Carmen Jiménez Fernández

Factores significativos del rendimiento excelente: PISA y otros estudios

The article focuses on three pieces of research on students with excellent achievement. The PISA study Top of de class, which analyzes the underlying factors of excellent achievement in 15-16 years old students; a study of a sample of Spanish students who have obtained Extraordinary Baccalaureate Prize, and a third study of students who have obtained an Excellence Grant to study in University in Madrid. All three conclude that although social background is not determinant, most students with excellent achievement come from culturally favoured environments even though school plays a more important role than social class; the number of weekly hours the curriculm devotes to fundamental subjects as well as the number of hours the student devotes to personal study are important factors of excellent achievement; school centers with better achievement attract more students with excellent achievement and, furthermore, there are more students with excellent achievement in more elitist schools; in the PISA study there are no gender differences, in baccalaureate and and university sexist redoubts persist.

LOS ALUMNOS MÁS CAPACES EN ESPAÑA. NORMATIVA E INCIDENCIA EN EL DIAGNÓSTICO Y LA EDUCACIÓN THE MOST CAPABLE STUDENTS IN SPAIN. NORMATIVE AND INCIDENCE IN DIAGNOSIS AND EDUCATION

RESUMEN El presente estudio analiza la regulacion nacional y regional sobre la educacion de los mas capaces Se concluye que la LOGSE (1990), que impulso la atencion a la diversidad, omitio toda referencia a estos alumnos, situacion que corregiria parcialmente en sus desarrollos normativos posteriores. Las Comunidades Autonomas han regulado el tema de forma desigual y se refleja en la diversidad de procesos de diagnostico y respuesta educativa existentes. En la educacion primaria se diagnostican 1,3 veces mas alumnos que en la secundaria obligatoria y seis veces mas que en bachillerato. Existen en similar proporcion en los centros publicos y privados-concertados siendo la media nacional de alumnos diagnosticados con alta capacidad del 0,08%, proporcion raquitica para los parametros habituales en el desarrollo del talento y la educacion excelente. Dos tercios de los identificados son varones, preponderancia que parece ligada a estereotipos de genero pues no se da entre los alumnos con rendimiento excelente en los estudios PISA (2006, 2009), ni en los alumnos con Premio Extraordinario de Bachillerato o Beca de Excelencia (Jimenez et al., 2006, 2010). ABSTRACT The study analyses the national and regional (Autonomous Communities, AC) regulations for the education of highly gifted students, and the impact on their identification and educative intervention. We conclude that the LOGSE (General Organic Regulation of the Education System in Spain, 1990), which prompted the attention to diversity, failed to mention these students, though this situation was partially modified in subsequent developments of the law. The AC have regulated this issue differently, which is seen in the diversity of processes of diagnosis used, and the types of attention given to the learning needs of these students, as well as in the proportion of identified students found within these programs. We come across that there is 1.3 times more students identified in primary schools programs than in secondary, and six times more than in high school. Proportions are similar both in public and state-subsidized schools. The national average for high ability students is 0.8%, a paltry proportion in the context of usual parameters on development of talent and excellent and equitable education for all students. Two thirds of the identified students are male, and this preponderance seems to be linked to gender stereotypes, because it is not found among students with excellent performance from PISA studies (2006, 2009) , nor among students with High School Awards or with Excellence scholarships (Jimenez et al., 2006, 2010).

Fatores significativos no rendimento excelente: PISA e outros estudos

The article focuses on three pieces of research on students with excellent achievement. The PISA study Top of de class, which analyzes the underlying factors of excellent achievement in 15-16 years old students; a study of a sample of Spanish students who have obtained Extraordinary Baccalaureate Prize, and a third study of students who have obtained an Excellence Grant to study in University in Madrid. All three conclude that although social background is not determinant, most students with excellent achievement come from culturally favoured environments even though school plays a more important role than social class; the number of weekly hours the curriculm devotes to fundamental subjects as well as the number of hours the student devotes to personal study are important factors of excellent achievement; school centers with better achievement attract more students with excellent achievement and, furthermore, there are more students with excellent achievement in more elitist schools; in the PISA study there are no gender differences, in baccalaureate and and university sexist redoubts persist.

Significant factors in the yield excellent: PISA and other studies

The article focuses on three pieces of research on students with excellent achievement. The PISA study Top of de class, which analyzes the underlying factors of excellent achievement in 15-16 years old students; a study of a sample of Spanish students who have obtained Extraordinary Baccalaureate Prize, and a third study of students who have obtained an Excellence Grant to study in University in Madrid. All three conclude that although social background is not determinant, most students with excellent achievement come from culturally favoured environments even though school plays a more important role than social class; the number of weekly hours the curriculm devotes to fundamental subjects as well as the number of hours the student devotes to personal study are important factors of excellent achievement; school centers with better achievement attract more students with excellent achievement and, furthermore, there are more students with excellent achievement in more elitist schools; in the PISA study there are no gender differences, in baccalaureate and and university sexist redoubts persist.