the time has Come to examine the new rankings of schools of Basic and Secondary Education. But how are we to interpret them? The schools are identified by name and type of educational establishment and by the municipality to which they belong.
In the ranking of the basic education are analysed the evidence of the 9th year of Portuguese language and Mathematics. In upper secondary education are accounted for the 8 exams with more students enrolled: three in the 12th grade (Portuguese, Math and History). And five of the 11th year. (Biology and Geology, Physics and Chemistry, Geography, Philosophy and Mathematics Applied to the Social Sciences). Are only accounted for in the examinations made in the 1st phase, by students who attended school the whole year and by the students autopropostos the exam but who have been in school practically all year. In the indicator Evidence we know how many tests have been carried out in each school. The Average indicates the average result obtained and it is even possible to know the result of last year.
The ranking shows us in what position was the school. The sorting is done only with those where they performed 50 or more tests. (enter number of schools)
Since 2012, the rankings of the Public, which include socio-economic data that avoid the knock-on effect that many criticize in these tables. The Católica Porto Business School, partner of the PUBLIC in the organization of these rankings, takes into account two factors: the percentage of students without school social action, that is, less disadvantaged, and for enabling the average of the parents (average number of years of schooling).
With these data, we created a variable that allows you to characterize the context of each group or school in isolation. If a school is represented in the yellow know that has values more unfavourable. The purple intermediate values and the green values are more favourable. The schools in the black are those without available data. On the site of the PUBLIC this classification is made through the numbers, the context, the least favored to most favored.
there are Still some limitations. First, a time lag: the results of the examinations are in the school year 2015/2016 and socio-economic data from the previous school year (2014/2015). Finally, the data are provided by grouping of the school and not for school. As typically a grouping includes a number of schools, these values may not represent the universe exactly how each one of them.
Using these data calculate the Expected Value of the Context. That is, the expected value for that school taking into account similar contexts, and the proportion of tests in each discipline at this school.
In the ranking of the secondary, it is possible to query this value for each school, and also know if she had an average of exams is higher or lower than expected. In the ranking of the basic indicator sheds light only if the average of the exams of the school was above or below the expected value.
In the tables of the PUBLIC it is still possible to find more indicators that add information to the rankings this year, in addition to the averages of the exams.
One of them is the retention rate in the 9th grade (basic) and in the 12th year (secondary), which shows the percentage of students that have not passed year in relation to the number of students enrolled.
Holds the indicator to the progression of the students ‘ results. This evaluation is done both for basic education as for the secondary. With this indicator is compared with the results that the students from each school were in the tests of Portuguese and Mathematics with the grades that the same students had in the exams of these disciplines three years before. Or, in the case of the secondary, the notes that the students had on the 12th with what they had had in the 9th.
The evolution of each school is then compared with the progression to the average recorded by the students of the rest of the country. The indicator shows if the schools had a progression far above the average, very much below the average, or neutral. One of the advantages of this indicator is that it compares the schools taking into consideration the level of academic of the students that each one receives.
There is still the indicator of routes, direct success, which this year extends to secondary education. With it is created a ranking alternative. The aim is to assess the extent to which schools are able students do not chumbem along the 3rd cycle of ensino básico or upper secondary education and have a positive note in the final examinations. The percentage of route success is then compared with the national average of pupils with a similar level. Have a better indicator of pathways to success schools that surpeendem and are able to distance themselves positively from other schools with the same type of students. Are the worst in this ranking which are more below.
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