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2 - Academic performance (end)

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Differences in performance

A diagnosis of academic performance in the educational system would evidently remain incomplete if it did not provide some clues as to the existing differences within it. If the fundamental objective aimed at is to discover possible failings, in order to deal with them properly, it does not seem logical to then stop short at mere generalisation, without going into the detail of to what extent these may be applied to the different contexts and areas of action. Statistical averages and general valuations are undoubtably most useful, as they provide an global view of the problems and their possible solutions which is valid to orient overall educational policy and for schools and educational agents to reflect on. However, the measures are always calculated from diverse results, and they may on occasions conceal extremely varying situations. It is thus necessary to go into each case in detail, at least in sectors and areas of action that are inherently natural to the actual educational system.

The design of evaluation of school results was conceived, from the offset, in order to be able to cover this differential study in the sectors and areas that especially affect the Spanish educational system. Our educational system is, above all, a system that has already been decentralised and is about to undergo further decentralisation; in a short time, all the educational management will in fact be greatly regionalised, which means, among other things, that the task of correcting shortcomings detected to date in academic results will mainly be assigned to the Regional Authorities. Our educational system is also, by express constitutional mandate, a system in which the public and private sector live together peacefully; it is not a matter of scarce relevance to note the contrasts, as to results, that there may be between these. In more conjunctural terms, our educational system is now the stage for diverse approaches to curriculum, as the reform enacted in 1990 has not yet been fully established nationwide in a similar manner; although precisely due to this, it has been premature to attempt to diagnose the effects of the reform; the data the evaluation performed provides us as to this is not lacking in interest or appropriateness either. Lastly, there is also the possibility of obtaining comparative information on the possible usefulness, by cross indexing the results and certain personal variables as, for example, that relation to the sex of the students.

In the following pages, we shall provide a very brief description of these four sectors or areas of differentiation. In the presentation we have chosen, in reverse order from that just listed, which is not the same as that used in the Report on "Evaluation of Academic Performance" either. One must remember, before undertaking this task, what was stated to a certain extent in the introduction: just as we are not able to explain the reason for the different results obtained in the different subjects, neither are we able to explain the differences in results between both territorial fields or sectors of action. This is an extremely complex task, which may and surely must be carried out, although it is far beyond the objectives of this diagnosis - a situational diagnosis - we have been commissioned. The Report we have taken as a reference makes only one exception to this rule, and not with the intention of explaining the in depth, but rather to provide a merely indicative answer to a frequent question: that of to what extent the family social-cultural context influences academic results, and to what extent that facto may explain some differences, such as for example those between public and private schools. We shall thus refer to the matter at the appropriate place.




DIFFERENCES IN PERFORMANCE ACCORDING TO SEX

It is well known that the rates of development among male and female students are different, as to the development of their skills and in their interests in different subjects, as to the actual process of study and learning. Thus, it is usual to note differences in the academic performance of the students according to whether they are male or female.

Table 14 shows the differences in male and female student performance for all the subjects evaluated in this study.



Table 14: Average performance in the areas evaluated according to student sex and age
Areas Age Male students Female students Difference
Reading comprehension 14
16
216
269
226
274
-10
-5
Grammar and Literature 14
16
220
265
232
270
-12
-5
Mathematics 14
16
228
269
225
259
3
10
Nature Science
(MEC Territory)
14
16
230
271
231
265
-1
6
Geography and History
(MEC Territory)
14
16
230
278
226
263
4
15


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.




DIFFERENCES IN PERFORMANCE BY CURRICULUM APPROACH

As mentioned in the introduction, diverse modes of curriculum coexist in the Spanish system, which may be taken by students aged 14 and 16, due to the overlapping of different formal structures in the system, due to the LGE of 1970 and the LOGSE of 1990.

In spite of this not being one of the fundamental objectives of the study, establishment of comparisons between the different curriculum approaches may be of interest. However, these comparisons must be interpreted with great caution due to two reasons. Firstly, between one must bear in mind that the new ESO is in the process of being implemented, and the grade at which it is already implemented is very difficult according to such variables as the educational authorities to which the schools are assigned in each Autonomous Region, the size of the schools and their location, their holders, their regime of endorsement, etc. Secondly, because the centres that have already changed over from the old secondary education (LGE) to the new system (LOGSE) probably have different characteristics and situations to those which still teach within the framework of the LGE.

Due to this, one must consider that these comparisons perhaps do not faithfully reflect the degree of performance that may be achieved in the new system. Moreover, due to the recent start up, as of creation of the INCE in 1994, of the global evaluation work on the educational system, a reliable reference is lacking as to the functioning and performance of students from the old system of the LGE aged 14 and 16 to compare against the results of the new system, even in the case of being able to evaluate the new system in spite of its limited implementation.

Moreover, some of the data and its variability is surprising and does not seem to have a simple explanation. For example, the fact that, at the age of 14, EGB obtains better results than ESO in Grammar and Literature while ESO is proven superior to EGB in mathematics seems, to say the least, unexpected. Thus, these facts and their analysis must be considered in provisional terms until future evaluations confirm the trends and differences pointed out here.




