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Elements for a Diagnosis of the Spanish Educational System 2 - Academic performance (end) ![]() ![]() ![]() |
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One may see from the results of the table that the female students have a systematically higher level of knowledge in Reading Comprehension and Grammar and Literature at both ages, while the male students obtain better results, also in both ages, in Mathematics and Geography and History. In the area of Nature Sciences, female students had a better performance at 14 and the male ones at 16. The greatest difference was found at 16 in Geography and History, where the male students were 15 points ahead of the female ones on the performance scale. Another notable difference is to be found in Mathematics, where the male students are 10 points ahead, a result which is usually obtained for such study, as is the greater linguistic development shown by female students of that age. |
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At age 14, the results appear as equivalents for 2nd of ESO and 8th of EGB in Reading Comprehension, Nature Sciences and Geography and History. However, there are two significant differences. On one hand, the results show better performance among EGB students than those in ESO in Grammar and Literature, and on the other hand, show better performance by ESO students than those in EGB in Mathematics. |
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At age 16, the results seem more coherent, as the BUP students perform better in all subjects, than the students in the rest of the curriculum modes (ESO, VT and REM). In turn, students studying ESO also obtain better results in all subjects than students in VT. |
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It is noted that, for the sample aged 14, private schools obtain better results than state schools in all subjects. It is interesting to note that the difference between both, in terms of performance scale, is very constant for the set of areas evaluated, and the performance achieved by private school students is approximately 14 points higher.
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The results obtained at age 16 are initially surprising. On one hand private teaching is superior in Grammar and Literature, while no significant differences are detected in the area of Geography and History. On the other hand, public education obtains apparently better results in three areas: Reading Comprehension, Mathematics and Nature Science. It is not easy to understand how the appreciable differences in favour of private schools at age 14 in Reading Comprehension, Mathematics and Nature Sciences turn to differences in favour of state schools at age 16. The Report by the Commission explains that the most probable cause of this anomaly lies in the spurious effects caused by aggregation of data in very general categories (which in scientific terminology is usually called "Simpson paradox"). The hypothesis deserves attention, as when the data is examined broken down into curriculum approaches or by Autonomous Regions, this superiority is not noted in state schools at age 16, rather quite the contrary. |
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As may be seen in table 19, there are significant differences in favour of private schools in all the subjects in 2nd of BUP, and in Nature Sciences in 4th of ESO. There are significant differences, although lesser, in favour of state schools only in Mathematics in 4th of ESO and 2nd of VT. The other differences, whether favourable to one sector or another, are not significant. Table 19 includes only a reference to the subjects which were previously especially surprising. However, one must add that also in the case of another two (Grammar and Literature, and Geography and History) the significant differences, when there are any in the breakdowns, are in favour of the private sector. To sum up, one may conclude, at least provisionally, awaiting later research to check this more fully, that academic performance in the subjects evaluated is usually superior in the private sector, at age 14 as well as age 16.
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DIFFERENCES IN PERFORMANCE BY AUTONOMOUS REGIONSAn important component of all evaluation of the educational system is comparison of the results in terms of the territories forming the State overall. This comparative information provides data on the degree of difference between academic results arising in the different educational subsystems. This is especially important to the Autonomous Regions presently undergoing the process of devolution to full educational competencies. One must bear in mind that, as of 1st January 1998 - once study of the diagnosis is almost complete - the Balearic Isles already has full competencies in education.
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The Regions that obtained the best performance in Reading Comprehension at age 14 were Aragón, Galicia and Castilla-León. Valencia, Ceuta and Melilla and Murcia are at the other end of the scale, with the worst performance. In Grammar and Literature, Aragón and Galicia also stand out with the best performance, while Catalonia, Navarra and Murcia are last on the scale for age 14 in these subjects. Aragón leads the regions with the best performance in Mathematics, followed by La Rioja, the Basque Country and Navarra. The Balearic Isles, Valencia, Murcia and Ceuta and Melilla had the lowest results in this subject. Within the MEC Territory, in Nature Sciences, Aragón again, and Castilla-León achieved the best performance, while La Rioja, Ceuta and Melilla obtained low results. In Geography and History, Castilla-León, Aragón and Asturias had outstandingly high performance. Catabria, the Balearic Isles and Ceuta and Melilla obtained results way below the average.
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In Reading Comprehension, the Regions of Madrid and Castilla-León are at the positive end of the scale with the best performance at that age. The students from Valencia and Ceuta and Melilla obtain low results in these skills. In Grammar and Literature, Madrid, Castilla-León and Galicia obtained the best results. The results in Valencia are on the negative side, being notably below the average for all the Regions involved in the study. The students in Castilla-León, La Rioja, Aragón, Navarra and Madrid obtained the most outstanding results in Mathematics, while Catalonia, Murcia and Valencia were at the bottom of the scale. Ceuta and Melilla are at the extreme of insufficient performance, with results notoriously far below the average. In Nature Sciences in the group of MEC Territory Regions, La Rioja and Castilla-La Mancha obtained the best results. At the opposite end, Cantabria obtained scarce results and Asturias stands out for its significant result, very much below the average for the rest of the Regions. In Geography and History, La Rioja is outstanding in the high band, while Murcia and Ceuta and Melilla are notably low.
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