responded to economic and social necessities, recognising the need for an educated workforce if Britain was to retain its industry and competitiveness. The Reform Act 1867 had also significantly increased the electorate, extending suffrage to working class men. Reformers argued the new voting power required a more educated working class.

However, many remained hostile to the idea of educating the working class, fearing it could de-stabilise the class system and foment dissent. Others warned of the indoctrination risk of mass education. The Act also allowed parents to withdraw their children from religious education, potentially undermining the role of the Church.

Many families themselves objected to compulsory education, arguing they needed children to earn a wage. Each subsequent increase to the school leaving age was therefore met with fresh criticism as families “lost” another economically active member for a year or more. Unsurprisingly the 1880 Act also established attendance officers to enforce attendance and parents could be fined for keeping their children out of school.

There are practical problems of raising the school leaving age, as each increase creates a “gap year” of students who are suddenly in education for an additional year. Schools are required to deal with a significantly enlarged student body and this can create logistical problems with staff and classroom numbers.

The 1964 Education Act allowed LEAs to create middle schools. This helped schools manage capacity problems as pupils spent a year longer at primary school and came to secondary school later. There are now fewer than 400 middle schools in England, concentrated in 22 LEAs.

After the 1972 Act schools were provided with temporary buildings to house their new final year. These became known as ROSLA (Raising school leaving age) buildings and were delivered to schools as self assembly packs. Although not designed for long-term use, many schools continued using them.

There is also scepticism that the school leaving age is increased at times when the government wishes to reduce the number of young people seeking employment, and thereby increasing the unemployment statistics.

The latest ambitions to increase the education leaving age to 18 have not been without controversy. Former education secretary Alan Johnson defended the proposals. Pointing to a decline in unskilled jobs, he said young people must be equipped to meet the demands of modern employment.

Teaching groups initially reacted angrily to the proposals, questioning how the government intended to enforce the new increased leaving age – although this would have been a factor for all previous governments to consider.

Other critics said the government needed to look at why young people were opting out of education at 16, pointing out that many people already required to remain in education until 16 left without a formal qualification.

In February 2012, the Deputy Prime Minister, Nick Clegg , announced the launch of a new scheme intended to help at least 55,000 young people aged 16-17 classified as NEETs (not in education, employment or training) to “get their lives on track”. Under the scheme, £126m of new money was made available, and charities and businesses with expertise in supporting young people will be invited to bid for contracts worth up to £2,200 for every young person they help.

“Sitting at home with nothing to do when you’re so young can knock the stuffing out of you for years. It is a tragedy for the young people involved – a ticking time bomb for the economy and our society as a whole. This problem isn’t new, but in the current economic climate we urgently need to step up efforts to ensure some of our most troubled teenagers have the skills, confidence and opportunities to succeed.”

Deputy Prime Minister Nick Clegg, announcing a new £126m funding scheme to help 16 and 17 year old ‘NEETs’ into training or work – February 2012

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Researchers: Students Should Stay in School Until 18

A growing body of research indicates that increasing the minimum school-leaving age to 18 not only increases high-school graduation rates but also significantly improves the life outcomes of students who otherwise would have become dropouts, according to an article in the winter 2013 Issues in Science and Technology .

Though the study shows demonstrated improvements with a change in minimum school-leaving age, more effort should also be spent on keeping students engaged in school at earlier ages.

“The act of dropping out,” Messacar and Oreopoulos write, “must be understood not as a single event but an outcome that begins with school disengagement, often long before the dropout finally decides to stop coming to class.”

If states invest in effective support programs, they can further increase graduation rates and reduce future costs of enforcing compulsory-schooling policies.

“Compulsion should be a last resort alongside other policies to promote engagement and foster an environment in which struggling students are encouraged and assisted to complete high school,” Messacar and Oreopoulos write.

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Should the School Leaving Age be Raised to 18?

In 1972, the UK raised the school leaving age to 16. Now there are plans to raise the school leaving age to 18. This means people under 18, would either have to stay in school or receive some kind of vocational training.

Benefits of Raising the School Leaving Age

Helps to tackle youth unemployment . In the UK, average unemployment rates are 8%, but youth unemployment amongst under 25s is running at 23%. Raising the school leaving age will hopefully mean more young people enter the job market with either A-levels or vocational training qualifications. Also, 16 and 17-year-olds would not be competing for work.
Helps prevent Social Problems arising from youth unemployment . If young people leave school with no qualifications and struggle to find work, there is an increased risk of social problems such as crime, vandalism and alienation. Education and training can help improve the motivation and skill level of young workers.
Danny Blanchflower recently advocated the increase in the school leaving age, arguing this could play a pivotal role in reducing youth unemployment. He gives an example of Northern Ireland and warns youth unemployment has potential to undo good work of peace process. ( Guardian link )
Skills in higher demand in the global economy. Because of globalisation and the relative decline of British manufacturing sector, there are less ‘low-skilled’ manual labour jobs. Young people entering labour market face a more competitive labour market. Without some skills or education, they will find it difficult to get a suitable job.

