Check your high school results according to “added value”

To the question of what are the “good results” of a secondary school, national education has tried since 1993 to provide an answer that goes beyond the success rates in high school and the classifications to which they sometimes give rise. This is the ambition of the secondary school added value indices (IVAL), published on Wednesday, March 20 by the Ministry of National Education and Youth, which are based on several indicators intended to evaluate “the contribution” establishments, because not all of them face the same challenges depending on the social and academic characteristics of the students they host.

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In addition to the success rates and mention rates for the exam in 2023, the Directorate of Evaluation, Forecasting and Performance (DEPP) analyzes what it calls the “access rate”, c ‘that is, the proportion of students who enter to 2of who support high schools until they obtain a high school diploma. An indicator that “seems much more relevant than the success rate (…) to evaluate the overall effectiveness of a secondary school »reports the ministry’s statistical service.

“Only the joint analysis of all these indicators is capable of giving an image of the complex reality that constitutes the results of an establishment”, insists the DEPP. For each person, a ” value added ” calculating the difference between the observed rates and the “expected” regarding the profile of the students of each high school. “This approach is essential to differentiate what is due to the action of the establishment from what is due to the characteristics and skills that have already been developed by students before entering there”explains Magda Tomasini, head of the DEPP.

By crossing the indicators of the 1,520 public establishments and 734 private establishments, the Ministry of National Education identifies five categories of secondary schools, represented in the following graph.

Almost half of secondary schools are “neutral”, because they have results consistent with the expected rates. This is the case of 47% of public establishments, as well as private ones, and this does not mean that their action is insignificant: if the expected rates are high, it is, for example, difficult to differentiate from them.

It is said that around 15% of secondary schools in both sectors are “efficient”because they have better success rates than expected, while leading more students than the 2of in the last year than the initial data led us to expect.

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Furthermore, the IVALs show a divergence in the profile between the teaching sectors. One in five public high schools is in the category “below expectations” compared to only 7% of private secondary schools. On the other hand, the latter are much more numerous in the establishment category. “selective”, those that have added value in their success rate but do not retain all of their students. More than 28% of private secondary schools are private in this case, compared to only 9% of their public counterparts. On the contrary, the family of the so-called secondary schools “escorts” It is made up almost exclusively of public establishments, being 131 out of 138. The seven private high schools in this category represent less than 1% of the total.

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