Certificate results: these schools that fight against the concentration of social and academic difficulties

The creation of French and mathematics groups in middle school to “raise the level of students”, According to the government, it has monopolized the educational debate for several weeks. The publication by the Ministry of National Education, on Wednesday, March 20, of value-added indices for universities and a battery of associated indicators (percentage of successful completion of the certificate, scores in written tests) sheds light in another way on the thorny student issue. ‘ academic results. The weight of social determinism, the concentration of difficulties in the most disadvantaged establishments, are once again evident, although some of them manage to help their students progress.

Read also | Article reserved for our subscribers. Brevet: the results of your university through the prism of “added value”

The calculations made by The world from the ministry’s database are eloquent: the average certificate approval rate is 99% in contracted private establishments, 91% in public establishments without priority education, 84% in the priority education network (REP) and 81% in the reinforced priority education network (REP+).

The average grade in the written patent tests (which represents half of the final grade and the other half depends on the continuous evaluation) follows the same trajectory. There is almost 4 points out of 20 difference between the results of private establishments under contract (12.8) and those of REP+ (8.9). Secondary education students from a public establishment other than priority education obtain an average score of 11.4 and REP students 9.8.

21% of high school students in REP and REP+

If we look at the social position index (IPS) of the different categories of universities, the picture becomes clearer. This statistical tool that allows measuring the social profile of a school establishment ranges between 60 and 160. However, REP+ schools have a median IPS of 74, REP 85, public schools without priority education 103 and private establishments with 116 contract.

Although the priority education map has not been modified for ten years and may no longer correspond to the sociological evolution of the places, the REP+ schools and, to a lesser extent, the REP schools, which enroll respectively 7% and 14 % of high school students. In France, therefore, we experience a social difficulty that has a strong impact on the level of students.

Beyond the statistics, educational teams experience this daily. “struggle” bring. “When the environment is too degraded, we cannot fulfill all our educational missions. In priority education, we give ourselves priorities, if I may say so, to try as best as possible to get our students out of the neighborhood assignment. Absenteeism, complex family situations and sometimes violence… We constantly manage emergencies”says Valérie Quéric, national secretary of the SNPDEN-UNSA and director of a priority education school in Rennes.

You have 70.69% of this article left to read. The rest is reserved for subscribers.

Leave a Comment