Problems of Raising the School Leaving Age

Pupils who don’t want to be in education can make school disruptive and cause problems for teachers and other pupils. If non-academic students have to study, when they would rather be elsewhere, it can have a knock-on effect on quality of secondary education. Evidence from Spain found that after raising the school leaving age to 16, there was a big increase in teacher absenteeism. ( Guardian link )
Free choice. Arguably, people over 16, should be allowed to make their own choices about what they want to do. Up to now, we have allowed people to join the army, aged only 16.

Evaluation of Raising the School Leaving Age

The success of this policy depends on the quality and choice of education/training schemes. If there is little available choice for vocational training, non-academic students may find themselves forced to do A-Levels against their will. This could have negative consequences for others who are more interested in learning.
However, if 16 years olds have a wide range of studying options to choose from, it may be easier to give the training or education that young people will benefit from. This may require an expansion of vocational training, and possibly a change in attitudes which gives vocational training a similar prestige to academic qualifications.
It depends on the quality of vocational training. There is a concern young students could be forced into doing ‘worthless qualifications’
76% of 16-17-year-olds currently receive some form of education or training.
Plans to raise school leaving age to 18 at Direct Gov (archived)

3 thoughts on “Should the School Leaving Age be Raised to 18?”

Raising the school leaving age because of youth unemployment is not going to work. It might be the only thing some can think of for now, but it will not solve the problems. The leaving age has been raised time and again, another raise will not make things any better in the current situation, it would just add to the problems already in being. It would be positive if some students were allowed to stay on for another two years for certain subjects if they were in a position to do so, far better than university and a huge debt at the end of it for those who are less well off. Things are getting worse with each year now, another two years for each pupil would choke up the schools completely, The funds are being cut, where would the money come from?

The school age should be 19 and six form 20 to 21.

try to build the solid foundation of the bricks that others have taken, life will not be so hard.

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What are the advantages and disadvantages of leaving school at 16 or 18 to work instead of going to university?

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Discursive Essay on School Leaving Age

Discursive Essay - School leaving age

The issue of whether the school leaving age should be raised to eighteen has been debated recently in the media. It is an important issue because it affects future generations and will greatly influence what they can and can not do with their lives. A variety of different arguments have been put forward about this issue. Some people are against raising the school leaving age. I will discuss these views and point to some of the problems with these opinions and why it is vital for the country’s economy and the wellbeing of future generations that the leaving age is raised.

It has been argued that if young people are forced to stay in full time education until the age of eighteen they will not benefit from the two extra years of education as if they are not interested they will not learn and will instead disrupt the learning of those who are keen to further their learning. “If they do not want to be there it may impact on the education of pupils who do want to learn.” - (International Debate Education Association (I.D.E.A.)) However, pupils disrupting classes is not a new problem. Teachers are more than capable of dealing with children who misbehave. Furthermore as young adults progress through life they mature regardless of whether they are in full time education or not. The discipline involved with full time education will in fact improve the behaviour of the future generation. Along with the leaving age being raised, there is also discussion of adding a more varied range of course options including more vocational choices for those who are better suited to less academic subjects. Also a large amount of work experience will be fitted into these courses giving young people the best chance possible of getting a good job when they leave school. Therefore young adults would certainly benefit from this extra time in school and would behave better due to the courses on offer and the discipline implemented in a working environment.

This is a preview of the whole essay

Another argument is that the diversity planned to be put into the course will be too expensive and not worthwhile. This argument states that there is a high possibility of taxes being increased to pay for this new education system due to the need to expand school premises for example. However the diversity in the new school curriculum will most certainly be worth whatever small cost. The diversity will ensure that those who choose more vocational careers have the qualifications they need to succeed. In the future it is very likely that the number of qualifications necessary to be employed will increase. Therefore without the diversity available to young adults in school the qualifications required will, for many, not be attained.

It has also been said that the cost of extending the period of compulsory education is too high. This argument assumes that raising the leaving age would require a huge investment in teachers, books, new school buildings, computers and so on. Despite these views I would suggest that raising the school leaving age is a crucial investment in society's future. Doing so would increase the economic potential of the future workforce, and so will increase the money the government takes in the form of tax. This would ensure that the UK would have the best trained and best qualified workers and would therefore create an ever larger demand for British workers worldwide.

It could be further asserted that many families depend on their teenagers leaving school at sixteen and making some contribution to the family income, and they should therefore be allowed to leave prior to turning eighteen. Many teenagers feel this pressure and while they are capable of achieving academically, they feel obliged to help parents by bringing money into the household. However this is very unfair on those who feel this pressure. Many who are pushed into leaving at such an early age are in fact not ready for the unknown pressures of adult life. “Providing them with space to grow for as long as possible can make them better prepared for life.” - (I.D.E.A.). By ensuring that children are protected from the pressures and difficulties that leaving school entails, and taking the extra two years to prepare them for adult life will certainly be beneficial.

