Office of the Secretary-General
Pedagogical Development Unit
Ref.: 2013-01-D-56-en/fr/de-3
Original
Report on school failures and repeat rates in the European Schools
BOARD OF GOVERNORS
Meeting on 16, 17 and 18 April 2013 – Brussels
I.Introduction
In the present document were gathered:
-The school by school data on the pupils repeating a year in 2010, 2011 and 2012, andthe number of pupils having to repeat the year in 2012 but who left the school.
-The school by school data for the school year 2011-2012, for each level from P1 to S7
-The list of recommended measures to Schools to combat School failure
-School’s responses together with the details of academic failures for the school year 2011-2012, for each school, level and section.
Opinion of the Joint Teaching Committee:
At its meeting of 7 and 8 February 2013, the Joint Teaching Committee (JTC) took note and expressed thanks for this report. This document was presented jointly with the document 2013-01-D-47-en-1 (Amendment of Article 61 of the General Rules: Promotion to the year above).
The Joint Teaching Committee hereby brings this report to the Budgetary Committee’s attention for his information.
Avis du Comité pédagogique mixte
Lors de sa réunion des 7 et 8 février 2013, le Comité pédagogique mixte a pris note de ce rapport et a exprimé ses remerciements. Ce document a été présenté conjointement avec le document 2013-01-D-47-fr-1 (Modification de l’Article 61 du Règlement général: Promotion dans la classe supérieure).
Le Comité pédagogique mixte porte à l’attention du Comité budgétaire ce rapport pour son information.
Stellungnahme des gemischten Pädagogischen Ausschusses
Anlässlich seiner Sitzung vom 7. und 8. Februar 2013 hat der gemischte Pädagogische Ausschuss (GPA) den Bericht dankend zur Kenntnis genommen. Das Dokument war gemeinsam mit dem Dokument 2013-01-D-47-de-1 (Abänderung von Artikel 61 der Allgemeinen Schulordnung: Versetzung in die nächsthöhere Klasse) unterbreitet worden. Der gemischte Pädagogische Ausschuss unterbreitet dem Haushaltsausschuss den Bericht hiermit zur Kenntnisnahme.
Opinion of the Budgetary Committee:
At its meeting of 19 and 20 March 2013, the Budgetary Committee took note and expressed thanks for this report. This document was presented jointly with the document 2013-01-D-47-en-2 (Amendment of Article 61 of the General Rules: Promotion to the year above).
The Budgetary Committee hereby brings this report to the Board of Governors’ attention.
Avis du Comité Budgétaire
Lors de sa réunion des 19 et 20 mars 2013, le Comité Budgétaire a pris note de ce rapport et a exprimé ses remerciements. Ce document a été présenté conjointement avec le document 2013-01-D-47-fr-2 (Modification de l’Article 61 du Règlement général: Promotion dans la classe supérieure).
Le Comité Budgétaire porte ce rapport à l’attention du Conseil supérieur.
Stellungnahme dem Haushaltsausschuss
Anlässlich seiner Sitzung vom 19. und 20.Marz 2013 hat dem Haushaltsausschuss den Bericht dankend zur Kenntnis genommen. Das Dokument war gemeinsam mit dem Dokument 2013-01-D-47-de-2 (Abänderung von Artikel 61 der Allgemeinen Schulordnung: Versetzung in die nächsthöhere Klasse) unterbreitet worden. Dem Haushaltsausschuss unterbreitet den Oberster Rat den Bericht hiermit zur Kenntnisnahme.
