National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-achieving students in Swedish compulsory school. A questionnaire focusing on support in science studies was distributed to students in grade 9 (N = 1731), and data was analyzed with confirmatory factor analysis and structural equation modeling. Findings show that low-achieving students perceive that they primarily receive “simplifying support,” which involves the lowering of expectations and limiting of students’ opportunities to learn. “Scaffolding support,” which involves changes to practices and holding the same standards for all students, seems to be mainly provided to boys, regardless of achievement level.

中文翻译：

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脚手架或简化：学生对瑞典义务教育学校支持的看法

作为课程改革的一部分，瑞典在 1990 年代引入了国家目标和绩效标准。目的是发现学生的缺点，并为那些在一门（或几门）科目/秒中没有达到及格成绩的学生提供支持。尽管进行了这项改革，但仍有大约四分之一的学生未能在所有科目中取得及格成绩。因此，本研究调查了为瑞典义务教育学校成绩不佳的学生提供的支持。向 9 年级学生 (N = 1731) 分发了一份侧重于科学研究支持的问卷，并通过验证性因素分析和结构方程模型对数据进行了分析。调查结果表明，成绩不佳的学生认为他们主要接受“简化的支持，“这涉及降低期望和限制学生的学习机会。“脚手架支持”包括改变实践并对所有学生保持相同​​的标准，似乎主要提供给男孩，无论成绩水平如何。