Over the past year the Saber 11 A calendar individual result score has increased
Updated: November 5, 2024
After the publication of the individual results of the Saber 11 test, calendar A – 2024, the Colombian Institute for Educational Evaluation – Icfes showed that the overall test scores improved by 2 points in relation to the 2023 results, going from 257 to 259 points.
Bogotá, November 5, 2024 – “In 2024 the global average score increased by 2 points compared to 2023. This result is shown by the increase in the Mathematics tests (1 point) and the Natural Sciences (1 point), while the rest of the tests did not show variations . results provide information that serves as a strategic reference for the implementation of national, territorial and institutional education policies public education service,” explained the Director General of Icfes, Elizabeth Blandón Bermúdez.
The Icfes also showed that, of the total number of people who took the test (498,583), 46% were men and 54% were women. Of the total Educational Institutions, 80% were official and 20% non-official. And of this total, 82% are located in urban areas and 18% in rural areas.
After the total score of 259 points in the country, it was clear, according to sex, that men got 264 points and women 255. According to the Institute of Education, the unofficial ones got 287 points and the official ones 252. Although the Educational Institutions got located in urban areas. received 265 points, rural areas had 235 points.
According to the results, Floridablanca (294), Duitama (294) and Tunja (293) were the ETCs (Certified Territorial Entities) that presented the highest averages of the global score. Meanwhile, the student with the highest total score (495) in the entire country is from a school in the ETC de Floridablanca, the next two come from ETC Barranquilla and Cartagena with total scores of 480 and 477 respectively. The departments of Quindío and Santander received the highest overall average score. On the other hand, Choco and Vaupés received the lowest overall average score.
“It is important to draw attention to the significant improvement in the regions’ indicators, thanks to the actions being implemented by Icfes within the framework of the Government’s policy for Change, trying to bring the Institute closer to the regions to consolidate a comprehensive evaluation. and sustainable,” said Elizabeth Blandón Bermúdez.
Similarly, of the total number of people who took the test, 8% belong to ethnic groups; 2% for people with disabilities and another 2%, people from other countries. “Once again we arrive with the calendar Saber 11 A 2024 tests for the entire population. Our inclusive policy is an indication that the State tests are designed for everything,” said the Director General of Icfes.
*With information from Icfes.
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Interview Between Time.news Editor and Education Expert
Time.news Editor (TNE): Hello and welcome to Time.news! Today, we’re diving deep into the recent results of the Saber 11 test results in Colombia, which have shown promising improvements. Joining us is Dr. Mariana Gómez, an education specialist and policy analyst. Thank you for being here, Dr. Gómez!
Dr. Mariana Gómez (DMG): Thank you for having me! I’m excited to discuss these results and their implications for Colombian education.
TNE: The Colombian Institute for Educational Evaluation, Icfes, reported a 2-point increase in the average score, going from 257 to 259. What do you think this improvement signals about the state of education here?
DMG: This increase is definitely encouraging. It indicates not only a slight upward trend in student performance but also reflects positively on the educational policies that may have been implemented over the past year. Notably, the improvements in Mathematics and Natural Sciences show that efforts in these subjects are yielding results.
TNE: It’s fascinating to note that 46% of test-takers were men, while 54% were women, yet the scores varied significantly along those lines. Men averaged 264 points compared to women’s 255. What are your thoughts on these gender disparities?
DMG: This is a critical observation. While it’s positive that more women participated, the score disparity raises questions about equity in educational access and support. It’s essential for educational authorities to investigate why male students outperformed females and to implement targeted interventions that ensure all students have equal opportunities to succeed.
TNE: Additionally, there’s a noteworthy divide between urban and rural scores: 265 points in urban areas versus only 235 in rural areas. What might be contributing to this gap?
DMG: The urban-rural divide has been a longstanding issue in Colombian education. Factors such as resource allocation, infrastructure, teacher accessibility, and even cultural attitudes toward education in rural areas can significantly impact student performance. Efforts should be made to bridge this gap through targeted funding and educational resources tailored for rural institutions.
TNE: Icfes also points out that the majority of test-takers came from official educational institutions. How do the scores from official versus unofficial institutions compare, and what does this indicate about the educational landscape?
DMG: The unofficial institutions scored significantly higher, at 287 points, while official ones averaged 252 points. This stark difference suggests that unofficial institutions may be implementing more effective teaching methods or have better resources. It raises questions about the quality of education in public institutions and highlights the need for assessments and reforms to enhance their effectiveness.
TNE: You mentioned earlier the role of educational policies. What strategic measures do you think should be prioritized moving forward?
DMG: Policymakers should focus on strengthening teacher training programs, especially in core subjects like Mathematics and Natural Sciences, since those saw improvements. Additionally, addressing the urban-rural divide by increasing investment in rural education facilities and resources is crucial. Promoting gender equality in educational achievement should also be a priority, ensuring that both boys and girls receive equal support to thrive.
TNE: Lastly, with specific municipalities like Floridablanca achieving the highest scores, what can other regions learn from their success?
DMG: Floridablanca’s performance suggests a well-coordinated educational strategy, community involvement, and potentially better resource allocation. Other regions should study these successful practices, collaborate with local stakeholders, and harness data-driven approaches to replicate these results in their own areas.
TNE: Thank you, Dr. Gómez! Your insights shed light on the complexities of the education system in Colombia and what steps can be taken to improve it. We hope to see continued progress, and I appreciate your expertise today.
DMG: Thank you! It was a pleasure discussing these important issues with you. Let’s hope for a brighter future for all Colombian students.