The decline in Mathematics explains the drop in the index and highlights the urgency of improving educational quality
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The report by Argentinos por la Educación indicates that only 13% of the 2013 cohort from Córdoba reached the end of secondary school in 2024 with adequate learning. This figure represents those who neither repeated nor dropped out during their academic journey and achieved satisfactory levels in Language and Mathematics. In comparison with the national average, Córdoba is slightly above, although the overall numbers are concerning.
The research was based on data from the Annual Survey and the Aprender 2024 tests, analyzing the cohort of students who completed the entire cycle. It was highlighted that 65% of Córdoba's students finished secondary school within the expected time, compared to 57% of the 2011-2022 cohort. However, the School Results Index showed a decline when learning levels are considered.
At the national level, school performance also reflected declines in key areas despite certain specific advances. In Language, results improved by 2.7 points, while in Mathematics there was a decline of 5.5 points.Córdoba showed a drop of 6.5 points in Mathematics between 2022 and 2024, which explains much of the decrease in the index.
Matemática sigue siendo el mayor desafío para el sistema educativo
The teaching of Mathematics, an urgent problem
Specialists warn that Mathematics remains the greatest challenge for the Argentine educational system. Economist Ivana Templado explained that "only 10% of young people reached the last year of secondary school within the expected time and with the required knowledge; almost 40% less than six years ago, when the number was already worryingly low." She also stated that the effects of the pandemic strongly impacted this subject.
For Irene Kit, president of the association Educación para Todos, it is essential to "carefully review what the structure of mathematical knowledge is that is essential for this social and productive moment." She also raised the need for pedagogical strategies that integrate logical-mathematical thinking into various curricular areas. She even proposed the figure of a "private tutor" to guarantee basic learning without depending on family resources.
Córdoba teacher and trainer Viviana Postay emphasized that secondary education has managed to expand schooling, but without improving essential learning. She pointed out that it is urgent to reconcile mass access with concrete results in essential areas. "We need a back to basics that, far from restorative nostalgia, understands the relevance of essential disciplines," she warned.