Absolute number and percentage of pupils repeating the year in 2010, 2011 and 2012
2010 / 2011 / 2012 / Number of pupils repeating in 2012, in the school / Number of pupils having repeat the year in 2012 but who left the schoolALICANTE / 908 / 18 / 2,0% / 913 / 25 / 2,7% / 916 / 18 / 2,0% / 11 / 7
BERGEN / 520 / 8 / 1,5% / 551 / 12 / 2,2% / 518 / 12 / 2,3% / 7 / 5
BXL1 / 2857 / 102 / 3,6% / 2834 / 55 / 1,9% / 2849 / 83 / 2,9% / 62 / 21
BXL2 / 2686 / 66 / 2,5% / 2773 / 56 / 2,0% / 2872 / 62 / 2,2% / 46 / 16
BXL3 / 2467 / 82 / 3,3% / 2635 / 84 / 3,2% / 2301 / 68 / 3,0% / 41 / 27
BXL4 / 276 / 1 / 0,4% / 645 / 2 / 0,3% / 843 / 6 / 0,7% / 6 / 0
CULHAM / 767 / 1 / 0,1% / 755 / 7 / 0,9% / 736 / 9 / 1,2% / 2 / 7
FKFT / 914 / 17 / 1,9% / 932 / 9 / 1,0% / 980 / 9 / 0,9% / 6 / 3
KRLS / 905 / 26 / 2,9% / 834 / 16 / 1,9% / 829 / 20 / 2,4% / 15 / 5
LUX1 / 3126 / 123 / 3,9% / 3120 / 110 / 3,5% / 3191 / 102 / 3,2% / 54 / 48
LUX2 / 687 / 5 / 0,7% / 731 / 1 / 0,1% / 707 / 0 / 0,0% / 0 / 0
MOL / 662 / 35 / 5,3% / 726 / 18 / 2,5% / 689 / 22 / 3,2% / 12 / 10
MUN / 1640 / 28 / 1,7% / 1786 / 49 / 2,7% / 1865 / 27 / 1,4% / 20 / 7
VAR / 1200 / 17 / 1,4% / 1204 / 19 / 1,6% / 1252 / 16 / 1,3% / 9 / 7
19615 / 529 / 20439 / 463 / 20548 / 454 / 291 / 163
2,7% / 2,3% / 2,2% / 36%
II.Absolute number and percentage of pupils repeating the year in 2010, 2011 and 2012 for each school and level
Varese / % / Munich / % / Mol / % / Lux / % / Karlsruhe / % / Francfort / % / Culham / %p / p1 / 101 / 0 / 0,0 / 175 / 1 / 0,6 / 40 / 0,0 / 200 / 0 / 0,0 / 59 / 2 / 3,4 / 98 / 0,0 / 54 / 0,0
p2 / 102 / 1 / 1,0 / 179 / 0,0 / 44 / 1 / 2,3 / 200 / 1 / 0,5 / 60 / 1 / 1,7 / 83 / 0,0 / 56 / 0,0
p3 / 101 / 1 / 1,0 / 184 / 0,0 / 53 / 0,0 / 167 / 5 / 3,0 / 64 / 1 / 1,6 / 86 / 0,0 / 53 / 1 / 1,9
p4 / 118 / 0 / 0,0 / 171 / 0,0 / 50 / 0,0 / 190 / 6 / 3,2 / 70 / 0,0 / 81 / 1 / 1,2 / 67 / 0,0
p5 / 110 / 2 / 1,8 / 165 / 1 / 0,6 / 59 / 2 / 3,4 / 193 / 0 / 0,0 / 71 / 0,0 / 88 / 0,0 / 60 / 0,0
tot. / 532 / 4 / 0,8 / 874 / 2 / 0,2 / 246 / 3 / 1,2 / 950 / 12 / 1,3 / 324 / 4 / 1,2 / 436 / 1 / 0,2 / 290 / 1 / 0,3
Totaux
s / s1 / 110 / 3 / 2,7 / 150 / 0,0 / 62 / 3 / 4,8 / 365 / 6 / 1,6 / 61 / 2 / 3,3 / 77 / 0,0 / 60 / 0,0
s2 / 103 / 0 / 0,0 / 163 / 1 / 0,6 / 61 / 1 / 1,6 / 339 / 14 / 4,1 / 79 / 2 / 2,5 / 73 / 0,0 / 75 / 0,0
s3 / 123 / 1 / 0,8 / 161 / 7 / 4,3 / 63 / 2 / 3,2 / 329 / 8 / 2,4 / 66 / 2 / 3,0 / 88 / 1 / 1,1 / 71 / 1 / 1,4
s4 / 115 / 2 / 1,7 / 149 / 8 / 5,4 / 67 / 3 / 4,5 / 343 / 25 / 7,3 / 87 / 7 / 8,0 / 89 / 1 / 1,1 / 67 / 1 / 1,5
s5 / 105 / 1 / 1,0 / 137 / 4 / 2,9 / 71 / 3 / 4,2 / 313 / 19 / 6,1 / 82 / 0,0 / 84 / 4 / 4,8 / 62 / 4 / 6,5
