The Unified State Exam in Russian is a mandatory exam. In total, 616,590 people took part in the main period of the USE in the Russian language in 2017 (in 2016 - 658,392 people; in 2015 - 672,407 people).
The results of the USE in the Russian language in 2017 are generally comparable with the results of the USE in previous years.
On the official website of the FIPI in the section "Analytical and methodological materials" published "Methodological recommendations for teachers, prepared on the basis of an analysis of typical mistakes of participants in the USE in 2017", it is here that you can find information about what was the average USE score in the Russian language in 2017.
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Table 1
Average USE score in the Russian language 2015 - 2017
| Year | Average test score | Test score range | ||||
| 0–20 | 21–40 | 41–60 | 61–80 | 81–100 | ||
| 2017 | 69,06 | 0,43% | 2,62% | 23,61% | 48,30% | 25,04% |
| 2016 | 68,5 | 0,82% | 3,40% | 24,45% | 45,75% | 25,58% |
| 2015 | 66,16 | 1,69% | 4,79% | 26,98% | 46,75% | 19,80% |
The share of examinees who scored 100 points on the exam results remained unchanged compared to 2016 - 0.5%. The share of high scorers also remains stable: 25.5% in 2016 and 25% in 2017.
In 2017, the share of graduates who did not overcome the minimum threshold (who did not receive the minimum (24) test score) decreased by 0.5%: from 0.99% (2016) to 0.54% (2017). The main reasons for the decline in the share of such participants in the Russian language include the successful implementation of the system of measures of Rosobrnadzor to improve the quality of teaching the Russian language in the constituent entities of the Russian Federation. Data on the change in the number and share of 100-point students in 2015–2017 are given in table. 2.
table 2
Statistics on the performance of the work as a whole and of individual tasks makes it possible to identify the main problems in the preparation of examinees in the Russian language. As in previous years, the sections of the course related to the formation of communicative competence remain insufficiently learned. Insufficiently developed skills of analytical work with the word and text, the lack of sufficient practice in the analysis of linguistic phenomena also affect the quality of writing an essay-reasoning. Graduates experience the greatest difficulties when applying punctuation and spelling norms in written speech.
An interesting article is presented on the site "Teach at School" Average USE score 2017 in Russian, based on other data from the Internet.
The unified state exam in the Russian language was held in all subjects of the Russian Federation. More than 645,000 people took part in the USE in the Russian language in 2018 (main period) (in the main period of 2017, more than 616,000 people participated).
Average USE score 2018 in Russian
Source of information: METHODOLOGICAL RECOMMENDATIONS for teachers, prepared on the basis of an analysis of typical mistakes of USE participants in 2018 in the RUSSIAN LANGUAGE, published on the FIPI website.
Table 1
The results of the USE in the Russian language in 2018 are generally comparable to the results of the USE in previous years.
A characteristic feature of the results of 2018 is a slight decrease in the percentage of exam participants in the range of 0–20 and 21–40 compared to 2017. In 2018, 50% of examinees in the Russian language received from 61 to 80 points.
The share of high-scorers in 2018 increased by 1.7% compared to 2017, and the share of 100-pointers also increased: 0.58% (0.5% in 2017). The average test score in 2018 increased by 1.9% compared to the same indicator in 2017 and amounted to 70.9.
The minimum USE score in the Russian language in 2018 compared to 2017 and 2016 remained unchanged and equal to 10 primary and 24 test scores. These points are enough to get a high school diploma.
The proportion of subjects who did not score the minimum number of points in 2018 is 0.42% (in 2017 - 0.54%, and in 2016 - 0.99%). Thus, there is a slight decrease in comparison with previous years of the USE in the proportion of subjects who did not score the minimum number of points.
The minimum threshold for admission to universities (16 primary / 36 test scores) was not overcome by 1.3% of participants, which is comparable to the same indicator in 2017 (1.6%). The main reasons for the decrease in the proportion of participants who did not receive the minimum score in the Russian language include the successful implementation of a system of measures to improve the quality of teaching the Russian language in the regions of the Russian Federation.
In the Russian language - a mandatory and most massive exam. Schoolchildren themselves could find out their scores on June 8 using passport data.
