School dropout is a growing concern in Central America, and in Latin America as a whole, because of its consequences for economic productivity, the inclusiveness of growth, social cohesion, and increasing youth risks. This paper utilizes more than two decades of household survey data to construct a systematic overview of school dropout at the primary and secondary levels in Central America, focusing on recent trends in dropout patterns and their underlying causes. Within each country, poverty, rurality, and indigenous group membership are the strongest correlates of dropout, reflecting several underlying factors that affect the marginal benefits and costs of staying in school.  Global and regional evidence increasingly points to common policy priorities for reducing dropout across Central America, including addressing remaining gaps in access at the pre-primary and secondary levels, improving the quality of education at all levels, and strengthening the coverage, targeting, and coherence of existing programs aimed at improving education outcomes.  However, additional rigorous evaluations, including cost data, are needed to identify the most effective specific approaches in each country.  JEL Classification: I2, I24, I25, I26, I28, O15

Teaching statistics in Primary Education remains challenging, particularly when integrating statistical literacy and gender equity within Education for Sustainable Development (ESD). This study examines how statistical projects related to Sustainable Development Goal 5 (SDG 5) contribute to the development of statistical literacy, pedagogical competencies, and an understanding of sustainability among pre-service Primary Education teachers in Chile. A mixed-methods approach was applied, involving 12 participants, which combined weekly monitoring, rubric-based assessments, and evaluation of final projects. Quantitative data were analyzed with descriptive statistics, Wilcoxon signed-rank tests, and Spearman correlations, complemented by regression models. Assumptions of independence, symmetry, and monotonicity were verified, while rubric reliability was supported through Lesson Study validation. Results showed significant differences between monitoring and oral presentation scores, as well as a strong positive correlation between monitoring and oral performance. In contrast, associations with written reports were weaker. Although exploratory due to the small sample size, the findings suggest that statistical projects linked to SDG 5 enhance statistical literacy and professional competencies, with implications for teacher education.