s6 / 89 / 5 / 5,6 / 126 / 3 / 2,4 / 57 / 4 / 7,0 / 307 / 12 / 3,9 / 80 / 0,0 / 70 / 2 / 2,9 / 45 / 2 / 4,4
s7 / 85 / 0 / 0,0 / 105 / 2 / 1,9 / 62 / 3 / 4,8 / 269 / 6 / 2,2 / 78 / 3 / 3,8 / 63 / 0,0 / 66 / 0,0
tot. / 730 / 12 / 1,6 / 991 / 25 / 2,5 / 443 / 19 / 4,3 / 2.265 / 90 / 4,0 / 533 / 16 / 3,0 / 544 / 8 / 1,5 / 446 / 8 / 1,8
1.262 / 16 / 1,3 / 1.865 / 27 / 1,4 / 689 / 22 / 3,2 / 3.215 / 102 / 3,2 / 857 / 20 / 2,3 / 980 / 9 / 0,9 / 736 / 9 / 1,2
Bxl4 / % / Bxl3 / % / Bxl2 / % / Bxl1 / % / Bergen / % / Alicante / % / Total / Total Fail / % Fail
210 / 0,0 / 178 / 0 / 0,0 / 202 / 4 / 2,0 / 200 / 0,0 / 34 / 2 / 5,9 / 77 / 0,0 / p1 / 1.628 / 9 / 0,6
179 / 0,0 / 191 / 1 / 0,5 / 220 / 1 / 0,5 / 194 / 0,0 / 42 / 0,0 / 75 / 2 / 2,7 / p2 / 1.625 / 8 / 0,5
184 / 0,0 / 200 / 2 / 1,0 / 211 / 1 / 0,5 / 197 / 0,0 / 39 / 2 / 5,1 / 70 / 1 / 1,4 / p3 / 1.609 / 14 / 0,9
190 / 0,0 / 186 / 0 / 0,0 / 247 / 0,0 / 234 / 1 / 0,4 / 43 / 1 / 2,3 / 72 / 1 / 1,4 / p4 / 1.719 / 10 / 0,6
174 / 0,0 / 171 / 0 / 0,0 / 239 / 2 / 0,8 / 243 / 0,0 / 40 / 0,0 / 73 / 0,0 / p5 / 1.686 / 7 / 0,4
937 / 0,0 / 926 / 3 / 0,3 / 1.119 / 8 / 0,7 / 1.068 / 1 / 0,1 / 198 / 5 / 2,5 / 367 / 4 / 1,1 / tot. / 8.267 / 48 / 0,6
Total Prim / 7.900 / 0 / 0,0
200 / 2 / 1,0 / 213 / 1 / 0,5 / 216 / 9 / 4,2 / 279 / 7 / 2,5 / 48 / 2 / 4,2 / 77 / 2 / 2,6 / s1 / 1.918 / 37 / 1,9
157 / 2 / 1,3 / 223 / 4 / 1,8 / 231 / 5 / 2,2 / 241 / 1 / 0,4 / 50 / 0,0 / 83 / 3 / 3,6 / s2 / 1.878 / 33 / 1,8
103 / 0,0 / 257 / 10 / 3,9 / 254 / 2 / 0,8 / 293 / 7 / 2,4 / 48 / 0,0 / 80 / 1 / 1,3 / s3 / 1.936 / 42 / 2,2
270 / 18 / 6,7 / 262 / 17 / 6,5 / 277 / 32 / 11,6 / 44 / 0,0 / 93 / 3 / 3,2 / s4 / 1.863 / 117 / 6,3
262 / 21 / 8,0 / 235 / 9 / 3,8 / 264 / 18 / 6,8 / 48 / 2 / 4,2 / 85 / 1 / 1,2 / s5 / 1.748 / 86 / 4,9
215 / 6 / 2,8 / 245 / 8 / 3,3 / 249 / 10 / 4,0 / 41 / 0,0 / 65 / 2 / 3,1 / s6 / 1.589 / 54 / 3,4
229 / 5 / 2,2 / 210 / 4 / 1,9 / 168 / 2 / 1,2 / 41 / 3 / 7,3 / 66 / 2 / 3,0 / s7 / 1.442 / 30 / 2,1
460 / 4 / 0,9 / 1.669 / 65 / 3,9 / 1.653 / 54 / 3,3 / 1.771 / 77 / 4,3 / 320 / 7 / 2,2 / 549 / 14 / 2,6 / tot. / 12.374 / 399 / 3,2
1.397 / 4 / 0,3 / 2.595 / 68 / 2,6 / 2.772 / 62 / 2,2 / 2.839 / 78 / 2,7 / 518 / 12 / 2,3 / 916 / 18 / 2,0 / totgen / 20.274 / 447 / 2,2
III.Measures to Combat School Failure (extract of the document 2010-D-245:Report of the ‘Analysis of Repeat Rates – Measures to Combat School Failure’ Working)
A.Measures which can be taken immediately without any further decision