AT 14 YEARS OLD

Table 15 shows the average performance in all the subjects evaluated, according to the different educational modes for students aged 14: 8th of EGB and 2nd of ESO. It also points out the cases in which the differences between the modes are significant and in which direction.



Table 15: Measurement of performance in the areas evaluated by curriculum approach at age 14
Subjects 2nd
ESO
8th
EGB
Average Significant
differences
Reading comprehension 221 220 221 1
Grammar and Literature 222 227 226 -5 (EGB > ESO)
Mathematics 231 225 227 6 (ESO > EGB)
Nature Sciences
(MEC Territory)
230 230 230 0
Geography and History
(MEC Territory)
229 228 228 1


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.




AT 16 YEARS OLD

Like in the preceding table, table 16 shows the performance measurements for all the subjects evaluated according to the different educational modes for students aged 16; 2nd of BUP, 4th of ESO, 2nd of VT and 2nd of REM, along with the cases in which the differences between these modes are significant.



Table 16: Measurement of performance in the areas evaluated by curriculum approach at age 16
Subjects 2nd
BUP
4th
ESO
2nd
FP
4th
REM
Average Significant
differences
Reading comprehension 283 273 246 252 271 BUP > ESO,REM,FP
ESO > REM,FP
Grammar and Literature 293 265 224 231 267 BUP > ESO,REM,FP
ESO > REM,FP
Mathematics 279 267 228 258 263 BUP > ESO,REM,FP
ESO,REM > FP
Nature Sciences
(MEC Territory)
276 274 226 -- 267 BUP,ESO > FP
Geography and History
(MEC Territory)
283 271 233 -- 270 BUP > ESO,FP
ESO > FP


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.




DIFFERENCES IN PERFORMANCE ACCORDING TO THE SCHOOL HOLDERS

It is necessary to begin by mentioning the care with which this data must be interpreted in its provisional nature. One must bear in mind that the degree of implementation of the new syllabus due to enactment of the LOGSE is not the same at public and private schools. Due to this, when establishing comparisons between teaching by public and private institutions, one must consider that the results of the comparisons would probably be different if the degree of implementation of ESO were complete at both types of schools. Moreover, it is well known that the socio-cultural background of students attending both types of schools is generally different, in terms of the average cultural level of the students’ families, as well as in terms of the range and diversity of the population each attends. This implies that the initial data, although inherently interesting, must be complemented by additional studies and reports to relate the academic results obtained to the school, family, social background etc., in which these are produced.


STUDENTS AGED 14

Table 17 shows the measures of performance by students aged 14 in all the subjects evaluated according to the holders of the schools, while pointing out the significant differences in performance between public and private schools.



Table 17: Measurement of performance by school holders at age 14
Subjects State Private Average Significant
differences
Reading comprehension 216 228 221 -12 Priv > State
Grammar and Literature 220 235 226 -15 Priv > State
Mathematics 221 236 227 -15 Priv > State
Nature Sciences
(MEC Territory)
226 239 230 -13 Priv > State
Geography and History
(MEC Territory)
223 238 228 -15 Priv > State


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.


STUDENTS AGED 16

Table 18 shows the measures of performance by students aged 14 in all the subjects evaluated according to the holders of the schools, while pointing out the significant differences in performance between public and private schools.



Table 18: Measurement of performance by school holders at age 16
Subjects State Private Average Significant
differences
Reading comprehension 272 270 271 2 Pub > State
Grammar and Literature 266 269 267 -3 Priv > State
Mathematics 264 261 263 3 State > Priv
Nature Sciences
(MEC Territory)
269 263 267 6 State > Priv
Geography and History
(MEC Territory)
270 270 270 0


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.



Table 19: Measurement of performance by school holdership and curriculum approach at age 16
Subjects Ownership 2nd
BUP
4th
ESO
2nd
FP
Reading comprehension State
Private
Dif
282,68
286,34
-3,66
273,10
271,35
1,75
246,22
246,27
-0,05
Mathematics State
Private
Dif
276,86
283,91
-7,05
267,27
263,63
3,64
230,26
225,92
4,34
Nature Sciences
(MEC Territory)
State
Private
Dif
271,21
281,25
-10,04
273,79
289,13
-15,34
226,46
225,73
0,73


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.


THE INFLUENCE OF SOCIO-CULTURAL FACTORS ON PERFORMANCE

In comparison between the public and private sectors, it is traditional to question the degree of incidence of socio-cultural factors on academic performance by the respective students.