By extending their education for at least two years the possibility of young people achieving better qualifications would be enhanced. A higher level of education and a broader education would surely provide young people with better qualifications. A better education provides the opportunity to acquire more skills and therefore creates more options in life. In addition it has also been shown many times that those with more education find it easier to find work and that they are more likely to find that work satisfying.

In conclusion the school leaving age should be increased to eighteen. Young adults would benefit indefinitely from an extra two years of compulsory education as they would have the option of continuing with academic based subjects or opting for more vocational courses. Children will also be protected from many of the pressures of adult life and will not feel obliged to leave school to help provide for their families. The national economy will benefit as the nation’s work force will be better qualified and earning more money. If the leaving age is not increased the entire country will never benefit fully from the country’s possibility to educate.

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Jeff Taylor

This is a very well laid out essay, with mostly very good control of complex sentence construction and paragraphing, and with well-presented introduction and conclusion. The range and choice of lexis is well suited to the task As a discursive essay, however, there are many statements that are not adequately supported by evidence or not effectively followed through. There is an overarching assumption that raising the skill base of the workforce will bring national prosperity and no evidence is offered for this. 3 stars

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Word Count 922
Page Count 2
Subject English

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European Education Area

Quality education and training for all

Early school leaving

What's the problem.

Early school leaving is linked to unemployment, social exclusion, poverty and poor health. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. The way the education system is set up, school climate and teacher-pupil relations are also important factors.

Since there are often complex, interconnected reasons for children not completing secondary schooling, policies to reduce early school leaving must address a range of issues and combine education and social policy, youth work and health-related aspects. Some of these challenges are outlined in an infographic provided by the Commission.

What has been done so far?

EU countries have committed themselves to reducing the average share of early school leavers to less than 10% by 2020 . The annual Education and Training Monitor provides data and analysis of early school leaving trends in the EU and in all the Member States.
EU education ministers adopted a Council Recommendation on policies to reduce early school leaving, which set out a framework for coherent, comprehensive, and evidence-based policies. They agreed to collaborate to exchange best-practices and knowledge on effective ways to address early school leaving
A working group on early school leaving looked at examples of good practices in Europe and exchanged experiences in reducing early school leaving. The final report outlines 12 key messages for policymakers and translates them into practical tools through a checklist of comprehensive policies and an annex with examples of best practices from several EU countries.
The Commission organised a conference on policies to reduce early school leaving. One year later, policy developments in eight EU countries were reviewed.
The Working Group on Schools Policy created a set of policy messages identifying key conditions for implementing a whole school approach to tackling early school leaving, as well as an online European Toolkit for Schools .
The Council has also adopted Conclusions on reducing early school leaving and promoting success in school.

The European Commission has published an assessment of the effectiveness of policies and practices developed since 2011 at the EU and national levels to tackle early school leaving in 37 European countries.

The study shows that the impact of EU policy instruments is largely positive across the countries examined. On average, the rate of early school leaving decreased from 13.4% in 2011 to 10.2% in 2019 across Europe.

However, considerable differences still exist between countries and demographics with people of a migrant background, young men and those living in rural areas being more likely to end their education before compulsory school leaving age.

Further action is, therefore, required to tackle this complex and evolving trend. The study compares a selection of good practices at the national level and provides a series of recommendations to inform future policy development in this area. For more information, see the executive summary of the study and the School Education Gateway video on early school leaving.

Pathways to School Success initiative

The Commission announced in the Communication on 'Achieving the European Education Area by 2025' a new initiative - the Pathways to School Success. The initiative will help all pupils to reach a baseline level of proficiency in basic skills.

The initiative will address three challenges:

giving all young people the chance to reach a certain level of proficiency in basic skills
minimising the number of young people leaving education without at least an upper secondary degree
ensuring pupils’ well-being at school.

An open public consultation will take place in spring 2021 to gather your views on the Pathways to School Success initiative.

European Toolkit for Schools

The European Toolkit for Schools offers policymakers and practitioners a wealth of resources and practical examples of effective practices to promote educational success and to prevent early school leaving.

The Toolkit is organised around five thematic areas which are key conditions for a whole school approach to early school leaving. Each area is further elaborated in the Toolkit and complemented with practical examples and measures. You can find more information on the Toolkit in the infosheet .

Raising the age of participation in education to 18

In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales.

The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.

To examine the above issues, the WCPP commissioned:

To understand how RPA would interact with current and planned policy reform in Wales, a small number of interviews with key stakeholders in Welsh Government and the wider education sector were conducted.
Quantitative analysis to model the impact of RPA in Wales, should it be implemented, compared to a baseline of current voluntary participation levels at ages 17 and 18.

Overall, the qualitative evidence to support legislation which raises the participation age in learning is weak. International experience shows a small positive effect on qualification attainment, unemployment rates and future earnings. However, the impact on improving retention rates in post-16 learning is questionable. On the basis of the evidence, RPA would generate limited benefits for young people who are least engaged in learning.