A / Diagnosis/Task / Measure to be taken / By whom / When / Control1. / The differences between the schools and the sections in terms of marking and repeat rates must be elucidated, for the sake of harmonisation and quality development. / - Annual statistical analyses of repeat rates and unsatisfactory marks for the system – by section, boys/girls – SWALS – Number of years in the system.
- Statistical analyses of average marks by subject and by school.
- Training of DDs and/or of cycle coordinators to enable them to analyse these data for their school via Business Objects. / Annual statistics to be compiled by the ICT and Statistical Analyses Unit of the OSG. / Between July and September. / Statistical analyses
Interpretation and definition of appropriate actions.
Analysis of average marks by subject and by school. / Pedagogical Development Unit and, according to the situation, the ARR WG. / September / Report for the October or February meeting of the JTC
B
B. Measures requiring more in-depth reflection prior to decision-making or longer action time
B / Diagnosis/Task / Measure to be taken / By whom / When / Control2. / Difficulties associated with puberty and with problems arising outside school (excessive use of electronic tools and gadgets) and pleasure-seeking and fun-seeking. / Information and awareness-raising campaigns and school actions to promote moderate, considered and intelligent use of these tools and longer attention and concentration spans and staying power and persistence.
Remind pupils of appropriate learning methods for each subject (e.g. learning to learn L3) at the start of each school year. / Education Council
Teachers / Every year
Every year / Annual Activity Report
B / Diagnosis/Task / Measure to be taken / By whom / When / Control
3. / The end-of-year examinations are too difficult for average pupils and are intended for pupils who are good at maths and science. Their value for the final mark is left to each teacher’s discretion. / The end-of-year examinations, particularly in year 5, should assess the extent to which the common core has actually been acquired and also allow pupils who are good at particular subjects to demonstrate or discover their knowledge and skills. This is particularly true if the proposal of the Harmonised Examinations at the End of Year 5 WG is adopted, this providing for the final examination mark to count for 50% of the annual mark.
Define the value of the final examination. / Inspectors responsible
Coordinators: formulate proposals for centralised and harmonised examinations at the end of year 5 and draw up a work calendar. / 2010/2011
JTC February 2011 / Report to the BI(S).
Implementation of end-of-year examinations by June 2012.
