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To Whom It May Concern ( I) School failure by provinces

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2008

As some of my readers know, these past few months I have dealt with a serious illness in the family and I have devoted little time to blog and work, so that delays are considerable. Although we are close to winning, yet you will notice the lack of attention a while, sorry. Do what you can in the meantime, and I apologize if a comment is not answered in a timely manner. In these months I have accumulated some notes that will emerge as the auction. At the moment, this language is the answer to an anonymous request, which I hope is satisfied. It is part of a report on the failure I am preparing, but I do not know when it will come. But go with the data:

few months ago I published an advance school failure in Spain in 2008. This summer finally came to official figures. School failure for Communities is:

Diff 2002 2003 2007 2008 34.8 CASTILLA-LA MANCHA 34.3

Evolution of school failure by regions (2002-2008)
								Media
				2004 2005 2006				( 1) to (6)	(8) - (7)
	(1)	(2)	(3)	(4 )	(5)	(6)	(7)	(8)	(9)
SPAIN		28.9 28.7 28.5			29.6	30.8 30.7 28.5			29.5 -1.0
ANDALUCÍA		33.8 33.5 33.6				34.2 34.0 33.1			34.0 -0.9
ARAGON		24.8 24.5 27.4			25.8 29.1 26.4			25.9 26.3 -0.4
	ASTURIAS 16.7 14.0		19, 8		14.8 16.5 16.5			12.9 16.4 -3.5
BALEARIC		33.5 36.8 37	, 2		38.0 38.0 40.5			40.3 37.4 2.9
CANARY		35.3 33.5 33	, 4	35.1		35.9 35.3 30.4			34.8 -4.4
CANTABRIA		23.3 21.1 22.8		23, 0		22.4 19.2 18.4			22.0 -3.6
CASTILLA Y LEÓN		22.4 23.9 20.2			22.5 21.0 24.0			22.5 22.3 0.2
		35.2 33.0 32	, 3	30.3		33.7 33.5 30.9			33.0 -2.1
CATALONIA		24.5 25.4 25.0		27, 8		28.4 27.2 23.7			26.4 -2.7
C. VALENCIA		32.8 32.2 32.7			35.8 39.7 37.8			38.3 35.2 3.1
36.2	EXTREMADURA		32.4 32.8 32.8			32.4 32.9 27.8		33.3 -5.5
GALICIA		24.7 23.7 23.5		23.9		25.1 26.3 24.2		24.5 -0.4
MADRID		25.4 25.7 25.9		26 1		29.2 29.9 25.5		27.0 -1.5
MURCIA		34.7 33.8 34.0		33 , 3	32.5			33.8 33.0 -0.8
	NAVARRA 20.9 20.3			17.1 18.3 22.3			20.5 20.2 19.9		0.3
	BASQUE COUNTRY 17.4		18.5 13.6 16.6		17, 0		16.4 16.6 13.1		-3.5
LA RIOJA 32.9			30.2 28.2 28.4			28.6 31.1		34.0 29.9 4,1
Ceuta		47.3 53.4 42.6			50.1 52.0 48.2			47.7 48.9 -1.2
	Melilla 43.4 49.4			47.2 42.3 37.5		36, 5		36.7 42.8 -6.1
Fuentes:
(1) a (7): Ministry de Educación. Estadística Universitaria de la ensenanza no. Series.
(8): Compiled from data from the Ministry of Education. Statistical non-university education. Several years, and INE. Current population estimates (2002-08)

The first column (1-7) account for the evolution of failure from 2002 to the latest available data, 2008. The eighth column is the average of failure 2002-2007, a kind of summary of the failure Logse accumulated in recent years. The last column shows how it has evolved over the failure to Logse LOE in the last year. As can be seen, some ACs have not used the new arena, especially Baleares, Comunidad Valenciana and La Rioja, but most do. Three that have a large margin for improvement, Canary Islands, Extremadura and Melilla, are best presented evolution last year. Surprisingly

accumulated in 2002-2007 only six communities were able to maintain a lower average failure a quarter of young people, and that this is not a permanent scandal. As you recall, school failure is the percentage of youth who do not get the title of that (and, as I said is not that I get to the age that corresponds to them, is to leave school without it.)

