319172
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319172
statistikk
2017-09-26T08:00:00.000Z
Education;Immigration and immigrants
en
kargrs, Marks, lower secondary school, school results, grade, exam marks, assessed attainment, school credits, subjects (for example Norwegian, English, maths)Education, Primary and lower secondary schools, Immigration and immigrants, Education
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Marks, lower secondary school

Updated

Next update

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Key figures

41.4

is the average school points

Average lower secondary school points and selected overall achievement marks by sex and parents' educational attainment level.
2017
Lower secondary school pointsEnglish, writtenMathematicsNorwegian first-choice form
All pupils41.43.93.63.8
 
Sex
Boys39.23.73.53.5
Girls43.74.23.74.2
 
Parents' educational attainment level
Primary, lower secondary or no formal education35.33.32.73.2
Upper secondary education38.93.73.23.6
University and college education, 4 years or less43.24.13.84.0
University and college education, more than 4 years46.44.54.34.4
Unknown34.73.22.92.9

See more tables on this subject

Table 1 
Average lower secondary school points, by gender, county and parents' educational attainment level

Average lower secondary school points, by gender, county and parents' educational attainment level
2017
All pupilsAll levels of educationParents' educational attainment level
Basic school or no completed educationUpper secondary educationTertiary education, 4 years or lessTertiary education, more than 4 yearsUnknown
 
All pupils58 41141.435.338.943.246.434.7
Boys29 66939.233.436.740.844.433.0
Girls28 74243.737.341.345.648.536.6
 
Østfold3 34640.735.238.443.246.934.2
Akershus7 20842.335.739.343.546.335.7
Oslo5 32341.935.339.343.546.533.3
Hedmark2 16740.835.138.343.146.934.7
Oppland2 13241.233.938.943.946.632.6
Buskerud3 16941.636.439.443.746.734.3
Vestfold2 76741.235.338.742.946.535.0
Telemark2 00840.735.238.642.746.834.3
Aust-Agder1 35141.334.538.943.446.836.7
Vest-Agder2 28641.135.038.843.146.833.1
Rogaland5 57041.534.639.143.346.036.6
Hordaland5 85041.835.639.343.446.536.5
Sogn og Fjordane1 41441.634.839.543.647.534.5
Møre og Romsdal3 26241.336.039.243.245.535.9
Sør-Trøndelag3 44841.335.038.242.646.332.0
Nord-Trøndelag1 71640.934.138.442.546.234.5
Nordland2 72741.335.939.243.046.136.8
Troms - Romsa1 80441.235.738.842.345.835.2
Finnmark - Finnmárku86339.534.237.641.844.029.4

Table 2 
Average overall achievement marks, selected subjects, by gender and parents' educational attainment level

Average overall achievement marks, selected subjects, by gender and parents' educational attainment level
2017
All pupilsBoysGirlsParents' educational attainment level
Basic school or no completed educationUpper secondary educationTertiary education, 4 years or lessTertiary education, more than 4 yearsUnknown
 
Written English3.93.74.23.33.74.14.53.2
Spoken English4.34.14.43.74.04.44.83.5
Arts and crafts4.44.14.74.04.34.54.73.9
Physical education4.64.74.54.14.44.84.94.1
Mathematics3.63.53.72.73.23.84.32.9
Food and health4.54.24.94.04.44.74.83.9
Music4.44.24.73.94.24.64.83.8
Natural Sciences4.13.94.43.43.84.44.83.4
First choice form of Norwegian3.83.54.23.23.64.04.42.9
Second choice form of Norwegian3.73.44.03.13.43.84.13.2
Spoken Norwegian4.34.04.63.64.04.54.83.5
Christianity, religion, philosophy and ethics4.33.94.63.64.04.54.83.5
Social Sciences4.34.14.53.64.04.54.93.4

Table 3 
Average examination mark by subject, time and parent's level of education

Average examination mark by subject, time and parent's level of education
2017
All pupilsBoysGirlsParents' educational attainment level
Basic school or no completed educationUpper secondary educationTertiary education, 4 years or lessTertiary education, more than 4 yearsUnknown
 