B / Diagnosis/Task / Measure to be taken / By whom / When / Control
6. / The correlation between absenteeism and repeating years/unsatisfactory marks (see section C also).
Combating absenteeism is an effective means of reducing the number of pupils who are disengaged or even drop out of school, of pupils repeating a year and of unsatisfactory marks. The tools available to the schools are not effective. / Introduction of a system of recording and documenting absences and of speedy and effective communication to parents.
List of authorised/unauthorised absences accompanying or printed on the school report.
Remind parents/pupils at the start of each school year of the provisions on the subject laid down in the General Rules and in the school House Rules. Make parents aware of the possibility of pupils being refused permission to take the Bac examinations in the event of too many absences. / ICT Unit of the OSG
Managements / Every school year / ICT Report
Annual Activity Report
C
C. Measures analyses and which can be taken locally
C / Diagnosis/Task / Measure to be taken / By whom / When / Control1. / Analyse the profile of the school’s academic results. Identify the deviations by subject and by section. / Comparison of the school’s statistical data with that of the system.
Seek explanations and remedy negative deviations.
Analyse the differences in marking between sections.
Analyse the unsatisfactory marks rate subject by subject. / Management (DDs)
Inspectors
Subject coordinators
Pedagogical meetings of teachers by subject / Training day
Pedagogical meetings by subject
Multi-annual and annual school plan
Inspection visits / Annual Activity Report
2. / Pupils joining the ES system in the secondary cycle are at high risk of having to repeat a year. / On a new pupil’s admission to the secondary school, the management must check that the difficulties, particularly in languages and/or science, are not too great. The loss of a year on enrolment is preferable to a year lost because of failures.
Analysis of newly enrolled pupils’ previous school reports before assigning them to a class. / Directors, DDs, Cycle coordinators / Analysis of the age and schooling of pupils repeating a year
C / Diagnosis/Task / Measure to be taken / By whom / When / Control
3. / Analysis of the SWALSWG:
Too major linguistic problems for certain SWALS joining the system in secondary year 4 or 5. / The SWALS WG’s proposal:
Possibility of adapting the system for SWALS who join the system in secondary years 4 or 5 (adapted curriculum for languages for these two years, for example). Use by the schools of alternative solutions, such as:
- Allowing the pupil to take Language 2 also as Language 3, provided that he/she chooses another language as Language 4.
- Replacing Language 3 by Language 4.
- Offering a beginners’ course in a Language 2 in either year 4 or in year 5 as the case may be. / Directors (Annual School Plan)
4. / Strong correlation between weaknesses in L1 and Mathematics and science and weaknesses in L2 and History and Geography. / Seek collaboration between the teachers of languages and the teachers of mathematics, science and human sciences.
Inform parents and pupils of this constant. / National Inspectors
Management
Teachers / Inspection visits / Annual Activity Report
5. / Unmanageable classes because of certain disruptive pupils or the number of pupils repeating the year / Balance classes systematically by recomposing parallel classes/groups so as not to allow group dynamics to develop, since they are difficult to manage and to break once they have developed. / Class teacher
Class Council
Management / Annual Activity Report
C / Diagnosis/Task / Measure to be taken / By whom / When / Control
6. / There is a high correlation between absenteeism and pupils becoming disengaged or even dropping out of school and achieving unsatisfactory marks.
Combating absenteeism is something which has to be done at the level of each school. / Combating of absenteeism at all levels by the stakeholders in the system.
Reminder and application of the General Rules and of the House Rules.
Informing parents quickly. / Managements
Educational advisers
Teachers / At the start of each school year / Annual Activity Report
7. / Teachers of PHY-CHEM-BIO are not sufficiently aware of what pupils have learned in ISC and “the bar is set too high”. / Better information and communication between ISC teachers and PHY-CHEM-BIO teachers within and between sections must be established.
Organisation of regular local in-service training courses in order to inform as many teachers as possible. / Managements
Subject, cycle coordinators
Inspector / In-service training days
In-service training courses / Annual Activity Report
8. / The effectiveness of support measures must be increased and assessed. / Action plans to analyse and increase the effectiveness of support measures (e.g. LS only for motivated pupils, preferably short-term provision of 6-8 weeks).
