They publish the number of children who finish primary school without the expected training

They publish the number of children who finish primary school without the expected training
They publish the number of children who finish primary school without the expected training

94% of students who enter first grade reach sixth grade on time, but Only 45% do it in “time and form”, that is, with sufficient knowledge of language and mathematics, according to the test results Learn 2023. The data comes from the report “Primary School Results Index (IRE): Evolution and analysis by department”, from the Observatory of Argentines for Educationauthored by Sandra Ziegler (Flacso), Eugenia Orlicki and Leyre Sáenz Guillén (from the Observatory).

In the analysis of the data, significant inequalities appear throughout the country, since it is the first time that it has been shown at the level of each city, town and even commune. “The indicator at the departmental level presents a wide dispersion, from 15% to 79% of students who achieve knowledge in a timely manner,” says the report. Among the departments with the highest percentage of students who complete sixth grade of primary school on time and with the expected knowledge, the town of Pocho, in Córdoba, the national standard bearer, since there 79% of the students demonstrated that they had achieved it. In second place was commune 6 of the city of Buenos Aires, in the Caballito neighborhood, with 73%. At the opposite extreme was the town of Independencia, in the province of Chaco, where only 15% of students reach sixth grade with the necessary knowledge.

This index, it is explained, seeks to demonstrate, for every 100 students who entered first grade in a certain period, how many reach the end of that level in the expected theoretical time (without repeating or dropping out) and having reached the minimum requirements in both language as in mathematics according to learning tests (Learn). Specifically, in this analysis It was measured how many students among those who started first grade in 2018 reached 6th grade in the theoretical time (that is, in 2023) and with the expected knowledge of language and mathematics, in accordance with the Learn 2023 operation.

The report compares the Index of School Results (IRE) from 2018-2023 with those from 2011-2016 and 2016-2021. For the first time, an analysis is carried out at the departmental level. Thus, you can know not only which provinces performed best, but also which localities obtained the best results. It is clarified that the information is not disaggregated by school, since until now this is data that is confidential by law, something that the current government intends to modify.

If you put the magnifying glass on the local level, there are two jurisdictions that stood out above the rest, both in rural and urban areas: Pocho, in Córdoba, which was placed well above the national average. At the other extreme, Independencia, in Chaco, with 30 percentage points below the general statistics.

In , 94% of students who started primary school in 2018 reached sixth grade in the theoretical time. The figure has been growing: it was 88% for the 2011-2016 cohort and 92% for the 2016-2021 cohort.

In some provinces, practically all students who enter first grade reach sixth grade in the expected time, without repeating or dropping out: The percentage rises to more than 99% in Córdoba, Santa Cruz, La Pampa, Chubut, Río Negro and Jujuy. At the national level, 22 of the 24 provinces have improved this indicator since 2011: the only exceptions are Chaco and Tierra del Fuego.

Although the proportion of students who reach sixth grade on time has been steadily improving, the report notes, the IRE worsened compared to the results of previous years. In the 2011-2016 cohort it was 46% and among those who attended first to sixth grade between 2016-2021, it was 50%.

The four jurisdictions with the highest IRE are the city of Buenos Aires (61%), Córdoba (57%), Tierra del Fuego (48%) and La Pampa (48%). At the other extreme are Santiago del Estero (34%), San Juan (34%), Catamarca (34%) and Chaco (30%). “Although the IRE by department varies from 15% to 79%, Córdoba and CABA are the only two jurisdictions in which all their departments perform above the national average (45%),” says the report.

And he adds: “It is important to highlight that some provinces have a structure of 6-6 (primary-secondary) years of schooling while others have an organization of 7-5 years (primary – secondary). So, for those with 6-6, these results account for their entire primary trajectory process.” That is to say, in those jurisdictions these children graduated from primary school without having achieved the minimum expected knowledge..

In 21 of the 24 provinces, the proportion of students who manage to reach the end of their school career with adequate knowledge of language and mathematics fell. Only Misiones, Santiago del Estero, San Juan and Corrientes have less than 90% of students arriving at sixth grade on time, according to data from the 2018-2023 cohort. These four have had significant increases between 2016 and 2023: Corrientes went from 65% to 82%, Misiones from 74% to 86%, Santiago del Estero from 74% to 86% and San Juan from 80% to 84%.

“Only 45% of students reach sixth grade on time and with satisfactory or advanced levels of performance in language and mathematics. These are two fundamental areas for the construction of future learning and for providing continuity to the educational trajectory at the secondary level,” the report reads. “Primary school is the platform on which the first learnings that structure subsequent acquisitions are built. It is a level that was not visualized with as many challenges in relation to learning and trajectories as others. This report gives indications about the need to address the entirety of compulsory basic education to place the focus on policies and proposals for teaching and learning in their entirety,” he points out. Ziegler, one of the authors of the report.

Although the researchers highlight as highly positive the fact that the proportion of students who arrive on time to sixth grade has been improving steadily, the deterioration of the IRE lights up a warning light. It could mean that passing the grade and promoting to the following year is not implying having incorporated the minimum essential knowledge.

The IRE shows a high correlation with the socioeconomic level of the students. The four jurisdictions with the highest rate are the city of Buenos Aires (61%), Córdoba (57%), Tierra del Fuego (48%) and La Pampa (48%). At the other extreme are Santiago del Estero (34%), San Juan (34%), Catamarca (34%) and Chaco (30%).

“We must, as an educational system, think carefully about how to strengthen the transition to secondary school for those who will graduate from primary school on time but not in form. With a poor command of the written word and weak mathematical knowledge, the change in educational level can lead to failures, exclusions, or worse still, a sad indifference and resignation. that further reduces the opportunities to develop the capabilities of the adolescent population,” he explained. Irene Kit, pedagogue and president of the civil association Education for All.

“We celebrate that the School Results Index is published by department, since from the Local Innovation Network (RIL) we are convinced that Local governments have great potential for impact, both on the trajectories and learning of students. The mayors’ commitment to education has been growing in recent years, we can see more and more in their agendas of school support projects in language and mathematics, socio-educational programs, complementary education in science, arts and sports, and teacher training , among others”, says Delfina Irazusta, executive director of the RIL.

“The enormous dispersion by departments, by socioeconomic level and the differences between rural and urban areas tell us about a deep and complex inequality. Intervening with transformative educational policies that go beyond desk decisions is key: It is urgent to avoid the ‘carryover effect’ of unlearned fundamental knowledge that is currently recorded at secondary and higher levels and that has been negatively impacting the possibilities of social advancement of graduates of educational institutions,” he states. Viviana Postay, principal and teacher trainer, and secondary school teacher.

According to the criteria of

-

PREV NBA could expand in Mexico, according to its commissioner
NEXT she was abandoned by her travel agency