Written English3.83.64.03.23.53.94.43.1
Spoken English4.54.44.64.04.24.75.03.8
Mathematics, written3.43.43.52.63.13.74.22.7
Mathematics, oral4.14.04.33.33.84.34.83.6
Natural sciences, oral4.34.14.43.54.04.55.03.5
First choice form of Norwegian, written3.43.13.72.93.23.63.92.6
Second choice form of Norwegian, written3.33.03.52.83.03.43.72.8
Spoken Norwegian4.44.24.73.84.14.75.03.7
Christianity, religion, philosophy and ethics, oral4.44.24.63.84.14.65.03.7
Social sciences, oral4.44.34.53.74.14.65.13.8

Table 4 
Average overall achievement marks, selected subjects, by immigration category

Average overall achievement marks, selected subjects, by immigration category
2017
Immigration category
OthersImmigrantsNorwegian-born to immigrant parents
 
Written English4.03.53.9
Spoken English4.33.84.2
Arts and crafts4.44.14.2
Physical education4.64.34.4
Mathematics3.73.13.3
Food and health4.64.14.3
Music4.54.04.3
Natural Sciences4.23.64.0
First choice form of Norwegian3.93.23.6
Second choice form of Norwegian3.73.33.5
Spoken Norwegian4.33.84.1
Christianity, religion, philosophy and ethics4.33.84.2
Social Sciences4.33.84.1

Table 5 
Average examination marks, selected subjects, by immigration category

Average examination marks, selected subjects, by immigration category
2017
Immigration category
OthersImmigrantsNorwegian-born to immigrant parents
 
Written English3.83.43.7
Spoken English4.54.24.5
Mathematics, written3.52.93.2
Mathematics, oral4.23.73.9
Natural sciences, oral4.33.74.0
First choice form of Norwegian, written3.52.93.2
Second choice form of Norwegian, written3.33.03.2
Spoken Norwegian4.54.04.3
Christianity, religion, philosophy and ethics, oral4.44.04.2
Social sciences, oral4.44.04.3

Table 6 
Average lower secondary school points, by immigration category, country group and gender

Average lower secondary school points, by immigration category, country group and gender
2017
Both sexesBoysGirls
1EU/EEA, USA, Canada, Australia and New Zealand.
2Asia, Africa, Latin America, Oceania except Australia and New Zealand, and Europe except EU/EEA.
 
Others41.939.644.3
Immigrant pupils, EU etc.138.936.841.1
Norwegian born pupils to immigrant parents, EU etc.143.241.944.8
Immigrant pupils, Africa, Asia etc.236.234.438.0
Norwegian born pupils to immigrant parents, Africa, Asia etc.239.537.641.5

Table 7 
Average overall achievement marks and examination marks, selected subjects, by school ownership and parents' educational attainment level

Average overall achievement marks and examination marks, selected subjects, by school ownership and parents' educational attainment level
2017
English, written, overall achievementEnglish, written, examinationMathematics, overall achievementMathematics, written examinationFirst choice form of Norwegian, overall achievementFirst choice form of Norwegian, written examination
All pupils
Private4.13.93.83.64.03.5
Public3.93.83.63.43.83.4
Mother/father has tertiary education
Private4.34.14.03.84.23.7
Public4.24.14.03.84.13.7
Mother/father does not have tertiary education
Private3.63.33.23.23.63.1
Public3.63.53.13.03.53.1
Parents' educational attainment level is unknown
Private4.2..3.9..3.6..
Public3.13.12.92.72.92.6

Table 8 
Distribution of overall achievement marks in Mathematics, English and Norwegian, by mastering levels on national tests in 8th grade. Per cent