Sharing of LS best practice and resources on Learning Gateway / LS, SWALS, SEN coordinators
DDs / 2010/11 / Annual Activity Report
LS Inspector
9. / New teachers sometimes take time to learn the system and its requirements for harmonised marking within and across the sections. / Step up and introduce induction procedures for new teachers.
Remind teachers of the definition of marking as set out in the General Rules. / Management
Inspectors / Start of the school year
Training days
In-service training courses / Inspectorate/ management visit
C / Diagnosis/Task / Measure to be taken / By whom / When / Control
10. / The final examinations, which partly determine the final mark, are not always given back and commented on before the Class Council. / It is mandatory for the final examination and end-of-year examination scripts to be given back for the Class Council meetings. / Managements
Teachers / Every year
11. / Some parents frequently “pull all the stops out” to ensure that their child is promoted to the year above (despite poor results or forecasts, from S6 to S7, or from P5 to S1, or from S3 to S4), often at the expense of the possibility of filling in gaps in knowledge or catching up at the right time, with the risk that their child will be completely out of his or her depth in the year above. / The schools are invited to increase the amount of information available about the system and its particularities. / Managements
Coordinators
Class teachers
Careers teachers 4/5 and 6/7 / Every year
IV.RESULTSOF THE ACTIONS TAKEN AT SCHOOL LEVEL CONCERNING THE MEASURES AND STATUS OF THE REFLECTIONS ON EVALUATION OF THE RESULTS OF THE ACTIONS TAKEN
TheSchoolswereaskedto establish a reporton measureswhichconcernthem, based on the document 2010-D-245.
ALICANTE
Mesure / Description / Actions entreprises au niveau de l’école / Etat des réflexions quant à l’évaluation des résultats des actions entreprisesMesure A1 / Analyse des différences entre les sections au niveau de la notation et du taux de redoublement / Etude statistique des résultats de toutes les matières comparés entre sections et de l’évolution des notes durant les 4 dernières années. / Publié à toute la communauté scolaire sur la web de l’Ecole et base de discussion pour les coordinateurs de matière afin d’harmoniser l’évaluation dans les différentes sections.
Mesure B2 / Difficultés liées à la puberté et aux difficultés qui surgissent en dehors de l’école / Création du groupe d’aide «help team» appuyé par la psychologue de l’Ecole. / Réunions hebdomadaires pour discuter les cas concrets et trouver des solutions internes ou externes à l’Ecole.
Mesure B3 / Compositions de fin d’année trop difficiles / Discussion des modèles d’examens dans les réunions de coordination. / Niveau d’harmonisation très haut dans les examens de 4ème, 5ème, 6ème.
Mesure B6/C6 / Corrélation entre absentéisme et redoublements/ notes négatives / Suivi des absences des élèves par les conseillers pédagogiques. Contact avec les familles. / Amélioration du taux d’absentéisme.
Mesure C1 / Analyser le profil des résultats scolaires de l’école. Découvrir les déviations par matière, par section. / Voir A1.
Comparaison avec les résultats d’autres E.E. spécialement le BAC. / Discussion de la Direction avec les coordinateurs de matière et professeurs concernés.
Mesure C2 / Risque élevé de redoublement des élèves rejoignant le système des EE au cycle secondaire. / Programmes individuels de Learning Support pour améliorer l’insertion. / Suivi permanent par le coordinateur de Learning Support, SWALS, SEN.
Mesure C3 / Problèmes linguistiques trop important pour certains élèves SWALS intégrant le système en 4e ou 5e du secondaire. / Voir C2. / Voir C2.
Mesure C4 / Forte corrélation entre les faiblesses en L1 et les Mathématiques et les sciences ainsi que les faiblesses en L2 et l’Histoire et la Géographie. / Pas de profil montrant cette corrélation.
