A total of 18 of the 60 centers that are part of the Association of Private and Independent Schools (Cicae) have obtained a result in the tests PISA —similar to those carried out by the OECD to know the educational level of each country, but to measure the specific level of a school or institute—which shows a advantage academic in reading comprehension and in science and mathematics equivalent to “two years of schooling” compared to the rest of the national and international students.
This was explained by the president of the organization, Gabriel Caballero, in a press conference held this Thursday in Madrid to present the results of the tests carried out on 1,099 15-year-old students of eight Autonomous Communities last month Novembera month before the results of the tests carried out for the PISA test at the national level were known, which showed “worrying” figures such as that 22% of 15-year-old Spanish students have repeated a year at least once (double of the rate of OECD) either the worst historical result in mathematics.
Specifically, the Cicae students evaluated obtained 521 points in reading (the Spanish average was 474); 525 in math (compared to the national average, 473); and 517 in science (above the 485 of all Spanish students). According to the general director of the association, Elena Cid, “20 points above are equivalent to an academic year”, so the results obtained in what has been the second evaluation of this type for Cicae centers and the first after the pandemic covid (the first was carried out in 2018) represent an “average advantage of two years of schooling.”
Comparing these results with other countries, the students evaluated surpassed those from OECD countries with better scores in reading comprehension such as Ireland, Japan or Korea. Those responsible for the organization have explained that to obtain these figures they dedicate “more teaching hours” and carry out complementary activities such as “writing and reading plans” or “debate and public speaking tournaments from 5th grade”. In the field of math“many centers work with constructivist, manipulative methodologies based on understanding and research and not so much on memorization,” said Ángel de la Vega, director of the Arturo Soria school in Madridone of those who participated in the study.
These tests, as explained by Elena de la Guía, head of the consulting firm 2e Estudios y Evaluaciones, which is the only Spanish company accredited to carry out the PISA tests in the country, the PISA tests for Schools is a “legitimate request” from the centers that the OECD has collected since 2015 and is available to any school that, after paying an unspecified amount, wants to know its performance and other aspects related to the students’ abilities. Others have submitted to it public, subsidized and private centers. Although the last two are the most numerous due to their “greater economic autonomy”, there are also autonomies such as Basque Country and Castile and León that they have done it to have results at the regional level, the organizers have noted. Cicae has been “the first organization of educational centers in Spain and around the world that has decided to participate together in PISA for Schools“, added De la Guía.
Socioeconomic factor
These tests include competency and aptitude assessments to measure what the OECD translates into “indicators of success for the future.” Given that socioeconomic level is a “very relevant” factor in academic performance and inequality shoots up among Spanish students, PISA subtracts this indicator to “measure fairly,” Cid said. “Up to 60% of the score is explained by the family you have. PISA for Schools is no stranger to this. It is known that one point of socioeconomic indicators contribute to 32 points of (school) performance. The reports include this aspect so as not to lead to deception and retract that effect. The good news for Cicae is that, even having retracted this effect, the scores in reading, science and mathematics are still well above those of Spain,” stated De la Guía. .
From Cicae they have explained that they have carried out the study to also see in which areas it can improve. Among the issues raised are also questions about the welfare emotional of the students. And that is where they have found the alarm signals, since “coexistence and the psychological and emotional well-being” of the students is now the focus of concern. For this purpose, for example, monthly meetings are held between guidance departments of all the centers to share both problems and good practices. “Conflicts and coexistence problems are perhaps one of the issues that is indicated in the report as one of the areas for improvement. It is a problem of society that affects all centers. Another area of improvement detected is that we must continue reinforcing the science laboratories“Cid admitted.
“A fundamental element” that influences school coexistence is “social networks.” In De la Vega’s opinion, “the social networks They are a real poison for our adolescents and they are doing enormous damage.” The teacher recalled that, according to data from the Community of Madrid, 64% of cases of bullying at school are cyberbullying “and occur with a tool that we give to our children , and many times, that occurs outside of school, but then it has repercussions at the center. “That must be analyzed,” he concluded.
