From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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From Leaving Certificate to Leaving School
people now regretting not having taken the subjects or subject levels
necessary to access their preferred destination. The timing of guidance
emerges as all the more important given our findings that higher education
entry reflects the culmination of a long-term process. Prior achievement
and the nature of teacher-student interaction at junior cycle level
help to shape later pathways. Educational aspirations appear to be
formed quite early, with aspirations in third year strongly predictive of
later pathways. Thus, many young people reach sixth year with fairly
firm views on their future destinations.