The quantitative analysis complements these findings, demonstrating that any economic benefit provided by RPA is highly dependent on the level of compliance with the policy. In all scenarios presented, the analysis suggests that failing to provide the young people who will be affected by the policy with options that attract them to remain in education or training would result in negligible additional attainments and commensurately small economic benefits. It may also impact on their future motivation to participate in learning.

The New Curriculum for Wales and the proposed post-compulsory education and training (PCET) reforms offer a platform for change for encouraging increased participation and compliance with post-16 education. Building on OECD country experience demonstrates the need to focus on:

Early prevention;
Supporting and engaging pre-16 learners who are experiencing difficulties;
Monitoring those at risk;
Offering good quality pathways to those less academically gifted; and
Offering additional support for learning at the end of secondary school.

Crucially, this offer should be extended within the post-16 arena.

Taking into account existing and proposed legislation in the post-16 education and training space (e.g. the implementation of the New Curriculum for Wales and the proposed PCET reforms), recommendations include:

Focusing on reducing post-16 attrition rates and introducing a strategy to reduce early (school) leaving;
Providing a coherent and consistent post-16 offer which is aligned with the objectives of the New Curriculum for Wales;
Supporting early labour market entrants and strengthening their access to continued learning; and
Providing sustained funding for prevention and reintegration initiatives targeted at young people not in education, employment or training.

DOI reference: https://doi.org/10.54454/20220106

Raising the Age of Participation to 18 pdf
Modelling the Impact of Raising the Age of Participation to 18 pdf
Raising the Age of Participation to 18 - Policy Briefing pdf

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How Old is a Freshman, Sophomore, Junior, Senior in High School?

May 3, 2024

How Old are Freshmen, Sophomores, Juniors, and Seniors in High School? At what ages do most students in attend high school? Well, in the United States, youth go through four levels of education:

Early Childhood Education

Elementary School

Middle school, high school.

According to the National Center for Education Statistics , in the fall of 2021 about 49.4 million students were enrolled in public elementary and secondary schools and 5.5 million students were enrolled in private schools. In this article, we’ll first consider each of the four levels of education, including the age ranges for each. Then we’ll dive into the high school years specifically, and what to expect from 9th-12th grade.

Early Childhood Education (ECE)

Typically, early childhood education takes place between the ages of 2-5. Options for early childhood education include both publicly- and privately-funded daycare, preschool, and Head Start services . While parents/guardians are not required by law to pursue early childhood education, the majority of children in the US have participated in some type of non-parental enrichment and/or care program by the age of 5 .

Academic studies indicate that children who participate in high-quality early childhood education programs experience benefits throughout adolescence . For example, according to the Office of the Administration for Children & Families :

ECE can help children learn the foundational skills for reading, math, self-control, and positive relationships.
All young children can benefit from ECE, but high-quality programs are especially helpful for children from families experiencing low household income, children with disabilities, and dual-language leaders.
Participating in ECE programs can yield long-term advantages for individuals and society, including higher educational attainment, better adult health, and decreased involvement in crime.

Usually, children attend elementary school from Kindergarten to 5th grade, although some schools in the US extend elementary school through 6th grade. To some degree, the age range of elementary school students depends on the age at which students begin kindergarten and whether they repeat a grade . Typically, though, students attend elementary school from ages 5 to 10 or 11.

Kindergarten : On average, students begin kindergarten at age 5. Each state provides different guidelines regarding kindergarten entrance ages . For example, students in California must turn 5 on or before September 1, whereas students in Missouri must turn 5 on or before July 31. If their children are on the younger end of the age range (September 1 birthday, for instance), parents may opt to postpone kindergarten enrollment for a year—until age 6. Moreover, only 20 states technically require kindergarten attendance, and the structures of kindergarten programs can vary, with some districts offering part-time or half-day options.
1st Grade: Ages 6-7
2nd Grade: Ages 7-8
3rd Grade: Ages 8-9
4th Grade: Ages 9-10
5th Grade: Ages 10-11

Middle school (sometimes called junior high school) starts with 6th or 7th grade and ends with 8th grade. Most students attend middle school from ages 11-13. Unlike elementary school, where children generally learn different subjects from one teacher in a single classroom, middle school students tend to move from classroom to classroom and teacher to teacher throughout the school day. Middle school facilitates the cognitive, social, and academic transition from elementary school to high school, and generally covers the “pre-teen” years. While middle school offers opportunities to develop academic interests, foundational skills, and strong study habits, colleges do not consider middle school grades in admissions .

6th Grade: Ages 11-12
7th Grade: Ages 12-13
8th Grade: Ages 13-14

High School starts with 9th grade and ends with 12th grade. Most students attend high school from ages 14-18 (the bulk of the teenage years), although ages can vary slightly depending on the age at which a student entered elementary school, whether they repeated and/or skipped grades before high school, and their performance and course load during high school. Research suggests that increasing the minimum school-leaving age to 18 both increases high-school graduation rates and improves the life outcomes of students.