Anyway, go to the provincial map for 2008 (you can compare it with 2007 here ):

And in the same format as the previous table, school failure by province, this time ordered (highest to lowest ) low to high:

Diff La Coruña -2.8 Zaragoza Orense Zamora 30.2 30.7 34.6 32.7 33.9 31.1 35.2 1.2 33.9 -6.1 42.8 Baleares 37.4 2.9 2.7 5.6 4.4

Evolution school failure by province (2002-2008)
								Media
	2002	2003	2004	2005	2006	2007	2008	(1) a (6)	(8)-(7)
	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)
Guipuzcoa		15,9 13.7 9.7			12,1 11,9 12.0			10,2 12.6 -2.4
Asturias		16,7 14.0		19.8 14.8 16.5		16, 5		12.9 16.4 -3.5
Vizcaya		19.2 19.2		15.0 18.1 19.8			18.1 13.4 18.2		-4.8
Salamanca		18.8 19.4 14.3		14.8 17.9			16.3 18.3 17.0		1.3
Cantabria		23.3 21.1 22.8		23.0 22.4			19.2 18.4 22.0		-3.6
Lugo		27.5 20.0 22.5			21.7 21.4	22.2		18.6 22.6 -4.1
Álava		18.9 21.7 17.0			21.1 18.3 20.3			18.8 19.5 -0.7
Lion		21.5 24.3 18.8			21.4 22.8 24.6			19.4 22.2 -2.9
Navarra		20.9 20.3 17.1		18.3 22.3		20, 5	20.2	19,9	0,3
Valladolid	20,3	23,3	21,3	20,7	22,6	25,5	20,7	22,3	-1,5
Soria	24,7	16,5	19,6	15,6	16,7	25,3	20,8	19,8	1,0
Lérida	20,2	22,6	23,3	23,4	28,0	25,1	21,2	23,8	-2.6
		22.5 21.8 21.3			22.0 23.3 25.5			21.7 22.7 -1.0
Barcelona		24.5 24.9 24.3			27.4 27.5 26.3		23.0	25, 8	-2.8
Gerona		22.0 24.8 23.8			28.0 28.5 28.0			26 23.2 , 0
Huesca	23,1	23,9	41,5	35,3	31,1	29,6	23,9	30,6	-6,6
Burgos	23,5	22,5	18,8	20,8	22,5	22,8	24,0	21,8	2,2
Ávila	29,7	29,6	26,2	21,8	23,1	26,3	25,3	26,2	-0,9
Madrid		25.4 25.7 25.9			26.1 29.2 29.9			25.5 27.0 -1.5
		25.1 23.9 23.8			23.4 27.3 24.9			25.7 24.7 1.0
		25.8 22.0 24.2			24.9 25.0 28.5			26.0 25.0 1.0
	31.9		28.8 27.9 27.0			27.3 28.8 26.3			28.7 -2.3
Guadalajara	24, 5		25.1 30.3 24.5			28.7 28.6 27.3			27.0 0.3
	Palencia 15, 4		29.5 24.2 25.2			24.8 25.0 27.3			23.9 3.4
Cáceres	37, 7	33,7	34,6	36,5	34,4	34,2	27,5	35,2	-7,7
Jaén	32,8	32,5	31,4	30,9	30,2	30,2	27,9	31,3	-3,4
Pontevedra	25,8	27,7	26,0	26,5	28,2	27,9	27,9	27,0	0,9
Badajoz	35,4	32,4		31.2 30.7 31.2			32.2 27.9 32.2		-4.3
Granada		32.8 31.1			30.3 31.0 30.6			28.1 31.0 -2.9
SPAIN		28.9 28.7 28.5			29.6 30.8 30.7			28.5 29.5 -1.0
Ciudad Real		32 35.4 , 8			32.1 30.8 33.4			29.5 32.5 -3.0
Albacete		32.9 32.2 32.6			29.7 35.2 32.5			29.6 32.5 -3.0
	Córdoba 32.7 31.5		32, 7		32.2 32.6 31.9			29.6 32.3 -2.7
	Tarragona 29.0 31.1		32 , 0	32.6		34.4 33.6 29.8			32.1 -2.4
Teruel		25.0 28.5 29.3		27, 1		36.3 30.4 30.0			29.5 0.4
Las Palmas		32.6 31.6 35.4		35 , 6		34.8 36.2 30.2			34.4 -4.1
Santa Cruz de Tenerife		38.4 35.7	31, 2			34.3 37.1 30.5			35.2 -4.7
Segovia		24.7 22.8 17.3		24.9		24.6 26.3 30.5			23.4 7.1 Basin
		39.1 31.6 31.3		29.1		32.5 32.4 30.8			32.7 -1.9
Cádiz		33.8 33.1 31.8		35, 5				33.5 31.7 -1.8
Murcia		34.7 33.8 34.0			33.3 32.5 34.3			33.0 33.8 -0.8
Valencia		29.4 29.6 30.0		33.8	36, 5		33.3 33.5 32.1		1.4
32.9 La Rioja			30.2 28.2 28.4		28 , 6			29.9 34.0 4.1
Toledo		38.4 36.6 34.6			32.1 35.9 36.2			35.6 34.1 -1.6
Sevilla		34.0 35.3 35.1			35.6 35.9 35.1			34.6 35.2 -0.6
	Málaga 32.7 31.5			33.4 35.6 34.5		36, 0
Melilla 43.4			47.2 49.4 42.3			37.5 36.5 36.7
Huelva		37.2 36.6 37.8			37.4 36.7 37.2		36.9		37.1 -0.2
		33.5 36.8 37.2			38.0 38.0 40.5		40, 3
Almería		36.8 38.2 38.2			40.2 39.4		38.8 41.3 38.6
Castellón		35.0 34.0		34.8 36.8 38.8			41.9 42.5 36.9
	Alicante 36.8 35.1			35.7 38.3 44.0			42.2 43.1 38.7		Ceuta
		47.3 53.4		42.6 50.1 52.0			48.2 47.7 48.9		-1, 2
SOURCES: Compiled from data from the Ministry of Education. Statistical non-university education. Several years, and INE. Current population estimates (2002-08)

