Assessment students: Can we go? Published OtraMirada
The Ministry of Education (MED) released the results of the Census Evaluation of Students (ECE 2009-2010) conducted late last year. This assessment is qualified educational achievement of the following levels.
* Yes achieve the expected learning (Level 2)
* No learning achieved Expected (Level 1)
* not achieve the expected learning, do not answer the easiest questions of the test. (Level \u0026lt;1)
Professor Siegfried Chiroque analyzed the most relevant data of this assessment and came to some conclusions that show below.
in reading and writing, from 2007 to 2010, progress has been made about eleven points in the public sector (from 11.9% in Level 2 is moved to 22.8%). However, this increase in public school when they advertise hides average figures, which include developments in the private sector (33% at Level 2 was passed 48.6%). Further emphasizes that no more than ¾ parts of students at public (77.2%) did not achieve the expected learning in literacy.
In mathematics, from 2007 to 2010, has advanced 5.4% in the public sector (from 6.3% in Tier 2 ran at 11.7%). However, this increase in public school when they advertise hides average figures, which include developments in the private sector (from 11.1% to 20.9%). Also, do not indicate that a 88.3% of students fail the public level the expected learning in mathematics.
The achievement gap between students of public and private sector, including urban students and rural area, widen. Thus, educational poverty decreased more in the private sector student population in the public sector, also decreases more educational poverty in urban students than rural areas.
2010, 88.5% of the students of Educational Institutions with Intercultural and Bilingual Education, simply do not achieve the expected learning. Even worse, the aforementioned percentage, 61.4% are below Level 1. The worst education in the country is between the Andean and Amazonian indigenous populations, ie the poorest and most excluded.
This test has been taken to second grade students primary. Therefore, these results correspond to students who began their primary education during the current government. While we must recognize a slight positive trend evaluated, if it follows the same path, the poor must continue to wait several more decades to deliver a quality educational change.
Finally, the current education policy gives us a different way to bridge the gaps shown in these figures.
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