According to the National Center for Education Statistics, the lingering effects of the COVID-19 pandemic have contributed to a greater range of variations in high school ages . Typically, though, these age variations extend—at most—about a year in either direction. Therefore, it remains relatively rare for a student to start high school before age 13 or graduate before age 17 or after age 19.

How Old is a Freshman? How Old is a Sophomore? How old is a Junior? How old is a Senior?

That is, in general, do high-school drop-out or early graduation rates affect the average age of high school students? Not really. High school drop-out rates decreased from 8.3% in 2010 to 5.2% in 2021 , and older students who did not graduate from high school tend to pursue a high school equivalency credential such as a GED certificate rather than return to high school.

9th Grade: Ages 14-15 (First Year of High School). Traditionally, 14- and 15-year-old high school students are referred to as “freshmen” and 9th grade constitutes a student’s “freshman” year. In recent years, however, there has been a push to refer to 9th grade students as “first-year students” or “first-years” rather than “freshmen.” Although more common at the college level , and in the UK , this semantic shift is increasingly common at the high school level as well, mostly due to pushes for greater gender-inclusivity in language. For example, the “freshmen” vs. “first-year” issue is comparable to stylistic guidelines that recommend referring to “human beings” or “humankind” rather than “mankind.”
10th Grade: Ages 15-16 (Second Year of High School). 10th grade students are “sophomores.” The term “sophomore” translates roughly to “wise fool” in ancient Greek. Depending on your perspective, you may find this meaning accurate or offensive! As with “freshman,” “sophomore” has fallen out of favor in the UK (where “second-year” tends to be used instead), but remains the norm in the US.
11th Grade: Ages 16-17 (Third Year of High School). 11th grade students are referred to as “juniors.”
12th Grade: Ages 17-18 (Fourth and Final Year of High School). 12th grade students are referred to as “seniors” and often fall prey to “senioritis”—particularly after college admission decisions are released. While often used humorously to describe one’s (understandable!) decline in motivation or performance, senioritis can present real challenges and result in unfortunate consequences—including, in severe circumstances, revoked college admission.

First- and second-year students (freshmen and sophomores) tend to be referred to collectively as “lowerclassmen” or “underclassmen,” whereas third- and fourth-year students (juniors and seniors) are “upperclassmen.” Unlike with the first-year vs. freshman matter, gender inclusive terms for these groupings are uncommon, especially at the high school level. The phrases “lower-division” and “upper-division” are gaining traction, however.

What to Expect During Each Year of High School?

The high school years are transformative, and meant to facilitate the transition into adulthood (marked, in the US, by one’s 18th birthday). By the end of high school (or at least by the end of the summer after one’s senior year), most students can:

Drive legally
Vote in elections
Enlist in the military
Choose to marry without parental consent or judicial approval

Academically, high school is meant to prepare students either for post-secondary education or for entering the workforce. Here is what you might expect during each year:

9th Grade (Freshman)

Your first year of high school is the one with the lowest stakes in terms of your future, although it can set the tone for the rest of your high school experience (and your post-secondary options). During your first-year of high school, focus on:

Getting acclimated
Developing strong study habits
Honing in on your academic interests, including considering your school’s Honors or AP offerings
Exploring Extracurriculars

10th Grade (Sophomore Year)

Things ramp up your sophomore year of high school, and not just because this is the year many students acquire a valid driver’s license! If your first-year is one of acclimation, your second year tends to be one of planning. During your sophomore year of high school, you might:

Pursue leadership opportunities via extracurricular activities, athletics, or internships (there are many options— online internships , law internships , business internships , medical internships , etc.)
Develop a relationship with your high school guidance counselor
Take the PSAT and/or take the ACT or SAT early for practice (or start preparing for these tests)
Explore Honors or AP offerings
Begin a list of colleges in which you are interested and/or start planning or taking college visits

11th Grade (Junior Year)

Things get real during your junior year! If you have post-secondary education goals, this is the year of preparation. You’ll likely:

Take the SAT and/or the ACT
Zero in on your academic and career interests, and curate your courses accordingly
Work with your family and guidance counselor to develop a list of colleges that align with your academic and career interests, as well as your personal inclinations and financial circumstances
Cultivate relationships with teachers and others from whom you might ask for letters of recommendation
Take AP Exams
Continue with extracurriculars and other leadership opportunities
Brainstorm or even draft your college application essay

12th Grade (Senior Year)

It’s go time! For college-bound seniors, 12th grade is divided into two “before and after” periods: before and after application deadlines and before and after admission decisions. During the first half of senior year, you’ll:

(Maybe) retake the SAT or ACT
Finalize your post-high school plans and, if applicable, your list of colleges
Take any final college visits and consider whether you want to apply early decision or early action
Write your college application essay(s)
Request letters of recommendation
(Probably) submit your college applications, as well as applications for scholarships and financial aid

During the second half of senior year, you might:

Apply to colleges with late application deadlines
Consider your college admission offers!
Continue pursuing scholarships and other financial aid opportunities
Relax a bit! But not so much that you jeopardize your college admission
Attend prom, make graduation plans, and generally celebrate milestones
High School Success

Jordan Conley

Jordan received her BA from the University of Puget Sound in Tacoma, WA, where she majored in Religious Studies and Classics. Following her undergraduate work, she spent several years teaching elementary school--first in northern Thailand as a fellow with Princeton in Asia, then in Bozeman, Montana. Jordan went on to receive a Master's in Theological Studies from Harvard Divinity School, and is currently working toward completing her PhD at Boston University, focusing on religions of the Ancient Mediterranean.

