2023-12-05 15:27:39
File photo: Presidency of the Republic
The PISA 2022 tests recently revealed the results of the assessment of knowledge in reading, mathematics and science of basic cycle students in Uruguay. The trends and challenges identified in the results, as well as the influence of socioeconomic status on academic performance, have already begun to generate a debate in different areas regarding the state of education.
In the three main areas evaluated: mathematics, reading and science, the results of the 2022 cycle show relative stability. However, when comparing with the previous cycle (2018), a slight decrease is observed in the average results in mathematics.
This phenomenon is shared by the majority of participating countries, with only seven experiencing significant improvements. At the same time, there is a slight improvement in science and stability in reading.
In a medium-term (2012-2022) and long-term (2003-2022) analysis, it is highlighted that Uruguay has not shown substantial changes in mathematics, even evidencing a decline since the first evaluation cycle. However, there is a slight tendency to improve results in reading and science, maintaining a constant range of performance.
Relationship between results and socioeconomic situation
The organization highlights the importance of considering economic, social and cultural status when analyzing the results. In Uruguay, 24% of students were located in the second international quintile of the socioeconomic scale. Although they do not belong to either the most disadvantaged or the most advantaged group, they obtained an average score of 392 points in mathematics. Comparatively, in Turkey and Vietnam, students with similar socioeconomic conditions achieved significantly higher scores.
Socioeconomic status emerges as a key predictor of mathematics performance in all PISA participating countries and economies. In Uruguay, socioeconomically advantaged students outperformed their disadvantaged peers by 91 points in mathematics, reflecting a difference similar to the average for OECD countries (93 points).
These results underscore the importance of addressing disparities in academic achievement, especially in mathematics, and implementing strategies that foster sustainable improvements over time. The relationship between socioeconomic status and academic performance highlights the need for inclusive and equitable educational policies that address existing gaps.
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