High schools in Hedmark and Møre og Romsdal contribute most to the pupils’ completion

Teaching.Photo: Pixabay

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There are major differences in the contribution of high schools to student achievement. The schools in Hedmark and Møre og Romsdal succeed best in getting students to complete.

The so-called school grant analysis from the Directorate of Education shows how much each school contributes to improving the pupils ‘grades, and how much the schools contribute to the pupils’ consistency and prevent them from leaving on the way.

The survey, which has looked at results from high schools, shows that the differences between counties are greatest in terms of the degree to which they succeed in completing and passing students.

At the top are the study preparation education programs in Hedmark and Møre og Romsdal that contribute most to the pupils’ completion, with 4.9 and 3.6 percentage points above the national average respectively.

Oslo, Hordaland and Vestfold on the ground
The schools in Oppland and Akershus also contribute positively to the pupils passing 2 and 0.8 percentage points above the national average respectively.

While the study preparation programs in OsloHordaland and Vestfold are below the average of -1.8, -1.3 and -1.2 percentage points respectively.

In vocational education programs, these three counties are also in a prime position when it comes to helping students complete and pass.

Here too Hedmark and Møre og Romsdal do the best.

Sanner: The counties need to contribute more
Minister of Education and Integration Jan Tore Sanner (H) says that the survey shows that there are major differences in how much schools contribute to pupils completing high school. He believes it is important that schools do more for more people to complete.

– I have a clear expectation that the counties especially contribute to lifting the schools that are lagging behind, he says.

The survey takes into account the student base and shows, for example, how the school lifts students with a poor starting point. The survey thus gives a more nuanced picture of the schools’ results, but the figures do not give an answer as to why the differences arise.

The government has set up an expert group to look at what sets schools apart, and how schools and school owners can contribute more to pupils’ learning. The group will deliver its first partial report in 2020.

– The government’s goal is that nine out of ten students will complete and pass higher education by 2030. If we are to reach the goal, we must learn from those who succeed today, and find and share the good initiatives that work, says Sanner.

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