The last column in green those provinces that have improved more than one point in 2008 compared to the cumulative failure between 2002 and 2007, and in red those that have worsened more than one point. It is worrying that top of the list have a higher concentration of provinces are improving, while the final focus provinces in red, which means that they are widening the differences in failure.

's all for now. I know you put them under more data, but at the moment is what you get. In the report he prepared (and hopefully see the light of a month of them) is the failure by sex, by networks (public and private), plus some of its causes and consequences. Everything will come.

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Smells like ... victory

Many remember to Robert Duvall in Apocalypse Now saying that the " I love the smell of napalm morning. "After razing an enemy town with the infamous slaughter recalls another similar substance finishing the sentence with" smelled like ... victory. "It was one way of seeing the horror of war, the horror that is the subject central film Coppola (father Francis, not the girl).

Reading today Ministry's note and the statements of Eva Almunia, the number two on the Education- publication Education at a Glance 2010 not know why, I have remembered that phrase. The EAG 2010, or Education at a Glance 2010, English version, is an annual publication of the OECD in which are reviewed through a series of indicators more or less constant, the results of education and training in countries belonging to this organization (which includes, among others, all developed world countries .) Watch out, because there is a newsletter on education, but education on how to participate in the economy. Bias is interesting and not insignificant, of course, but it has, among other things because the OECD is an organization primarily economic.

Well, the ministry a few years ago, takes out a summary document with, presumably, major data relating to Spain. In theory to facilitate the work of the press and interested public (who has time to look over a document 400 pages, full of tables and above in English), actually a twisted minefield of data and interpretations biased a manual on how to select a few data to give the impression that our educational system has an enviable health.

There are thus three documents: the press release, the "English summary" of the Ministry and the original publication in English in front EAG 2010. But let the press release . The headline reads: "Over 80% of students aged between 15 and 19 years are further education. "What bullshit, I say, if 30% do not get the title of the ESO and the obstacles put Logse to continue studying without it, how will you follow more than 80%? But the abundant press release:

"Secretary of State for Education and Training, Eva Almunia, stated that 'the data on school and post qualification stage oblig (a) Tori allow us to be optimistic about the evolution of early exit, the main challenge of the system English education '[...]. In this regard, the report shows that in 2007/08 81% of students aged between 15 and 19 years continue education after high school, eight points more than in 2001. "

