Brevet: the results of your university through the prism of “added value”

For the second year, national education evaluates the results of middle schools through the prism of “added value”, based on the analysis model carried out since 1993 for secondary schools. The university added value indices (IVAC) published on Wednesday, March 20, by the Ministry of National Education and Youth, aim to of“go beyond the simple success rate for the national patent diploma (DNB), taking into account the significant disparities in recruitment between universities in terms of academic and socio-economic profiles”argues the Department of Evaluation, Forecasting and Performance (DEPP).

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Even more than in high school, particularly in the general and technological streams, admitted students vary considerably between universities, depending on whether they are private, public, or classified as priority education. The proportion of disadvantaged students is, for example, four times higher in secondary schools in the reinforced priority educational networks (REP+) than in those in the private contract sector; that of students with academic difficulties, five times more. However, these factors are predominant in the results obtained in the patent, whose gross rates cannot be sufficient to establish that the establishments are “good.”

The statistical services of the ministry thus establish a ” value added “ of the success rate and the written mark of the brevet (before the increase of the jury) calculating the difference between the observed results and what they define as results “expected”, given the profile of the students enrolled in each faculty. The result is that, if almost all REP+ are located in the fourth of the establishments with the lowest ratings, almost 70% of these establishments obtain better results than expected taking into account the profile of the students they host.

Remembering that it would be simplistic to evaluate establishments based solely on success rates or Brevet ratings, the DEPP also chooses to: “present four indicators that propose different and complementary approaches to university results”. In addition to the success rate and the written grade of the certificate, it mentions the proportion of students of 3my present in the DNB and establishes “access rate” for each school. These indicate the proportion of students that the establishments support from the 6my at 3myregardless of the number of years required.

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The ministry does not calculate the added value of access fees, which are generally high. However, we include the raw rate in the tables because it provides additional information when reading the results. Therefore, universities that achieve high results and “value added” success rates may have an access rate that appears relatively low, and vice versa. Half of public universities have a rate higher than 93%; an average rate that falls to 89% in REP+, who face more dropout and school avoidance. The private contract sector supports relatively fewer sixth gradersmy at 3my than the public, since the average access rate is 90%.

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