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EDUCATION.govt.nz For parents and whānau Practical information about education for parents and carers

Secondary school 13–19 years old

Leaving school before the age of 16.

By law children in New Zealand aged 6 to 16 years old must be enrolled in school. There are some situations where your 15 year old can get permission to leave school early. This could be to go on to other training or a job. To discuss this option contact the local Ministry of Education office.

My child is not benefiting from staying at school. What should I do?

What is an early leaving exemption, is my child eligible, how do i apply, what other help is available for my child.

As a parent it is really stressful to see your child struggling with school. You can end up thinking that your child would be better off leaving school to get a job or study elsewhere.

Young people do better when they gain a NCEA level 2 qualification (or equivalent qualification).

Research shows that those who leave school without qualifications are more likely to have difficulties when they get into the workforce, earn less money, find it harder to continue studying later on and have higher unemployment rates.

The senior secondary school years help prepare students for further study. Students who leave school before the age of 16 for tertiary study may not be prepared for it and often drop out before they finish.

There are lots of options for you and your child and lots of people that can help.

Talk with your child and whānau before making any final decisions. As your child is under 16 you are still legally responsible for your child so this is a shared decision. You need to work together to understand the pros and cons and risks of staying at school or leaving.

Talk to the school principal, your child’s home teacher, career counsellor, guidance counsellor, someone else at school that you trust, or your local Ministry of Education office (external link) . These people can tell you what all the options are and help you access them – things like using the Youth Guarantee (external link) scheme to develop a plan for your child that includes study and career goals.

If you’ve done these things and think your child won’t benefit from staying at school you can discuss the options including an early leaving exemption on their behalf.

It is an approval from the Ministry of Education for your 15 year old child to be exempt from enrolment at a school.

The rules for getting an early leaving exemption are very strict and it’s important that you’ve looked at and discussed all the other options to help your child stay at school and gain a qualification first.

Your child may be eligible if they meet all of these criteria:

their educational problems
their conduct
the unlikelihood of them benefiting from staying at school

You will need to show that you and your child have a plan for what they will do to successfully get into further training or a career.

Contact your local Ministry of Education office (external link) to discuss your child’s circumstances and the best ways they can support you. An early leaving exemption may be looked at as an option. If this is the case the Ministry will talk you through the process.

There are lots of options that could help your child, like:

Youth guarantee
work experience, visits or work courses
Gateway programmes
STAR programmes
Te Kura (formerly known as the Correspondence School)
Alternative education
Activity centres
Service academies
Trades academies

Get in touch with your local Ministry of Education office (external link) - they can talk to you about these and other options.

Further information

Contact your local Ministry of Education office (external link) .

Talk to your child's school.

Read what section 39 (external link) of the Education and Training Act 2020 says on leaving school early.

Read what section 53 (external link) of the Education and Training Act 2020 says about undertaking work courses, getting work experience and going on work visits .

Share this story

Last reviewed: 1 December 2022 Has this been useful? Tell us what you think.

Essay Editor

How to End a College Essay: Strategies and Examples

Writing a college essay takes skill, but making a strong college essay conclusion is often the most important part. A great ending can make a big impact on your readers and bring your main ideas together. This guide will walk you through four strategies that will help you create impactful conclusions that resonate with your audience.

1. Writing a Memorable College Essay Conclusion

The conclusion of your essay is your last chance to strengthen your main points and leave a lasting impression. A well-written ending can make your whole essay better and more memorable.

Successful Essay Ending Examples

Here are some great ways to end an essay:

Share a thoughtful idea that connects to your main point, giving a sense of closure and understanding.
Quickly go over your main points, showing them in a new way.
Discuss why your topic matters beyond just your essay.
Link back to your introduction, making your writing feel complete.

Example:

"When I started looking into how music affects the brain, I didn't know I'd find a connection to my grandmother's struggle with Alzheimer's. I learned that songs people know well can often bring back memories for patients, even when they have trouble talking. This discovery changed how I see music's power and gave me a new way to connect with my grandmother. When we hum her favorite songs together, I see hints of recognition in her eyes, reminding me that sometimes, big scientific ideas can have very personal effects."

Common Mistakes in Ending an Essay

Avoid these problems when writing your college essay conclusion:

Adding new ideas: Your conclusion should bring together existing points, not introduce new information.
Just repeating your main point: While it's important to remind readers of your main idea, simply saying it again word-for-word doesn't work well.
Using overused phrases: Don't use expressions like "In conclusion" or "To sum up."
Stopping too suddenly: Make sure your conclusion gives a feeling of completion and doesn't leave readers hanging.