The Russian language showed good results. The average test score was 65.8, up 3.3 from 2014.
The department does not name the number of hundred points, explaining that their work is being rechecked. It is known that the number of students who scored from 80 to 100 points increased by 5% compared to 2014. The number of those who have not passed the Russian language has not yet been reported. Those who have not scored the minimum score will be able to retake on a reserve day - June 22 and in September if they show satisfactory knowledge in the second compulsory subject - mathematics.
The education minister attributed the improvement in exams to two factors. “The first is that this year the exam model has changed, it did not use multiple-choice tasks, when you can guess the correct answer. And in this sense, the exam has come close to the traditions of teaching the Russian language and literature in our schools, where the main exercise is directly working with the text - writing, speaking, correcting mistakes, etc., ”the minister explained.
The second factor is the essay that all eleventh graders wrote in December this school year. “It is clear that in preparing for the essay, the students additionally studied a large number of classical works of literature, and this also contributed to the success of the exam in both the Russian language and literature,” the minister said. He added that this year there were no leaks of tickets on the Internet, there was no USE tourism, and in general the number of violations has decreased.
“This year, there are about three times fewer violations at examination points than last year,” Livanov said.
Regions want to compete
It has been emphasized more than once that they do not intend to publish an analysis of the USE by region and, in particular, to say where graduates showed the best or worst results. However, local education authorities publish their results. “It would be a competition, but everywhere their conditions are different from each other,” explained Sergey Kravtsov, head of Rosobrnadzor.
However, in many Russian regions they freely post their results, which also speak of a positive process. In the Krasnoyarsk and Stavropol Territories, the average score increased from 62.9 to 65. In the Penza Region, the average score increased from 60.9 to 64.7, in the Kirov Region, from 67 to 70 points, and in the Perm Territory, from 67 to 71 points. In Tatarstan, the average score increased from 65.8 to 69. In the Volgograd region, the average score is slightly lower - 62.3, although still two points higher than in 2014.
Among the leaders in the literature (average score - 56) are Samara region (65.8), Bryansk region (65) and Chuvashia (63.91). At the other end of the list, in particular, are Yakutia (48.7), Komi (55.1) and Tatarstan (53.84). In terms of geography (average score 53), Tatarstan (67.33), Orenburg region (65) and Nenets Autonomous Okrug (64) have good indicators. At the bottom of the list you can see the Trans-Baikal Territory (46.79) and the Sakhalin Region (48). Some regions released only part of the information without an average score.
Only Dagestan, against the backdrop of statements with high numbers, was not afraid to publish statistics.
As it turned out, the average score for the Russian language in Dagestan was 46 points. This was reported to TASS by the press secretary of the Ministry of Education and Science of the Republic Patimat Musabekova. However, this is three points better than last year's data. More than 13% of students (2938 people) could not score the minimum number of points. The indicators for previous exams are also known - in literature, Dagestan graduates scored 37 points (the average score in Russia is 56). A year ago, this figure was at the level of 32.2 points. And on average, the guys wrote geography for 35 points (the average score for Russia is 53).
An indicator of the growth of the level of graduates of Dagestan is the number of tasks that they managed to answer.
The deputy head of Rosobrnadzor, Anzor Muzaev, said during the exam in social studies that this year, when writing an exam in literature, Russian language and mathematics, 85% of Dagestan schoolchildren began to complete the tasks of the second, independent part, while last year only 20% of those who took the exam did it . “Now I’m not talking about the quality of writing this part of the work, but that the guys have begun to implement it, which is already a good fact,” Muzaev emphasized.
Significantly fewer tags about phones, cheat sheets and conversations in the audience, which were put by online observers, became significantly less. Last year, at the first exam, observers tracked only 30% of the audience online and then put 700 flags on violations. This year, the picture from 80% of the audience was transferred to the Internet, and at the same time there were about 140 marks on the first day of the exam.
Sergei Kravtsov explained that serious work had been done in the North Caucasus. There was a forum of the Russian language and literature, there was a systematic improvement of the qualifications of school teachers, where low results were shown. All this gave its results.
