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espanolEste articulo aborda la cuestion del abandono (o su contrario, la persistencia) de los estudios de nivel universitario de los jovenes espanoles entre 1992 y 1999, utilizando los datos de la Encuesta la poblacion activa en su version longitudinal. Tras unos comentarios de orden conceptual relativos a la variable basica de analisis, y una vez definida esta, se consideran las diferencias en cuanto a la tasa de abandono segun el sexo, la edad, el ano de observacion el area de estudio y las caracteristicas de los padres. En todos los casos, se distingue entre tres niveles: estudios universitarios de ciclo corto, estudios universitarios de ciclolargo y estudios de postgrado. El analisis descriptivo se completa con una serie de regresiones logisticas cuyo objetivo es tener en cunta la interrelacion de las diferentes variables explicativas. De los resultadosalcanzados, cabe destacar en primer lugar que la tasade abandono es muy superior a la de los estudios universitarios reglados. En cuanto a los factores explicativos, no se observan diferencias por sexo; el area de estudio es un determinante fundamental, como tambien lo es la vinculacion con el mercado de trabajo: lo que estudian y trabajan tienen mayor probabilidad de dejarde estudiar. La inexistencia de datos sobre la renta familiar impide avanzar en las causas de este ultimo resultado. En todo caso, los estudios de los padres no parecen especialmente significativos como factor explicaativo del abandono. EnglishThis article addresses the question of drop-out (or, to the contrary persistence) from university level studies by Spanish young people between 1992 and 1999, using statistics of the Economicalley Active Population Survey in its longitudinal version. After some comments of a conceptual nature regarding the basic analysis variableand after defining this, we consider the differences with regard to the drop-out rate according to sex, age, year of observation, area of study and parental factors. In all cases a distinction is made between three leverl: short-cycle university degree courses, long-cycle university courses, and postgraduate courses. The descriptive analysis is completed with a series of logistic regressions, the aim of which is to take into account the interrelationship of the different explanatory variables. From the results obtaines we may mentionfirst of all that the dropout rate is much higher than that of officially regulated university studies. As regards the explanatory factors, no seax differences are observed: the area of study is a decisive factor offundamental importance, as is thelink with the labourmarket: those who study and work at the same time aremuch more likely to drop out. The unavailability of statistics on family income prevents any progress in the reason for this result. In any case, parents' educational level does not appear to be a very significant factor in explaining drop-out.
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