The current study makes use of data from one of the LSAY cohorts--the LSAY95 cohort, which is a group of young Australians initially recruited into the survey in 1995 when their median age was 14.
The approach taken to the analysis of the post-school education choices made by the young women observed in the LSAY and YITS data in 1999 and 2000, respectively, involved the application of multinomial logit regression techniques separately to each country sample.
Students who participate in the LSAY study undertake achievement tests in reading and mathematics and in other areas at age 15 years.
In the LSAY survey, participants are asked about their schooling.
Penman (2004) found that, amongst the LSAY cohort that were in year 9 in 1995, 80% of early leavers and 76% of late leavers said securing a job or apprenticeship was an important consideration when deciding whether to leave school, with around half noting it was the most important.
However, the LSAY survey, for example, found generally weak correlations between socioeconomic status and unemployment, when compared to other factors.
LSAY Plans to leave after Plans to Plans to Yr 10 or complete go to uni- sooner Year 12 versity Std reading tests (score/20) 12.
The LSAY also provides useful data relating to attitudes and personality traits.
A further advantage of the LSAY
longitudinal survey data is that it is national whereas administrative data is limited to a single state or territory.
A simple frequencies table extracted from the LSAY
data indicated that 87 per cent of the 1995 Year 9 sample continued to participate in some form of education, training, or apprenticeship through to the end of 1998 (that is, they either completed Year 12 or did two years of education or training beyond Year 10).
For example, using data from the LSAY
, Ma (1997) reported that gender differences in mathematics coursework are significant only in Grade 12 in favor of males.
In Betts (1996b), I use the aforementioned LSAY
data for this purpose.