Scandals, accidents, beatings and the mysterious letter Z
Since the beginning of the USE-2015 campaign, 537 works have already been canceled, of which 328 for the use of mobile phones, and 209 for cheat sheets. About 2,000 more phones were confiscated at the entrance after a graduate passed through metal detectors. As Kravtsov explained, most of the schoolchildren wanted to check if the metal detectors were working. “So, they work,” he stressed. These students will not be punished.
For two groups of graduates, the writing of the USE began with an accident.
On May 28, a fuel truck crashed into a school bus with students from Krasnogorsk near Moscow. And on June 8, in the Amur Region, a foreign car crashed into a bus with schoolchildren. In both cases, the children were transferred to other vehicles and sent to write exams. Whether the shock from the accident affected the results of the exam, officials do not say. “Cases are analyzed for their causes. Fortunately, there were no casualties. Everything will be done to ensure that these cases do not happen again," the Minister of Education of the Russian Federation said on Thursday.
In Dagestan, the prosecutor's office suddenly announced a thousand violations. It was reported that a certain letter Z was not affixed to the works. Rosobrnadzor explained that this is a sign that crosses out the remaining empty space under the text. “This is a technical non-compliance with the regulations, and it would be incorrect to present it as a violation,” explained Anzor Muzaev, deputy head of Rosobrnadzor.
And in Chechnya, the mother of one of the schoolchildren reported that her son, 16-year-old Adlan Astamirov, was beaten by a security officer at the exam site.
The woman told the Caucasian Knot publication about this. The incident took place in the village of Zakan-Yurt. The young man handed over his work and went out into the corridor. According to one version, he lingered there, waiting for a friend, and the security officer demanded to leave the premises, according to another, they did not want to let him go outside. As writes the edition, the schoolboy was beaten by seven people. As a result, his nose was broken and his jaw cracked. There were no official comments from representatives of Chechnya on this incident.
Rosobrnadzor is aware of what happened, but they do not believe that the beating of a schoolchild is connected with the exam. “For more details, of course, you need to ask colleagues in the Chechen Republic. According to my information, this has nothing to do with the exam itself. Maybe this is some kind of hooliganism, and appropriate measures have been taken. As far as I know, the situation there has now been resolved and everything is in normal mode,” Kravtsov said.
The results of the second mandatory exam this year - the Unified State Exam in mathematics - will be announced next week.
Long gone are the days when the exam received marks "excellent", "good", "satisfactory". For more than a decade, the unified state exam has been a mandatory form of testing graduates, which does not require assessment on a five-point scale. Now it consists of the calculation of points, the amount of which is determined by pre-specified criteria. In addition, they are recalculated in the secondary system: the maximum here is 100. The result of such a single test for each student depends on the quality of knowledge and general preparation, which includes perseverance, attentiveness, the ability to compare facts and reason about them systematically, logical thinking, etc. .
Rating calculation
Results statistics are usually carried out within the framework of the entire country, a particular region, a particular city or school. It is maintained by the Ministry of Education and Rosobrnadzor to determine the degree of ownership of a particular subject and the dynamics of changes over time.
Mathematics is still the most difficult to pass. Since 2015, 2 levels have been introduced: basic and profile levels, the last of which still causes significant difficulties. However, this year the average score has increased by 2.5 points (it has become about 50), and the number of children who have not coped with the tasks has decreased.
From 2011 to 2018 the average score changed as follows:
Russian language - an increase from 61 to 70.9.
Such an increase is typical only for this discipline. Over time, there are fewer and fewer students who failed to overcome the required threshold. Such dynamics can only please, since the possession of native speech and knowledge of its foundations and rules has never harmed anyone, this is an important component in studies, in the profession, and in personal development.
For the rest of the values vary every year, there is an alternation of growth and fall:
Social studies - from 56 to 62.5;
Physics - from 45 to 53;
History - from 46 to 56.9;
Biology - from 52 to 58.6;
Chemistry - from 54 to 67.8;
English - from 61 to 70.1;
Informatics - from 54 to 63.1;
Literature - from 51 to 59.7;
Geography - from 53 to 57.3.
