ABSTRACT

The current article examined educational achievement at lower-secondary level in Sweden (Grade 9), using grades and national test results (NTR) as the dependent variables. Linear regressions and bivariate correlations indicated that the proportion of highly-educated individuals in each municipality was positively associated with grades and NTR and that the proportion of welfare recipients and non-natives, as well as rural location, had negative associations. In relation to two case studies with fewer observations, teacher certification rates were more strongly correlated with higher achievement measures. Overall, the NTR of Swedish as a second language (SVA) pupils lowered the overall results in most municipalities. For instance, in low-performing municipalities the native students’ NTR was virtually identical to that of the “high-performing” or “best” municipalities when SVA scores were removed. Thus, it seems misguided to highlight “successful” school municipalities whose performance is only average.

摘要

目前的文章使用成绩和国家考试成绩 (NTR) 作为因变量，考察了瑞典初中水平（9 年级）的教育成就。线性回归和双变量相关表明，每个城市的受过高等教育的人的比例与成绩和 NTR 呈正相关，而福利接受者和非本地人的比例以及农村地区则呈负相关。在两个观察较少的案例研究中，教师认证率与更高的成就指标相关性更强。总体而言，瑞典语作为第二语言 (SVA) 学生的 NTR 降低了大多数城市的总体成绩。例如，除去 SVA 分数后，在表现不佳的城市中，本地学生的 NTR 几乎与“高绩效”或“最佳”城市的 NTR 相同。因此，强调表现只是平均水平的“成功”的学校自治市似乎是错误的。