Variables come to life

In my previous post I told you about the variables that I'm going to use. The picture beneath actually looks like what I'm intending to find out with my research!

Although it is in Dutch, it is easy to follow: In the Netherlands, students are put in one of three levels at the age of 12. These differences in education give smart and less intelligent students the chance to work on their own level.  That's the VMBO (4 years), the Havo (5 years) and the VWO (6 years). After that, tertiary education can be followed. First, there can be (if the school chose to do so) 'doubled' classes, in which VMBO/Havo and Havo/VWO are mixed. In that way, students who were labelled VMBO have the chance to prove themselves and work up to Havo when they're able to.

What this picture want us to show, is that between the several streams like Havo and VMBO is in the higher years also a stream from left to right. That means that some pupils (6% of the VMBO students in this case) are good enough to follow education on the Havo (after their VMBO diploma).
The red arrow is a problematic one, all those percentages are students who drop out.
The dark blue shows the percentage of graduates.

The picture comes from a research of the education, culture and science ministry (find HERE in Dutch) that did research to the arrows shown above. My research will look into the 'why' beneath it: why are students held back? Or drop out? I'm hoping to find out in the interviews!

Final research proposal

It's kind of easy actually. I was way thinking too much and wanting too much. The elements I've chosen for my research are that big that only a group of researchers which spend years on it can accomplish it. Well, I'm not trying to do that, so I've cut in my research variables. It really clears the air, for I can see the path again :)

First, I've had to let go of some very interesting variables namely giftedness and under achieving. These elements will pass by, but only as a really small piece and not as a main variable.

And, finally my (I'm afraid to call it definitive, but it is actually definitive) main research question:

''In what way does the placement policy of secondary schools, in the field of determination and student counseling, affect the throughput of students?''
(In Dutch: ''Op welke wijze heeft het schoolbeleid op het gebied van determinatie en leerlingbegeleiding invloed op de doorstroom van leerlingen?'')

In which throughput stands for the numbers of: grade retention, demotion (and up-promotion to another higher school level) and drop out.

So, the dependable variables are: grade retention, demotion and drop out.
The independable variables are: placement policy and student counseling.

I expect to finish the final research proposal in a couple of days!