Mesure C5 / Classes ingérables dû à certains élèves perturbateurs ou dû au nombre de redoublants / Pas de problèmes de discipline ingérables.
Bonne coordination entre les professeurs – conseillers pédagogiques.
Mesure C7 / Les enseignants de PHY-CHI-BIO ne connaissent pas toujours les acquis de l’enseignement des SCI et «la barre est mise trop haut» / Les coordinateurs PHY-CHI-BIO déterminent les compétences de base pour assurer les critères d’évaluation adéquats. / Amélioration des résultats.
Mesure C9 / Les nouveaux enseignants mettent parfois du temps pour apprendre le système, ses exigences de notation harmonisée dans et entre les sections / Prise en charge des nouveaux enseignants par les coordinateurs de matière. Distribution par la Direction de tous les documents spécifiques. / Système de tutorat en création pour l’année 2013-2014.
Mesure C10 / Les compositions finales qui déterminent en partie la note finale ne sont pas toujours rendues et commentées avant les Conseils de classe. / Le Directeur adjoint révise tous les résultats des élèves avant le conseil de classe et discute du cas de chaque élève en situation administrative de redoublement. / Amélioration du taux de redoublement.
Mesure C11 / Certains parents déploient fréquemment des moyens importants pour faire passer leur enfant (malgré de mauvais résultats ou pronostics de 6e en 7e ; ou de P5 au cycle secondaire ou de S3 à S4) souvent au détriment de la possibilité de combler les lacunes et rattraper les retards au bon moment et cela au risque que leur enfant soit complètement dépassé dans la classe supérieure. / Les parents reçoivent avec chaque bulletin une lettre d’avertissement accompagnée de recommandations pour éviter le redoublement.
Réunions régulières avec les parents pour tous les élèves en difficulté. / Amélioration du taux de redoublement.
Autres mesures
/
BERGEN
Measure / Description / Actions taken at school level / Status of the reflections on evaluation of the results of the actions takenMeasure A1 / Analysis of the differences between the schools and the sections in terms of marking and repeat rates. / None
Measure B2 / Difficulties associated with puberty and with problems arising outside school. / Not a general problem and discussed in individual cases
Measure B3 / End-of-year examinations which are too difficult. / No
Measure B6/C6 / Correlation between absenteeism and repeating years/unsatisfactory marks. / Intensive monitoring using Web-Untis, and close cooperation with the local absence officer
Measure C1 / Analyse the profile of the school’s academic results. Identify the deviations by subject and by section. / None
Measure C2 / High risk of having to repeat a year amongst pupils joining the ES system in the secondary cycle. / Not applicable in Bergen
Measure C3 / Too major linguistic problems for certain SWALS joining the system in secondary year 4 or 5. / Is resolved using Learning Support and SWALS support
Measure C4 / Strong correlation between weaknesses in L1 and Mathematics and science and weaknesses in L2 and History and Geography. / No significant correlation in evidence
Measure C5 / Unmanageable classes because of certain disruptive pupils or the number of pupils repeating the year. / No significant correlation in evidence
Measure C7 / Teachers of PHY-CHEM-BIO are not sufficiently aware of what pupils have learned in ISC and “the bar is set too high”. / Through close cooperation between teachers this is avoided
Measure C9 / New teachers sometimes take time to learn the system and its requirements for harmonised marking within and across the sections. / Not a problem as a result of cooperation between subject colleagues and coordinators
Measure C10 / The final examinations, which partly determine the final mark, are not always given back and commented on before the Class Council. / Not a problem in Bergen
Measure C11 / Some parents frequently “pull all the stops out” to ensure that their child is promoted to the year above (despite poor results or forecasts, from S6 to S7, or from P5 to S1, or from S3 to S4), often at the expense of the possibility of filling in gaps in knowledge or catching up at the right time, with the risk that their child will be completely out of his or her depth in the year above. / Rarely a problem and no significant difficulties have been observed
Rather than provide feedback in column 3, there are some overall observations about failure rates in the secondary school for 2011-12 which are consistent with previous years.