Why know the average
All high school students know that it is not enough to pass the exam just like that. To become a student in the future, you need to score a certain amount of points. This becomes even more relevant if it is planned to enter the budget department, where the competition for a place is significantly higher.
Already at the stage of preparation for final tests, find out by the Unified State Examination for admission to the budget of the selected university. So you will be guided by this peculiar point. Perhaps you will start to prepare more strenuously. This will help to correctly aim for the future, avoid false hopes and disappointments.
There is a concept of a passing mark in a higher educational institution. This is the minimum amount for which an applicant can be enrolled. This is always official information that is publicly available and published on the website of the educational institution. It would be advisable to first familiarize yourself with it and draw conclusions. By the same principle, the coefficient for the USE is calculated: the overall result is divided by the number of exams passed.
Keep in mind that if you plan to enter the capital, which has a special prestige, the coefficient will be high. If it is more than 80, you can apply for admission to almost any university in the country, the most “status” ones take applicants with a score above 90, from 60 to 80 - to regional ones, which are no worse than the rest and also provide a quality education.
Specialties that can be counted on depending on personal "achievements":
75-80 - jurisprudence, economics, political science, journalism;
75 - international relations, foreign linguistics;
70-75 - philosophy, philology, medicine, design;
65-70 - pedagogy, psychology, chemical and biological specialties;
up to 60 - transport, agriculture, food technology;
up to 55 - maritime, forestry, metallurgy.
In 2018, an approximate scale was proposed for the dependence of the results of graduation tests and the requirements for admission:
Recently, a new wave of the unified state exam has started, and for the 8 years that the USE has been in a mandatory mode, the controversy around it has not subsided. In this material, we attempt to show the dynamics of the average USE scores in the Russian language and mathematics in the regions, as well as explain what regional differences in exam results may be related to.
The data presented here is collected from open sources. The results of the USE are obtained from the regional websites of educational departments and centers for assessing the quality of education. Other indicators are collected on the websites of the Ministry of Education and Science of the Russian Federation, Rosstat, and the Federal Treasury.
USE results: regional differences
If you look at the map, you can see that the highest average scores in both the Russian language and mathematics show the regions of the Central Federal District. In 2015, the leaders in the Russian language were the Orenburg and Samara regions, as well as the Perm Territory, in profile mathematics - the Republic of Kalmykia, the Perm Territory and Udmurtia. The lowest results, contrary to stereotypes, are observed not in the North Caucasian regions, but in the Far East.
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Of particular interest is the dynamics of the USE results in the regions. It is incorrect to compare scores by years directly - over the years, the exam has experienced many changes. For example, in 2013, during the massive leaks of answers, the scores of participants in the whole country were higher, and in 2014, after tightening security measures, they fell. With this in mind, we looked at the position of the regions relative to the average score in Russia and used standardized z-scores. In other words, we compared the dynamics of the regions relative to the national average. The results of the regions in 2010 and 2014 were compared, since during this period the content and structure of the exam were the most stable.
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In general, a significant (more than one standard deviation) growth over these five years was demonstrated by 16 subjects of the Russian Federation in mathematics, and 11 subjects of the Russian Federation in the Russian language. Basically, these are the regions that in 2010 showed results below the average. A serious decrease in scores occurred in mathematics in 6, and in the Russian language in 3 regions - where in 2010 there were quite high scores. In the subjects of the Russian Federation with average results, there were no significant changes in scores.
Factors of Regional Differences in USE Results
2009-2014:
In order to understand what explains the results of the USE in mathematics and in the Russian language in 2009-2014, we analyzed their relationship with a number of regional characteristics. The focus was, firstly, on the role of resource support for schools, and secondly, on the role of family resources.
School resources are largely determined by the amount of public funding. If per capita school funding is adjusted for inflation and differences between regions in the cost of living, then the increase in this indicator from 2006 to 2013 was about 40 percent. At the same time, the maximum gap in per capita financing over the same period slightly decreased - from 6 to 5 times. The largest increase in school funding occurred in 2012, when the “May Decrees of the President” were adopted.
