Objective:

this research analyzes the factors that determine school failure in Spain, based on the "Encuesta Social de 2010: Educación y hogares en Andalucía". From which, we use a representative sample of 5032 cases.

Originality/contribution:

School failure is a current topic of great interest in socio-educational research, as well as a priority objective to be addressed in the agenda of the European Union due to the high rates registered in recent years.

Method:

it is based on a systematic documentary analysis from a quantitative approach.

Strategies/information collection:

by exploiting secondary data from the survey, we make inference with the current situation using two binary logistic regression models by age cohorts.

The results show a gender gap in the probability of school failure. Women show a lower risk. The socio-family level indicates that the importance parents/ tutors give to education is not a factor related to school failure. However, parental control on secondary education studies decreases its probability. The socioeconomic status of the family appears as an incident factor.

Conclusions:

The findings highlight the need for adequacy and updating of data on the factors that determine school failure from a socio-educational and gender perspective. This would allow a socio-educational intervention and the creation of educational-social policies coherent with the social reality, which attend to the specific characteristics and conditions of the student body, to prevent school failure, promote integral development and social integration.

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