Distribution of overall achievement marks in Mathematics, English and Norwegian, by mastering levels on national tests in 8th grade. Per cent1
2017
The pupils' mastering level in 8th grade
12345Unknown/did not participate
1Overall achievement marks in the English subjects are compared with the pupils' mastering level on the national test in English in 8th grade. Norwegian subjects are compared with the national test in reading Norwegian, and Mathematics is compared with the national test in Mathematics.
English, written, overall achievement
15.50.80.20.10.09.3
244.413.53.00.60.127.3
342.150.123.76.41.927.0
47.530.847.934.615.519.5
50.54.723.247.047.612.1
60.00.22.011.234.84.9
English, oral, overall achievement
12.30.30.10.00.05.7
226.96.51.50.40.119.8
348.035.113.03.51.227.6
420.644.343.424.610.724.0
52.113.236.352.245.115.8
60.20.65.719.342.97.1
Mathematics, overall achievement
113.83.60.50.00.012.7
260.738.011.22.00.233.0
322.140.534.312.32.325.1
43.215.436.934.714.316.2
50.32.415.741.946.89.7
60.00.11.39.136.43.3
Norwegian first-choice form, overall achievement
12.60.70.20.00.05.1
239.916.64.60.90.334.0
345.449.630.210.83.631.3
411.028.443.739.922.519.0
51.04.719.640.752.78.8
60.00.11.77.620.91.8
Norwegian, oral, overall achievement
11.30.40.10.10.02.1
219.88.22.50.60.118.6
346.133.916.45.61.733.3
426.740.539.926.112.727.0
55.615.834.348.948.214.9
60.51.26.818.937.24.0

About the statistics

Marks aim to provide information about the pupils' competencies upon completion of compulsory education in Norway. The purpose of the statistics is to provide an overview of the average level and distribution of marks in various subjects and categories of pupils.

Definitions

Definitions of the main concepts and variables

Overall achievement mark

The overall achievement mark in a given subject is based on a broad evaluation of the pupil’s competence in the subject. The pupil shall be given the opportunity to improve their competence displayed through their classwork until the overall achievement mark is determined towards the end of the academic year. Marks are awarded on a scale from 1 to 6, where mark 6 indicates that the pupil holds exceptionally high competence, and 1 indicates that the pupil has attained little competence in the subject.

Examination mark

The examination marks are based on single tests, and are included on the school-leaving certificate awarded to all pupils when they leave the 10-year compulsory school. Normally, pupils are tested by a written examination in Norwegian, English or mathematics, and by oral examination in one subject. The scale used is identical to the one applied for overall achievement marks.

Lower secondary school points

Lower secondary school points can be viewed as a combined measurement for all marks. The lower secondary school point score summarizes the pupil’s results in all the different subjects, and is part of the admission criteria for upper secondary school. A pupil’s school points are calculated by adding up each individual mark attained (overall achievement or examination), represented by numbers. This outcome is then divided by the number of marks, resulting in an average mark. The final score is calculated by multiplying this average, with two decimals, by 10. If the pupil has attained marks in less then half of his/her subjects, the lower secondary school point score is set to zero. In these statistics, pupils with zero school points are excluded.

Ownership

Schools are either privately owned or public schools (i.e. owned by the state, municipalities or counties).

Mastering levels

The mastering levels follow the guidelines given by the Norwegian Directorate for Education and Training. There are three levels for 5th grade and five levels for 8th grade. The pupils are placed at the different levels according to their sum score at the tests.

 

Standard classifications

Parents’ highest level of education is derived from register information in The National Education Database (NUDB). The new definitions of levels are used.

Immigration category is coded according to Standard for immigration category 2008 . The term other pupils comprise the pupils in immigration categories A, D, E, F and G.

Grouping of countries is coded according to SSB's alternative grouping of countries:

Group 1: EU/EEA, USA, Canada, Australia and New Zealand.

Group 2: Asia, Africa, Latin-America, Oceania except Australia and New Zealand, and Europe except EU/EEA.

Administrative information

Name and topic

Name: Marks, lower secondary school
Topic: Education

Responsible division

Division for Education Statistics

Regional level

National and county level.

Statistics on school and municipal level are available from the Norwegian Directorate for Education and Training online in Skoleporten .

Frequency and timeliness

Annual

International reporting

Not relevant

Microdata

All education statistics at Statistics Norway is stored in a proper, standardized manner in consultation with the Data Inspectorate.

Background

Background and purpose

Overall achievement marks and examination marks aim to provide information about the pupils' competencies upon completion of compulsory education in Norway (10th grade in the lower secondary school). The purpose of the statistics are to provide an overview of the average level and distribution of marks in various subjects, and to assess variations in marks across groups of pupils categorised by characteristics such as gender, parental level of education, immigration category and school county.

Statistics on marks from lower secondary school are used for quality improvement and development purposes locally (schools, municipalities) as well as at the national level (Ministry and Directorate).