Changes in school funding are important for student outcomes. According to our estimates, regions with a higher level of per capita funding show higher average USE scores in mathematics (with equal levels of economic development, incomes of the population, and a number of other characteristics of the regions). According to the Russian language, there was a significant correlation between the results of the USE and per capita funding (taking into account other regional indicators) in 2009-2014. not found. In part, this can be explained by the fact that the social characteristics of families play a large role in the results in the Russian language.
The main share in the budget financing of schools is teachers' salaries. At the same time, the dynamics of their salaries relative to the average level of wages in the region is important. In general, this trend has been positive. The most significant increase in the relative salaries of teachers was observed in 2008 and 2012-2013, with a slight decrease in 2007 and 2010.
According to our estimates, the level of teachers' salaries relative to the average salary in the region is positively associated with the regional results of the Unified State Examination in both the Russian language and mathematics. What teachers will come to schools and with what attitude they will work depends on wages. For example, data from the 2012 PISA survey of school principals shows that teachers in regions with higher relative salaries are more motivated, enthusiastic, and driven to achieve.
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In addition to the state, families invest in the education of children. The resources of families are determined by their income. Our analysis shows that in regions with a high level of poverty (the share of people with incomes below the subsistence level), the USE results are lower. The high level of income inequality within the region also negatively affects the average USE scores (with an equal level of budgetary funding for schools and a number of other regional characteristics).
In other words, family resources are also important for improving the educational achievements of schoolchildren. At the same time, in the constituent entities of the Russian Federation with low incomes, the resources of regional budgets, and hence the funding of schools, are on average lower.
In general, at this stage, equalizing the level of budgetary funding of schools between regions is not enough to equalize the scores of children.
2015:
If we talk about the results of 2015, then the gap between the regions with the minimum and maximum average USE scores can be 28 points in the Russian language and 16 in mathematics. The socio-economic characteristics of the subjects of the Russian Federation (gross regional product, school funding per student, the share of the population with higher education, and the share of the urban population) explain the average USE score in mathematics by 25 percent and the average USE score in Russian by 34 percent. Children from less prosperous regions are less likely to score high on exams than those who live in more economically developed parts of the country. Moreover, in the Russian language, this gap is somewhat larger than in mathematics.
Almost to the same extent (28 percent in mathematics and 30 percent in Russian) the average scores in the regions are explained by the characteristics of schools and teachers. It is important to take into account how many children in the region go to college after grade 9, and how many remain in high school and take the exam. As our analysis shows, in schools where less than half of the ninth-graders remain in the upper grades, the results are also higher than in those where the selection (or self-selection) of children is less strict.
Teacher characteristics also matter. In all regions, teachers with completed higher education prevail, however, where there are more than 80 percent of such teachers, the results of the USE of students are higher. However, the relationship between the results and the category of a teacher turned out to be not so unambiguous - the highest results are among graduates in regions where the proportion of teachers with the highest category varies from 22 to 30 percent.
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Thus, our analysis shows how unequal the chances of students from different regions for high USE scores are. By the way, the average results of Moscow schoolchildren on the Unified State Examination are 13 points higher in specialized mathematics and 5 points higher in the Russian language than those of schoolchildren from the Republic of Buryatia.
In general, the economic and educational characteristics of the regions determine the USE scores by 64 percent in the Russian language and by 53 percent in mathematics. At the same time, these factors are outside the sphere of influence of teachers and schools themselves, so it is incorrect to evaluate them by this result.
findings
As our analysis shows, there are rather large regional differences in the educational results of schoolchildren in Russia. These differences can determine the future fate of children, including affecting admission to universities.
In many ways, this difference is related to the extent to which schoolchildren are provided with educational resources. Inequality of resources exists both at the level of families and at the level of public funding of schools. Often one accompanies the other.
Our analysis does not take into account variations in the scores of the unified exam within regions, although this task seems to be extremely useful in developing educational policy measures. Such an analysis requires access to anonymized USE data for researchers. In developed countries, the results of such tests are used to analyze and develop management decisions, and it is important to use this experience in Russia as well.
The USE, as an objective tool for evaluating school graduates, showed the existence of a problem with inequality in education. It is impossible to place the entire responsibility for solving this problem on the exam itself or teachers. Equalization of educational opportunities is a task of state policy.
