Wednesday 3 June, 2020

Rigobert says intervention needed after Common Entrance results

The results of the much-anticipated 2017 Common Entrance Examination and Minimum Standards Test were released on Monday.

The Educational Evaluation and Assessment Unit presented the report to the principals of the various schools in a ceremony held at the Finance Administrative Centre.

Minister for Innovation, Education, Gender Relations and Sustainable Development, Hon Dr Gale Rigobert, spoke on the need to identify and address areas of deficiency in the subject areas.

“Not all schools can do it but we can help all schools get there if we are true to our handicap, and that which we need to do to correct the shortcomings,” she said. “There are some students whose grades were as low as 16 percent while others were as high as 97 percent, and those students are expected to excel at the same curriculum. You and I know that does not make sense. In that regard therefore, I really would like over the next academic year for us to do a whole lot more regarding remedial intervention.”

Chief Education Officer in the Ministry of Education, Marcus Edward, said this is an opportunity to reflect on the results of the exams.

“It is a reflection of the level of attainment of children at your institution, and it is something that is within your control,” he said. “There is a lot that has been written and said in the literature about schools making a difference; and schools do, can, and should make a difference in their students’ attainment. We know that there are other external factors, but at the school level there is a significant contribution that the school can make—and teachers in particular are the most important factor in determining the learning standards of children.”

Rhea Barrett of the Camille Henry Memorial Primary School is the top performer with a score of 98.33 percent. Vianna Flavius of the Desruisseaux Combined school placed second with 97 percent, followed by Andrew Bak of the Tapion School in third place with 96 percent.

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