I'm going to summarize English, where they say (p. 12):

" Tuition fees for students 15 to 19 years provide an overview of the permanence of youth in education system after compulsory education. They are, therefore, a supplement that enriches the early dropout rate of education and training that prepares the European Union. Between 1995 and 2008, these rates have increased in Spain by eight points from 73% to 81%. "

But in the chart to which you refer and just put" student enrollment rates between 15 and 19 years (1995, 2000 and 2008) " (P. 13). Well, it turns out that school enrollment is a generic, not a particular stage (and I thought). Go to the original source: Table C.1 (page 303) is entitled "Trends in Enrolment rates (1995-2008)" (Trends in enrollment rates) and consists of two subtables, one for 15-19 years and another for 20-29 years. The first appears in the report of the Ministry, the second not (must be because in 1995 we had a 21% enrollment rate for 20-29 years, 24% in 2000 and in 2008 we are back in a 21%: the "effect logs, that does not forgive).

But what difference does it make whether a school enrollment rate generic or a school enrollment rate posobligatoria? As in most any country, but in a country where we have an absolutely excessive repetition rate, a lot. First, because at age 15 and repeated 42% of the students. Second, because 16 years is still 35% of students in secondary and even 12% at 17 (the data are the statistics of the Ministry for the 2007-08 academic year, specifically here.) A repetition that had not been fired in 2000 and that there was in 1995 (then students were BUP or FP I / II).

What is the data that indicates how the situation has evolved schooling posobligatoria in Spain? In my opinion, the only comparable with 1995 and 2000 is the enrollment rate at 17 years, since it is the only year that is age for both Logse posobligatoria to the LGE and there are no students on campus. The evolution of this indicator is as follows (Table 8): 73.3% in 1995, 76.1% in 1998, since then small variations around 75% by 2008. Come on, no positive change, pure and simple stagnant for a decade. If you only count the posobligatoria (Table 9), then we have the 62.6% in 2000, 63.6% in 2001, 65% in 2002 and since then a gentle slope to 63.2% in 2008, last 'year Logse".En 2009, con la mejora del fracaso , volvemos a subir hasta un 65,5% (lo siento, no tengo tiempo para un gráfico).

Ya hemos visto que el título de la nota es puro humo, y que el informe está bastante amañado en este caso. Pero no es el único ejemplo. Como sigue la nota de prensa:

"Asimismo, Panorama de la Educación 2010 señala el incremento en el número de alumnos que logran el título de Bachillerato o Formación Profesional de Grado Medio en el año que les corresponde y que se sitúa en un 73%, frente al 66% que lo lograba en 2001."

Pues tampoco me cuadra. Sobre todo, porque en España en 2008 se graduaron (Gross) in high school 44.7% of the population, and Intermediate FP 16.8%, giving us a total of 61.5% in upper secondary graduates. Nor do I block the data of 2001, 57.7% according to the Ministry. Nor that of 1995 (which appears in the "English report), 62% as the OECD and 56.3% in official statistics. I go to the original table (A2.2) on page 55 of EAG 2010, which does not explain too much, and the earlier (p. 54), where somewhat more of the calculation method (although not clear yet). What seems to make the OECD is to take both graduates in Baccalaureate FPGM-match-data and those who earn a professional certificate Level 2, which are awarded by Education but by Labour.

calculation method is valid for the OECD, but not for the results of an educational system. For starters, many of those who get it do so for over 25 years (in Spain do not know how many: it is a serious problem that our statistics do not ever know how old you get the titles.) Second, in any case the success for the Vocational Training System, part of Employment Services, Education, because the data are quite flat and there is a clear improvement (five points in 15 years, and with many variations.

could

continue with additional aspects of the note and the report, but this has been too long. For another day let the original text review.

is assumed that the "English report, prepared by the Evaluation Institute, would put" an emphasis on those comparative data that provide insights into the English education system in relation to our environment "(p. 7). Rather, selected positive data without putting them in the English context. And that assumes that the Institute is the clearest insight into our education system (has the data of all national assessments, which are not shared with anyone.) I was once told by his manager who was a specialist to see "the bright side of the mire." As I see, the Evaluation Institute is able to find, between the horror of our educational data, the smell of victory.