For several years, while I was in Magisterium, I held the view that the failure English school was mostly a failure of the education system. That is, the primary cause was the design of the Logs. Can not imagine what I said to sustain such a heresy. Fashion then was that the money was to blame, immigrants (even when none existed), now the parents or other causes external to the system. Other pilgrims were more myopia, drugs, video games ... Anyway, it was in effect Logse (2006) which summarized the arguments for the thesis of the system as the main culprit and called into question many of which are pointed as alternatives.
That article, which once went unnoticed by the mainstream press, pointed out many things that a few years later and very little doubt, though in other respects was clearly improved. Then I continued with the theme, and although I still maintain that the system is the prime cause of failure, I also say it also depends on how you manage this failure: the communities that do well have a high failure, which make it a regular high failure and those who do evil a failure of police court. With Logse, any autonomous region had a failure below 10%.
remember once I sent a press release on school failure by communities, and a community partner with a failure above 40% I asked
- But 40 percent of what? What is 100?
"Then all the students who can take the title this year (1).
"No way, that's a lot. It would be a disaster.
"Yes, that's news.
Over the years we pass the famous 25% of failure in his time shocked to nearly 31% in recent years, society was not taken seriously this figure, and therefore very few politicians did. Nor was serious about the growing gap between communities with more and less failure. Neither the distance between sexes (if the girls had been harmed, would dawn). What if were in the country equity.
Focusing on the annotation, which is about how a small change in system has decreased school failure, but did not appear. Well, a little over a year already guessed that the academic failure of the LOE would be somewhat lower than the Logse. The LOE did not eliminate the problems of the logs, but doing something "forbidden" by the Logse: enhancing students who were worse. The most important measure that took effect during 2007-08 was BOW Plan as amended autonomy (while barely had depended on the ministry results), in which each community established a plan to strengthen of students who had difficulties at the end of the ESO. The Ministry was responsible for the outline and put some money, and organized communities with plans tailored to their needs.
The plan was late, I think five or six years, but something got. And what seemed failure is going to go down three or four points in the 2007-08 academic year. Data points to some communities it confirmed. So I predicted that we would know the failure before the Ministry published the official figure (to end July 2010 is when it does). Why? Because failure has been locked up years because I always got worse. Was taken in July with two years delay when the provisional figures can be known in only three months (come on, before the end of the year which produces the data). As a figure "slightly important", we can wait two years to meet her. In short, country. But the low last year, man, there's no reason to keep secret. Several
autonomous and are responsible for announcing the fall "historic" failed in their regions a long time. Gradually we begin to know information: Catalonia down three and a half points, Castilla y Leon also going around, Madrid down 4.4 points, 3.2 Basque Country, Extremadura more than five ... all portends a fall of this magnitude (at the end of the day, with the aforementioned communities and cover a good percentage of the population, and large it remains to know Andalusia). However, the English failure only 2.2 points lower, and remains at 28.5% during 2007-08, when the previous course was a few tenths below 31%. If some regions
down the failure, but the average does not drop much, that is that some regions have not taken the opportunity and have not shrunk, while others do. I suppose that the failure of which have not improved we will find out as usual, when the Ministry published in July.
brings me to confirm that a change in the system, if quite mild, leads to lower academic failure. And also you need a decent management system to take advantage of opportunities to lower it, while the misses mismanagement and generated more inequality between communities. Although there is to do what is good governance: in at least three communities-Catalonia, Andalusia and Extremadura, plans are in place where teachers have the opportunity to earn more money if more people adopted, without external evaluation is worth.
We'll see see what sells the news triumphalism when published. Some bold (with the boldness that gives ignorance) discuss political turnaround. Few will not medals based on very little. The problem is if there is a change in trend, but a step: now that they have implemented some measures and that the failure appears to be political concern again, there is a sudden drop of the failure, which can last a couple of years. But without a change of system, we can again be stuck around 25% and, therefore, very little progress. Too often, triumphalism is coupled with the lack of ambition, conformity.
the moment, we can rejoice in the improved rate of failure in the ESO in the 2007-08 academic year. Unfortunately, we can not say the same for high school: in the same course three tenths down and stays in 44.5%, a level similar to that achieved ten years earlier. Hopefully the rise in graduation rates again to help raise graduation rates in Bachillerato and soon.
(1) Not exactly, is a colloquial way of explaining something that he had explained several times. School failure is obtained by subtracting the gross rate of 100 graduates at ESO in a given year. And the gross rate is the percentage of students who have taken the title on the number of inhabitants with the theoretical age removed the title, in this case 16 years.
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