As this is research that fundamentally concentrates on diagnosis, that is to say, on describing the present situation and not on explaining its causes, the Committee in charge did not wish to put forward conclusive explanations as to the hypothetical relations between these variables, in-depth study of which would require more time, dedication and use of additional methodology. The research has collected sufficient data for the study to be carried out at any time, and the INCE will encourage performance of the specific tasks in that direction, based on the existing data. The Report prepared by the Committee already has an addendum as a preliminary approach to the matter, thanks to which we have been able to bring together the following tentative reflections:

  • Indeed, as seems to be proven once more by research, socio-cultural factors have a clear incidence on student performance, at state as well as private schools.
  • The socio-cultural conditions considered in the questionnaires (studies of the father and mother and cultural resources in the home) generally score higher for private than state schools. In other words, according to the data collected, the socio-cultural level of the students at private schools is, setting aside exceptions, higher than at state schools.
  • The differences between state and private schools as to academic performance by the students seems to be partially explained by these differences in socio-cultural level.
  • However, once the said socio-cultural differences are subtracted or removed, there is still a remainder of net difference between state and private schools that is statistically significant, in favour of the latter, the reasons for which may not be put forward at this stage of research.
  • Lastly, when the incidence of socio-cultural factors on student performance is considered separately for state and private schools, greater differences seem to be noted in performance due to these factors, within the public sector than in the private sector. It could thus seem that private schools protect the effect of these factors on student performance to a greater extent.


DIFFERENCES IN PERFORMANCE BY AUTONOMOUS REGIONS

An 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.


STUDENTS AGED 14

Table 20 shows the measurement of performance in Reading Comprehension, Grammar and Literature and Mathematics for the 15 Autonomous Regions (in addition to Ceuta and Melilla) which participated in the study of students aged 14, as well as the average performance in Nature Science and Geography and History in the 10 Autonomous Regions of the MEC Territory.



Table 20: Measurement of performance in the areas evaluated by Autonomous Regions. Age 14
Subjects Reading comprehension Grammar and Literature Mathematics Nature Sciences
(MEC Territory)
Geography and History
(MEC Territory)
Aragón
Asturias
Balearic Isles
Cantabria
Castilla La Mancha
Castilla y León
Catalonia
Ceuta/Melilla
Extremadura
Galicia
La Rioja
Madrid
Murcia
Navarra
Valencia
Basque Country
232
225
216
222
216
227
218
212
215
230
224
223
210
218
213
224
237
231
219
229
222
232
216
223
223
241
232
233
213
215
219
226
245
228
215
229
220
232
224
208
222
231
242
232
213
239
215
242
238
226
225
230
226
238
--
201
226
--
211
232
222
--
--
--
236
236
209
212
222
239
--
205
219
--
223
232
219
--
--
--
Average 220 226 227 230 228


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.


STUDENTS AGED 16

Table 21 shows the measurements for performance in Reading Comprehension, Grammar and Literature, and Mathematics for the 15 Autonomous Regions which participated in the study of students aged 16, and the measurements for performance in Nature Science and Geography and History in the 10 Autonomous Regions of the MEC Territory.



Table 21: Measurement of performance in the areas evaluated by Autonomous Regions. Age 16
Subjects Reading comprehension Grammar and Literature Mathematics Nature Sciences
(MEC Territory)
Geography and History
(MEC Territory)
Aragón
Asturias
Balearic Isles
Cantabria
Castilla La Mancha
Castilla y León
Catalonia
Ceuta/Melilla
Extremadura
Galicia
La Rioja
Madrid
Murcia
Navarra
Valencia
Basque Country
275
276
270
267
274
278
266
263
269
274
273
279
266
273
262
--
266
267
261
260
269
276
260
269
268
277
261
278
261
263
255
--
274
266
261
262
268
275
256
245
264
265
275
272
253
274
251
--
262
248
258
254
287
269
--
268
270
--
294
270
257
--
--
--
266
259
257
261
276
273
--
250
263
--
295
276
254
--
--
--
Average 271 267 263 267 270


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.


OVERVIEW

Overall, Aragón, Asturias, Castilla-León and Galicia obtained higher results in Reading Comprehension, at age 14 and 16, while Ceuta and Melilla, Murcia and Valencia obtained the lowest results at both ages. In Grammar and Literature, Castilla-León, Galicia and Madrid obtained the best results in both populations; the Balearic Isles, Catalonia, Murcia and Valencia obtained the worst for both ages. In the area of Mathematics, Aragón, Castilla-León, La Rioja, Madrid and Navarra are at the positive end of the scale for the sample aged 14 and that aged 16, while the Balearic Isles, Ceuta and Melilla, Murcia and Valencia are systematically located on the negative side.

Within the MEC Territory, the students from Madrid have the best overall results for ages 14 and 16 in Nature Sciences; the Balearic Isles and Murcia obtained the lowest results for both ages. In Geography and History, Castilla-León and Madrid obtained good results at age 14 and 16; the Balearic Isles and Ceuta and Melilla are the lowest on the scale in both cases.


OTHER COMPARATIVE DATA

The Report on Evaluation of Academic Performance provides other interesting comparative data, taking the Autonomous Regions as a fundamental reference point and by crossing such variables as school holdership and curriculum approach. Due to the nature of the global study presented here, we are not able to go further into them, but simply inform the readers of their existence, availability and maximum interest.


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