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Aboriginal Early School Leavers On- and Off-Reserve: An Empirical Analysis

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  • Danielle Lamb

Abstract

The 2001 master file of the Aboriginal Peoples Survey is used to analyze the determinants of leaving school before completing high school for Aboriginal persons, separately for different age cohorts and for those living off-reserve and on-reserve. Relationships that are particularly important from a policy perspective include the fact that rates of leaving school early are negatively related to being able to attend high school in one's community, learning about Aboriginal history and/or about Aboriginal peoples, and having an Aboriginal teacher or teacher's aide. Decomposition analysis of leaving school early by residential status indicated that most of the higher dropout rate for those living on-reserve is attributed to observable characteristics, many of which are subject to a degree of policy control such as through improved employment opportunities and a culturally sensitive curriculum and learning environment.

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  • Danielle Lamb, 2014. "Aboriginal Early School Leavers On- and Off-Reserve: An Empirical Analysis," Canadian Public Policy, University of Toronto Press, vol. 40(2), pages 156-165, June.
    • Handle: RePEc:cpp:issued:v:40:y:2014:i:2:p:156-165
    DOI: 10.3138/cpp.2012-060
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    Cited by:

    1. Alex Chernoff & Calista Cheung, 2023. "An Overview of Indigenous Economies Within Canada," Discussion Papers 2023-25, Bank of Canada.
    2. Melanie O'Gorman & Manish Pandey, 2015. "Explaining Low High School Attainment in Northern Aboriginal Communities: An Analysis of the Aboriginal Peoples' Surveys," Canadian Public Policy, University of Toronto Press, vol. 41(4), pages 297-308, December.

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