ORLTTRE two years of school less: this corresponds to the gap of learning in mathematics between a student of the secondary of the North-East and one of his peers of the south and islands, according to what reported every year by the invalsi tests and confirmed by those OECD-Pisa. A huge gap, which begins – in mathematics and Italian – to primary, to increase and then explode to second grade secondary. At that point, however, to run for cover is already late. But in addition to the geographical difference, the family situation and the skills of the individual, what else does it affect this data? The research “school gaps in Italy has been dealt with. An investigation into the differences in learning in the territories and between schools” promoted by Agnelli Foundation and Rocca Foundation.
The investigation, to which a research group of the La Sapienza University of Rome also contributed, focused on the second higher class and came to the conclusion that the learning gaps are also due relevant to the differences “between schools” and “inside schools”. If we start from the difference in the invalsi tests between North East and South, we see for example that there are exceptions: Puglia is better than Campania, Sardinia clearly worse than Abruzzo. The territorial gaps, therefore, count up to a certain point.
If you go to look more deeply, you see that the geographical or socio -economic differences are not enough to explain the results. Much depends on the single school. To find out more, The investigation studied five excellent schools, that is, with better results to those of the local context. In particular, they have been observed: organizational model and leadership, resource management, teaching and curriculum management, extracurricular offer.
High school students in class. Getty Images.
The gaps in learning also depend on the study addresses
The conclusion is that Some actions within individual schools can make a difference. Which? 1 An organizational model inspired by cooperative logic, oriented to the contrast of learning gaps, the creation of a good school climate. 2 A dynamic and proactive management of financial and material resources. 3 A collegial management of teaching and curriculums. 4 rich extracurricular activities, on the net with local authorities, businesses, third sector.
“We have seen, for example, how much they count in secondary school the differences that depend on the study address,” commented Andrea Gavosto, director of the Agnelli Foundation. “Because of this It would be good to strengthen the orientation in the secondary secondary schoolmaking it systematic and continuous ».
«For the Italian school IThe theme is not to increase teachers or resources, but affect the organization. The cases show that the leadership of managers, the ability to work in a team and the opening of the school to external training experiences are fundamental for the success of the students “, added Gianfelice Rocca, president of the Rocca Foundation.
The final invitation is to focus on “accompanied” autonomy which proceeds in a differentiated way and is oriented towards a new school model.
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