Aithor's advanced language model can help you write compelling conclusions that avoid these common mistakes and enhance the overall impact of your essay.

2. Thought-Provoking Questions: A Powerful Way to End an Essay

Ending an essay with a question that makes people think can get your readers interested and encourage them to keep thinking about your topic. This approach leaves a strong impression and can make your essay more memorable.

"After looking at how social media changes how we see ourselves, we're left with an important question: Can we find a way to share our lives online while still living them fully offline? Maybe the answer isn't choosing between the online and real worlds, but learning how to connect well in both."

When using this method, make sure your question is:

Related to your essay's main topic
Open-ended, encouraging deeper thought
Not easy to answer with just "yes" or "no"

3. How to End Your College Essay with a Call to Action

A call to action (CTA) in your conclusion can encourage your readers to do something based on the ideas you've talked about. This works well for essays about social issues, environmental problems, or personal growth topics.

"In this essay, we've looked at the problem of plastic in our oceans. Now, it's time to help fix it. Start by replacing one single-use plastic item you use every day with something you can use again. It could be as simple as using a reusable water bottle or bringing your own bags to the store. Tell your friends and family what you're doing. By taking these small steps, we're not just making less waste; we're starting a chain reaction that can lead to cleaner oceans and a healthier planet."

When writing a CTA for your college essay conclusion, make sure it's:

Clear and easy to write
Directly related to your essay's main points
Something your readers can actually do

Aithor can assist you in writing perfect calls to action that connect with your readers and fit well with your essay's content.

4. Personal Anecdotes: An Engaging Essay Ending

Ending an essay with a personal story can help your readers feel connected to you and strengthen your main message. This approach makes your writing more relatable and human.

"Last summer, I helped at a local animal shelter. One day, they brought in an older, scruffy dog named Max. For weeks, people passed him by, always choosing younger, cuter puppies instead. I started spending extra time with Max, and slowly, his playful side came out. When a family finally took him home, the happiness on their faces – and Max's wagging tail – showed me how important it is to give every living thing a chance. This taught me more about patience, unfair judgments, and the power of second chances than any book ever could."

When using a personal story to end your college essay:

Make sure it relates to your main topic
Keep it short and powerful
Use clear language to paint a picture for your readers

Tips on How to End a College Essay

To write a strong conclusion, think about these extra tips on how to end a college essay:

Wrap up your main points clearly while suggesting how they might apply to other things or future ideas to keep your readers thinking.
Make sure your conclusion sounds like the rest of your essay for a smooth, polished finish.
Don't weaken your arguments by sounding unsure in your conclusion.
Be extra careful with grammar and punctuation in your conclusion, as it's the last thing your readers will remember.
Write your conclusion to connect with your specific readers, whether they're college admissions staff, teachers, or other students.
Write a short and powerful conclusion that drives your main points home without repeating too much or using too many words.

Remember, your conclusion is your last chance to make a strong impression. Take your time to write it carefully, making sure it ties together your main points and shows why your essay matters.

For those wondering how to end a reflection paper, Aithor can help you improve your college essay conclusion, making sure it's polished, powerful, and fits your specific needs. This top writing tool can help you refine your essay ending examples and give you guidance on how to end a reflection paper or any other type of school writing.

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Top 10 Use Cases for AI Writers

