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Evasion and Academic Success Factors
Research Guide
What is Evasion and Academic Success Factors?
Evasion and Academic Success Factors refers to the study of university dropout rates and retention influences in Brazilian higher education, including educational inequality, academic performance, institutional support, pedagogical strategies, social quotas, and online learning impacts.
This field analyzes university dropout using official data, revealing negative correlations between dropout rates and institutional demand, with regional variations across Brazil. Lobo e Silva Filho et al. (2007) in "A evasão no ensino superior brasileiro" examined average annual evasion indices and institutional types. The cluster encompasses 28,817 works focused on student retention and satisfaction factors.
Topic Hierarchy
Research Sub-Topics
University Dropout Rates in Brazilian Higher Education
This sub-topic examines empirical studies on the prevalence, trends, and statistical modeling of student dropout in Brazilian universities. Researchers analyze longitudinal data to identify patterns influenced by socioeconomic and institutional variables.
Educational Inequality and Student Retention
This sub-topic investigates how socioeconomic disparities and access barriers contribute to dropout among underrepresented students in Brazilian universities. Studies focus on the role of family background, regional differences, and inequality metrics in retention outcomes.
Academic Performance Predictors of Dropout
Researchers in this area model the relationship between GPA, course failure rates, and early warning indicators for dropout in Brazilian contexts. They develop predictive analytics and intervention strategies based on performance data.
Impact of Social Quotas on Retention
This sub-topic evaluates the effectiveness of affirmative action policies like social quotas in reducing dropout among low-income and minority students in Brazilian higher education. Research includes quasi-experimental designs assessing long-term retention effects.
Online Learning and Student Dropout
Studies explore how distance education modalities affect dropout rates, satisfaction, and persistence in Brazilian universities, particularly post-pandemic. Researchers compare hybrid and fully online formats' impacts on diverse student populations.
Why It Matters
In Brazilian higher education, high dropout rates affect institutional planning and equity, as shown by analyses of official data indicating regional differences and lower evasion in high-demand institutions ("A evasão no ensino superior brasileiro" by Lobo e Silva Filho et al., 2007, 290 citations). Social quotas and popular student pathways highlight persistence challenges amid educational inequality ("Do acesso à permanência no ensino superior: percursos de estudantes universitários de camadas populares" by Nadir Zago, 2006, 174 citations). The COVID-19 shift to remote learning exposed adaptation needs, with guidelines for university management addressing student and professor conditions ("ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: DIRETRIZES À GESTÃO UNIVERSITÁRIA" by Gusso et al., 2020, 218 citations), impacting over 28,817 studies on retention.
Reading Guide
Where to Start
"A evasão no ensino superior brasileiro" by Lobo e Silva Filho et al. (2007) provides foundational analysis of official dropout data, regional indices, and institutional types, making it ideal for initial understanding.
Key Papers Explained
Lobo e Silva Filho et al. (2007) "A evasão no ensino superior brasileiro" establishes baseline evasion rates using official data, which Zago (2006) "Do acesso à permanência no ensino superior: percursos de estudantes universitários de camadas populares" builds on by examining popular students' pathways. Gusso et al. (2020) "ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: DIRETRIZES À GESTÃO UNIVERSITÁRIA" extends this to pandemic-era remote learning challenges. Dayrell (2007) "A escola 'faz' as juventudes? Reflexões em torno da socialização juvenil" contextualizes youth-school tensions feeding into higher education retention issues.
Paper Timeline
Most-cited paper highlighted in red. Papers ordered chronologically.
Advanced Directions
Pandemic management guidelines from Gusso et al. (2020) highlight ongoing needs for remote teaching equity. Recent focus remains on social quotas and inequality persistence from Zago (2006), with no new preprints signaling stable frontiers in Brazilian retention studies.
Papers at a Glance
| # | Paper | Year | Venue | Citations | Open Access |
|---|---|---|---|---|---|
| 1 | Nonlinear least-squares data fitting in Excel spreadsheets | 2010 | Nature Protocols | 525 | ✕ |
| 2 | A evasão no ensino superior brasileiro | 2007 | Cadernos de Pesquisa | 290 | ✓ |
| 3 | Improving the rate of success for underrepresented racial mino... | 2010 | New Directions for Ins... | 264 | ✕ |
| 4 | Factors influencing university drop out rates | 2009 | Computers & Education | 256 | ✕ |
| 5 | A escola "faz" as juventudes? Reflexões em torno da socializaç... | 2007 | Educação & Sociedade | 243 | ✓ |
| 6 | ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: DIRETRIZES À GESTÃO UNI... | 2020 | Educação & Sociedade | 218 | ✓ |
| 7 | Estatística sem matemática: para psicologia usando SPSS para W... | 2006 | — | 196 | ✕ |
| 8 | The growing competition in Brazilian science: rites of passage... | 2003 | Brazilian Journal of M... | 188 | ✓ |
| 9 | Do acesso à permanência no ensino superior: percursos de estud... | 2006 | Revista Brasileira de ... | 174 | ✓ |
| 10 | O ensino superior brasileiro nos anos 90 | 2000 | São Paulo em Perspectiva | 173 | ✓ |
Frequently Asked Questions
What factors drive university dropout in Brazil?
Official data show average annual evasion rates vary by region and institution type, with a negative correlation between evasion indices and demand for places. Lobo e Silva Filho et al. (2007) in "A evasão no ensino superior brasileiro" identified higher dropout in less demanded programs. Institutional support and pedagogical strategies influence these patterns.
How do social quotas affect student retention?
Students from popular layers face access and permanence barriers despite quotas, as detailed in Zago (2006) "Do acesso à permanência no ensino superior: percursos de estudantes universitários de camadas populares". Educational inequality persists in higher education pathways. Persistence requires addressing socioeconomic challenges.
What role does online learning play in dropout during pandemics?
The COVID-19 pandemic forced remote teaching adaptations, demanding planning for student conditions like access and support. Gusso et al. (2020) in "ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: DIRETRIZES À GESTÃO UNIVERSITÁRIA" provide management guidelines. This impacts satisfaction and retention rates.
How does school socialization influence youth dropout?
Schools shape youth socialization, especially for popular layers, with tensions in contemporary relations. Dayrell (2007) in "A escola 'faz' as juventudes? Reflexões em torno da socialização juvenil" problematizes the school's role. This contributes to higher education evasion patterns.
What are key influences on university dropout rates?
Factors include academic performance, institutional support, and external pressures. Araque et al. (2009) in "Factors influencing university drop out rates" analyzed these determinants. Retention strategies target these elements.
Open Research Questions
- ? How can institutional demand be leveraged to reduce regional dropout disparities in Brazilian higher education?
- ? What specific pedagogical strategies improve permanence for students from popular socioeconomic layers?
- ? How do remote learning adaptations during crises like COVID-19 affect long-term student satisfaction and retention?
- ? Which combinations of social quotas and support services most effectively mitigate educational inequality in university persistence?
Recent Trends
The field comprises 28,817 works on Brazilian higher education dropout, with high citations for pandemic adaptations like Gusso et al. "ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: DIRETRIZES À GESTÃO UNIVERSITÁRIA" (218 citations), reflecting COVID-19 impacts on remote learning and retention.
2020Core analyses from Lobo e Silva Filho et al. (290 citations) continue dominating, amid no recent preprints or news.
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