On mellomtrinnet is bergensskolene below the average, while the secondary is located above, shows a study that indicates how much schools contribute to student learning. A useful survey, believe principals.
– There are a lot of good with the schools in Bergen, but I see no reason that they should not have higher ambitions, not least to raise the students in småskoletrinnet, says education ms. Torbjørn Røe Isaksen (H) to BT. He and the ministry of education ordered the survey of Statistics norway (SSB).
On the national tests, it turns out that family background affects the result. Now, the objective was to find out how much grunnskolene actually helps the students learn. SSB-researchers developed a skolebidragsindikator that may indicate what the results of a school would have received if elevgrunnlaget was average. (See the facts)
One school year more
One of the key findings is that elevsammensetningen determines how the students do it in kartleggingsprøver. According to STATISTICS norway researchers to manage the schools with the highest score to lift all subgroups of students regardless of the student’s background. The best schools gives the students over one school year more learning than those who contribute the least. So it should not be, believes kunnskapsministeren.
We know that there are differences between the schools. But now we illustrated it very clearly, and we get to know how much the schools lift students regardless of background. The difference in the schools that are at the top and at the bottom, over a whole school year. So we can’t have it, ” he says.
7 things Norwegian schools need to
Results for each school are presented on a scale from one to six, and the national average is 3.4. STATISTICS norway survey shows that there are large differences between schools in Hordaland county, where one of the three schools is below the national average, measured by how much they contribute to what students learn from 1. to 4. class. The schools in the Bergen municipality is below the average of the mellomtrinnet (5.-7. class), a little over on the småtrinnet, and well above the national average at secondary level.
For us this is a useful survey. We consider ourselves continuously with the result and trivselsundersøkelser, but this fills out the picture in addition to what we already have, ” says rector Knut Rokne by Garnes school.
He believes the survey shows that parents ‘ education level means less than you had first thought.
– We strive for all the time that all students should get an equal offers. Our school is located on the national average. We will be happy to be as high as possible. Now, we will study the survey more closely and see if there is anything we can do to raise our contribution, ” says Rokne.
On assignment for the ministry of education and research, researchers from Statistics norway (SSB) investigated how much schools contribute to what students learn, when one takes into consideration the family background and previous achievement.
What is measured in the survey are results on national tests in reading, mathematics and English on the 5. and 8. step and the exam at 10. step, controlled for students ‘ background.
Because scientists do not have previous results to compare with on 1.-4. step, should these results be interpreted with somewhat more caution than the results on 5.-7. step and secondary level.
Researchers at STATISTICS norway has developed a skolebidragsindikator, which is an adjusted score and may be interpreted as the result of a school would have received, if their elevgrunnlag was average.
the Results for each school are presented on a scale from one to six, and the national average is 3.4. One year of learning corresponds to about 0,4 points.
There are not published results for schools and municipalities with few pupils.
Sources: ministry of education and research, NORWAY
Kunnskapsministeren points out that the survey does not say anything about why there is a difference in the schools. – But we know the characteristics of good municipalities with good schools, is that they bet on the knowledge and safety at the school. They work systematically over time and are extra keen to a good start, to provide a good foundation early.
Jan Ove Johansen, principal of New-Krohnborg oppveksttun, calls the study an exciting indicator of the work the school does to raise all students.
” We are working systematically with the culture of learning, development of teachers and the interaction with the home. Helhetstankegangen influence on the result. We are located on the national average, and it shows that the whole staff is doing a good job, ” says Johansen, adding:
Statistics can be used in different ways, but this gives a more holistic picture of what we do.
Røe Isaksen recommend kommunepolitikerne to use the study to make a targeted effort in the schools.
– If one is in a municipality to see that you are struggling to lift students on one step, or that there are large differences between schools in the municipality, one can target the resources. In essence, this is about that we should have the same expectation for all schools, and that all will have the opportunity to get it lifted. A school where all of the students have parents with higher education do not contribute necessarily to promise the students more than a school where the students have a completely different background, underlining the kunnskapsministeren. Røe Isaksen recommend kommunepolitikerne to use the study to make a targeted effort in the schools.
– If one is in a municipality to see that you are struggling to lift students on one step, or that there are large differences between schools in the municipality, one can target the resources. In essence, this is about that we should have the same expectation for all schools, and that all will have the opportunity to get it lifted.
A school where all of the students have parents with higher education do not contribute necessarily to promise the students more than a school where the students have a completely different background, underlining the kunnskapsministeren. – In such a large city like Bergen can be differences between districts. Here one can see, for example, about the schools in a district with many immigrants and low education still provides a boost for their students.
Results for each school are presented on a scale from one to six, and the national average is 3.4. At the secondary level is one of four schools in Hordaland, over the national average for skolebidrag, while 18 per cent of the schools located under the incision. And Bergen is the second best city after Trondheim.
” We are very pleased to see that we at the secondary level is significantly above the average nationally. It worked well there, the schools are great at gearing youths to a later utdanningsløp, ” says Pål Hafstad Thorsen (Ap), commissioner of the city for a school, a kindergarten and sports in Bergen.
Leksefri school? No, thank you. the
He notes that bergensskolene is below the average of the mellomtrinnet and a little over on the småtrinnet.
We have an opportunity to improve on mellomtrinnet. Now we’ll go a little more in depth on this study. It can be an important tool for the municipality and our schools to find out how what we are doing with the work.
Skolebyråden see also part unfortunate extremes among the schools in Bergen. But also here are popping up joyful facts.
– for example, When There school and New-Krohnborg school, which are the extremes in a levekårsrapport, measured against each other, we see that they come out roughly the same in this report. It means that we are well in the schools, in spite of the fact that students like to have different starting point.
Thorsen believes the municipality should contribute to schools who work with pupils at risk receive enough resources.
Our main goal is to equalize the differences and catching up pupils in the risk zone, ” says Thorsen.
He expects that the municipality’s new kvalitetsutviklingsplan will help to lift all schools to a new level.
in the Middle of the storbytreet
STATISTICS have seen especially on skolekvaliteten in the largest cities Oslo, Bergen, Stavanger, Trondheim, Tromsø, Kristiansand and Drammen. Schools in Bergen contributes less to student learning from 1.-7. class than the schools in Oslo, Drammen and Stavanger, according to the report.
There are minor differences between skolers contribution to pupils ‘ learning, than the results from national tests and examination can give the impression of, type SSB in a press release. The researchers behind the report stress that even if a school has a weak gjennomsnittsresultat on, for example, the written exam on 10. step, need not mean that the school has contributed little to student learning.
Some scientists have warned against interpreting the results of this survey for the literally. SSB-the researchers recommend not using skolebidragsindikatoren to choose the “best” and “worst” school. Because there are several uncertainties and because the survey only captures a limited part of the school’s purpose.
This is no answer key at School-Norway and the survey says not everything about a school. But together with the other information we have, it can help to form a good image, ” says education ms. Røe Isaksen.