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COMMENTS

School-Leaving Age Should Be Raised
At the moment, schools often focus on those likely to stay on and pursue an academic syllabus, somet…. Lengthening compulsory schooling helps protect childhood. While at school students will be protected…. Raising the school-leaving age is a crucial investment in society's future. Doing so increases the ….
Leaving School
Paper Type: 400 Word Essay Examples. In some countries the minimum school leaving age is 15 years and children and their parents have no right to decide when they will leave school. According to the law in those countries it would be illegal for them to leave school earlier. However, there is a number of reasons for children to have to leave ...
School-leaving age
The statutory minimum school leaving age is 16. There are, however, a few specific cases where young people may enter employment before the age of 16, such as employment in the parents' company, sporadic work, or young people who have left school early taking up an apprenticeship at 15, to name a few. [15] -3. Germany.
Researchers say students should stay in school until age 18
Researchers say students should stay in school until age 18. by University of Texas at Dallas. (Phys.org)—A growing body of research indicates that increasing the minimum school-leaving age to ...
70 years after the Education Act, debate still rages on the school
A closely related provision of the 1944 act, in section 35, was its support for an increase in the school leaving age, which had stood at 14 since the end of World War I. It proposed the leaving ...
The School-Leaving Age in International Perspective
The raising of the school-leaving age (ROSLA)1 has been a historical process common to many countries. The school-leaving age lends itself to international comparisons and often serves as a marker of progress and educational development. ... David B. Tyack, "Ways of Seeing: An Essay on the History of Compulsory Schooling," Harvard ...
The School-Leaving Age in International Perspective
The raising of the school-leaving age (ROSLA)1 has been a historical process common to many countries. The school-leaving age lends itself to international comparisons and often serves as a marker of progress and educational development. ... This essay examines the role of the working class in the expansion of the American public school system ...
What Age Can You Leave School
Originally set at ten, it now stands at 16. However after the age of 16, children must now stay in full time education, start an apprenticeship or traineeship, or spend 20 hours a week working or volunteering, while in part time education or training. The latest school leaving age provisions came into effect in 2013.
Raising of school leaving age
The school leaving age was raised from 16 to 18 following a law change on 17 July 2007. The change will be implemented within three years of the law being passed. [3] In the 2005-6 school year 5.6% of students left school before the age of 18, mostly at age 16; the dropout rate was highest amongst Bedouin (9.8%) and lowest amongst Jewish ...
The School-Leaving Age in International Perspective
The school-leaving age lends itself to... | Find, read and cite all the research you need on ResearchGate ... This essay examines the role of the working class in the expansion of the American ...
Researchers: Students Should Stay in School Until 18
A growing body of research indicates that increasing the minimum school-leaving age to 18 not only increases high-school graduation rates but also significantly improves the life outcomes of students who otherwise would have become dropouts, according to an article in the winter 2013 Issues in Science and Technology.. In the article, authors Derek Messacar and Philip Oreopoulos of the ...
THE ISSUE: The pros and cons of raising the school leaving age to 18
The Rt Hon Mr Gove has instigated a policy which states that all 16 to 19-year-olds must either be in work based-training, college or attending a school. This increases the recognised educational ...
PDF Opportunities lost: The impact of grade repetition and early school leaving
The report finds that globally 32.2 million pupils repeated a grade in primary education and 31.2 million left school before achieving the last grade of this education level in 2010. Pupils who are over-age for their grade - due to late entry and/ or repetition - are at greater risk of leaving school early.
Should the School Leaving Age be Raised to 18?
26 March 2016 by Tejvan Pettinger. In 1972, the UK raised the school leaving age to 16. Now there are plans to raise the school leaving age to 18. This means people under 18, would either have to stay in school or receive some kind of vocational training.
What are the advantages and disadvantages of leaving school ...
What are the advantages and disadvantages of leaving school at 16 or 18 to work instead of going to university? #school #work #university. ... While this brings varied benefits for the group, it poses a few negative impacts on other age workers. This essay is going to hashout these positives and will mention the downsides as well. 4.
Discursive Essay on School Leaving Age
GCSE English. Discursive Essay - School leaving age. The issue of whether the school leaving age should be raised to eighteen has been debated recently in the media. It is an important issue because it affects future generations and will greatly influence what they can and can not do with their lives. A variety of different arguments have been ...
Raising of school leaving age in England and Wales
The raising of school leaving age is the term used by the United Kingdom government for changes of the age at which a person is allowed to leave its compulsory education phase in England and Wales as specified under an Education Act. In England and Wales, this age has been raised on several occasions since the introduction of universal ...
Early school leaving
On average, the rate of early school leaving decreased from 13.4% in 2011 to 10.2% in 2019 across Europe. However, considerable differences still exist between countries and demographics with people of a migrant background, young men and those living in rural areas being more likely to end their education before compulsory school leaving age.
Raising the age of participation in education to 18
Dr Matt Dickson. In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales.
How Old is a Freshman, Sophomore, Junior, Senior in High School?
11th Grade: Ages 16-17 (Third Year of High School). 11th grade students are referred to as "juniors.". 12th Grade: Ages 17-18 (Fourth and Final Year of High School). 12th grade students are referred to as "seniors" and often fall prey to "senioritis"—particularly after college admission decisions are released.
Free Essay: Minimum School Leaving Age
Following early years education, children are legally obliged to attend school from age 5 to 16 years old, which may rise to 17/18 years old. There are several different types of schools within infant/primary and secondary education all guided by the National Curriculum, as follows: (L/O 1.2)…. 1487 Words. 6 Pages.
Minimum School Leaving Age Free Essay Example
Download. Essay, Pages 2 (419 words) Views. 2730. In some countries the minimum school leaving age is 15 years and children and their parents have no right to decide when they will leave school. According to the law in those countries it would be illegal for them to leave school earlier. However, there is a number of reasons for children to ...
Leaving school before the age of 16
Further information. Contact your local Ministry of Education office (external link).. Talk to your child's school. Read what section 39 (external link) of the Education and Training Act 2020 says on leaving school early.. Read what section 53 (external link) of the Education and Training Act 2020 says about undertaking work courses, getting work experience and going on work visits.
How to End a College Essay: Strategies and Examples
Writing a college essay takes skill, but making a strong college essay conclusion is often the most important part. A great ending can make a big impact on your readers and bring your main ideas together. This guide will walk you through four strategies that will help you create impactful conclusions that resonate with your audience. 1. Writing a Memorable College Essay Conclusion The ...