Bac results, student support: discover the ranking of each Breton high school – Bac, patent: are Breton colleges and high schools doing better than expected?

How many students on the exam for how many diplomas? The bac pass rate is the easiest question to observe, at a glance, a good or mediocre level. Is it enough to know if a high school brings little or a lot to the students who need it? No: each establishment has a different distribution of students in terms of privileged or disadvantaged social origin, ratio of girls and boys, and that the streams are not necessarily comparable with each other.

This finding explains why the annual indicators of high schools from the Ministry of National Education combine different criteria. For each establishment, the success rate and the access rate from the second to the baccalaureate, which reflects the support effort, are compared to the expected level for establishments with these characteristics. The search form below allows you to find out which levels reach these indicators, high school by high school, and whether they represent a better or a worse result than expected:

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Why these assessments? These “high school added value indicators” (Ival) were set up twenty years ago to go beyond the raw success rate alone and measure the share of the establishment’s action in the results. A high success rate can indeed hide a socially more affluent public, or weak support for students in difficulty.

What criteria are taken into account? For each establishment, the ministry compiles the baccalaureate pass rate; the share of baccalaureate with honors; the proportion of pupils having joined the establishment in second and having continued all their schooling until the baccalaureate.

What are these “expected rates” based on? To calculate the expected rate in high school, the ministry takes into account the social origin of the students, the girl-boy ratio, and the entry level of the students from the results of the patent, the academic delay, as well as the training offer. The Ministry then calculates what it designates as the establishment’s “added value”: the difference between the observed rate and the expected rate based on the initial characteristics.

Why are we talking about several profiles? The idea of ​​these Ival is to offer an approach other than just ranking results, taking into account the support effort that avoids dropping out of school. From this grid, the ministry identifies five profiles: “high-performance” high schools, which show higher than expected rates both in success in the baccalaureate and in access from the second to the final year; the “selectives”, who do much better in terms of success but who are less good than expected in terms of support; the “accompanying persons”, who do not necessarily succeed as expected but offer a higher probability of going to the end of the year; “neutral” establishments, which do not deviate greatly from expectations, and those which are “below” on both counts.

Are these indicators indisputable? Like any classification based on general numerical criteria, biases and inaccuracies may exist. A result does not take into account certain potential specificities of the establishment’s public or its characteristics. Similarly, they do not necessarily predict the future levels of success of students obtaining their baccalaureate.