The DGE published a report indicating that repeating a grade does not improve school performance

And the report is based on two provincial evaluation operations: the Reading Fluency Census and the Provincial Apprenticeship Survey (RPA); plus the national operation of the Tests Learn.

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The report shows interesting – and sometimes surprising – data about the reality in schools.

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What the DGE report says about repeaters

The letter from the DGE indicates that “a large percentage of the students despite repeating one, two, three or more times they do not acquire the expected learning”.

In addition, those who have never repeated achieve to a greater extent satisfactory results or advanced with respect to those who have repeated.

It could be inferred, then, that “in Mendoza it is not verified that repetition generates better resultssince, if the performance of students who have repeated at least once is compared with those who have never repeated, it is observed that the former are found in a greater proportion below basic level“.

It is more: the more times the boys have repeated, worse is its performanceas seen in this graph corresponding to children who attend sixth grade.

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Performance in Language according to the number of times students have repeated.  As can be seen, repeating one or more times is not related to an improvement in performance.

Performance in Language according to the number of times students have repeated. As can be seen, repeating one or more times is not related to an improvement in performance.

A key indicator: the socioeconomic level

And if the results indicate that repeating a grade is not associated with improved performance, a socioeconomic level more favorable yes it is linked to positive changes in learning: to make good use of what is taught at school it is better not to be poor.

“The students of low socioeconomic levels are found in greater proportion in the level of performance ‘below basic level’ compared to students of medium and high socioeconomic level”, specifies the DGE report.

The results indicate that, rather than emphasizing the repetitioncould be more convenient resolve issues related to the socioeconomic context of the boys and girls of Mendoza.

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Repeat: a naturalized stigma?

Repeat, more than a solution, can become a stigma hard to bear. In this sense, the DGE document cites various studies of the Organization for Economic Cooperation and Development (OECD)like the PISA tests that have been carried out since 2000.

“The results in the three key competencies evaluated (reading, mathematics and science) of the students who have repeated are clearly inferior to those of those who have not repeated. repeating the course It is not the most suitable measure to counteract school imbalances of students belonging to socially vulnerable groups, and appears to be contributing to inequality in education during compulsory schooling”, concludes the analysis.

There are other reflections in the content that was published, such as a surprising relationship between the number of students in a classroom and the quality of their learning Do you learn more with fewer children in a classroom, or is that a myth?

To know this information -and more- you can access the following document:


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