This school year is also coming to an end. Some will complete the intermediate classes, others will face the arduous final exam.
The online newspaper of the city of the North-East Tiburno.Tv took as reference three important high schools in the Municipality of Guidonia, analyzing the data of the admitted and non-admitted children, to “take stock” of the educational progress of our young students: the Ettore Majorana High School, with the courses of Human Sciences and Scientific Linguistic Musical, the Leonardo Pisano Technical, Commercial, Tourist and Surveyors Institute and the Alessandro Volta State Technical Institute.
For a total of 2169 students enrolled from class I to class IV in all three institutes, as many as 160 children were not admitted. The 7.38 percent, consequently, will not carry over to the following year.
The most significant data emerges from the analysis of the first classes, where out of a total of 677 students enrolled in the three high schools, 94 will repeat the year, i.e. 13.88%.
Specifically, as regards the Liceo Ettore Majorana for the intermediate classes of the two courses, for a total of 1398 students, 72 were not admitted, or 5.15 percent.
The largest percentage concerns the first classes where 42 out of 407 fail, i.e. 10.32 percent.
For the Leonardo Pisano Technical Institute, as regards the total of intermediate classes, out of 316 36 students were not admitted to the following year, thus reaching 11.39 percent.
Also in this case the first class represents the one with the greatest number of non-admitted students; 24 kids out of 130 thus reaching 18.46 percent.
For the Alessandro Volta Technical Institute, out of a total of 455 children for classes I to IV, 60 of them were not admitted for a percentage of 13.19.
The highest number of those who fail is, like the other two schools, the first class, with 28 students out of 140, thus reaching 20 percent.
Beyond the final ranking which sees the Alessandro Volta Technical Institute as the one with the highest number of non-admitted students, both for the first classes and for the total of the intermediate classes, a serious reflection must be made on the academic progress of the children who they enter high school. Having such high percentages of students who are sent back to the first year forces us to think about the causes of these barriers to understand the consistency of the various responsibilities at play but, above all, which tools can be “put into action” in order to avoid the repetition of results so disheartening.
(Claudia Santolamazza)
