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The purpose of this article is to present a framework that facilitates the comparison of indicators of early school desertion between different European countries, the United States, and Mexico. To that end we have conducted a comparative analysis considering the definition and characterization of the phenomenon adopted in each country and its contextualization in the corresponding educational system. Also, we offer a reflection on the fulfilment of different criteria of quality of indicators relating to this phenomenon. We conclude that, in the interests of raising the quality of indicators in areas such as validity, reliability, comparability, and actuality, it would be appropriate to increase type[s] of data, frequency of analysis, and levels of aggregation, to support a more precise characterization of the problem. We underscore our interest in finding a complementary indicator that permits comparability at the international level.

Indicadores de abandono escolar temprano: un marco para la reflexión sobre estrategias de mejora