Users and applications

Important users of the education statistics are public administration, special interest organisations, the media, researchers, business and industry. Key users are in particular the Ministry of Education and Research and the Norwegian Directorate for Education and Training

Equal treatment of users

No external users have access to the statistics and analyses before they are published and accessible simultaneously for all users on ssb.no at 8 am. Prior to this, a minimum of three months' advance notice is given in the Statistics Release Calendar. This is one of Statistics Norway’s key principles for ensuring that all users are treated equally.

Coherence with other statistics

The statistics can be viewed in connection with education statistics covering pupils in primary and lower secondary schools.

Legal authority

The Statistics Act of 16 June 1989 No. 54, section 2.2.

EEA reference

Not relevant

Production

Population

The statistics cover overall achievement marks and examination marks all main subjects and lower secondary school points (combined measurement for all marks) awarded upon completion of lower secondary school in Norway. External candidates and pupils in Steiner schools, Norwegian schools abroad and special schools are not included in the statistics. A pupil who has a school point score set to zero is not included in the statistics.

Data sources and sampling

Marks from lower secondary schools are reported from the schools to the counties' own administrative data system for upper secondary education, VIGO (marks from lower secondary schools are used in upper secondary enrolment procedures).

Each fall Statistics Norway recieves selected data on individuals and their school results, covering the previous academic year, from the central VIGO data base.

Not relevant

Collection of data, editing and estimations

Data is collected from administrative registers from the counties' main enrolment system, VIGO. The main purpose of VIGO is the management of the enrolment of pupils in upper secondary, hence it also covers pupils having completed their lower secondary education.

Marks from lower secondary schools are reported from the schools to the counties' local VIGO data bases. From these local data bases the information is transmitted to a central VIGO data base covering all counties as well as data from private schools

Each fall Statistics Norway recieves selected data on individuals and their school results, covering the previous academic year, from the central VIGO data base.

The data are subject to various controls such as deletion of duplicates, comparisons with former data sets and a control of correct and valid values for each variable. All Personal ID-numbers are checked for errors.

The statistics are based on enumerations of pupils by marks, and calculations of average marks and simple distributions of pupils by marks in various subjects. The calculation of lower secondary school points is described in 4.1. below.

Seasonal adjustment

Not relevant.

Confidentiality

The general rule is not to publish data if the number of pupils within a cell or unit in a table allows for identification of individuals.

The following criterias are applied in the statistics on marks, lower secondary school:

1. Distributions are not published for a group of pupils if there are less than five pupils with a single mark (e.g. four pupils with the mark 5 ) and the total number of pupils in the group is less than 30.

2. Distributions are not published for a group of pupils if all these pupils have obtained the same mark.

3. Average marks based on fewer than ten observations are not published.

Comparability over time and space

Due to the Knowledge Promotion reform introduced in 10th grade in the academic year 2007-2008, there is not a direct correspondence with subjects prior to the reform, but most subjects are very similar. One should however be cautious when comparing marks prior to and after the introduction of the Knowledge Promotion reform.

The calculation of lower secondary school points has also changed over time as a result of the Knowledge Promotion reform, and comparisons should thus not be made between school points prior to and after the academic year 2007-2008.

At county or national level there are rather limited changes in average marks and distributions from one year to the next, whereas longitudinal shifts for small sub-groups of the pupils will be closely linked to random variations in the mass of pupils from one year to the next.

When comparing average results across counties, it is important to consider geographical variations in the composition of the population (e.g. with regards to characteristics such as educational attainment and income). When comparing results between small groups of pupils one should also consider the impact a few single pupils may have on the group averages/distributions.

When comparing marks with results from national tests in 8th grade one should keep in mind that the competencies covered by the national tests do not directly overlap those in the lower secondary curriculum for a given subject.

Accuracy and reliability

Sources of error and uncertainty

When data is compiled from administrative registers, typical errors like measurement, non-response and sampling errors do not occur in the same sense as compared to statistics compiled by forms. Errors in data collected from administrative registers can be caused by uncertainties in the definition of variables and values between those responsible for the registers and others responsible for data collection from the registers.

Not relevant.

Not relevant. No sampling.

Revision

Not relevant.

Contact