{"id":3297,"date":"2025-06-15T18:24:45","date_gmt":"2025-06-15T16:24:45","guid":{"rendered":"https:\/\/bildungsbericht.lu\/artikel\/nouveaux-resultats-longitudinaux-du-monitoring-scolaire-national-epstan-de-la-premiere-a-la-cinquieme-annee-scolaire-tendance-negative-au-niveau-du-developpement-des-competences-et-redoublements-ine\/"},"modified":"2025-06-15T19:41:44","modified_gmt":"2025-06-15T17:41:44","slug":"nouveaux-resultats-longitudinaux-du-monitoring-scolaire-national-epstan-de-la-premiere-a-la-cinquieme-annee-scolaire-tendance-negative-au-niveau-du-developpement-des-competences-et-redoublements-ine","status":"publish","type":"article","link":"https:\/\/bildungsbericht.lu\/fr\/article\/nouveaux-resultats-longitudinaux-du-monitoring-scolaire-national-epstan-de-la-premiere-a-la-cinquieme-annee-scolaire-tendance-negative-au-niveau-du-developpement-des-competences-et-redoublements-ine\/","title":{"rendered":"Nouveaux r\u00e9sultats longitudinaux du monitoring scolaire national \u00c9pStan de la premi\u00e8re \u00e0 la cinqui\u00e8me ann\u00e9e scolaire : Tendance n\u00e9gative au niveau du d\u00e9veloppement des comp\u00e9tences et redoublements inefficaces"},"content":{"rendered":"<p class=\"p1\"><span class=\"s1\">S<\/span>ous le nom d\u2019\u00c9preuves Standardis\u00e9es (\u00c9pStan ; Fischbach et al., 2014), le monitoring scolaire national organis\u00e9 chaque ann\u00e9e au Luxembourg dans plusieurs niveaux scolaires constitue, en tant qu\u2019instrument standardis\u00e9 d\u2019\u00e9valuation des acquis, un pilier essentiel de l\u2019assurance qualit\u00e9 du syst\u00e8me scolaire luxembourgeois. Le rapport national sur l\u2019\u00e9ducation de 2018 (Hoffmann et al., 2018) a d\u00e9crit pour la premi\u00e8re fois de mani\u00e8re longitudinale le d\u00e9veloppement pr\u00e9coce des enfants ayant fr\u00e9quent\u00e9 le cycle 2.1 (C2.1) au d\u00e9but de la p\u00e9riode analys\u00e9e et le cycle 3.1 (C3.1) \u00e0 la fin de la p\u00e9riode en question. Les r\u00e9sultats ont montr\u00e9 que les \u00e9l\u00e8ves au Luxembourg disposent au d\u00e9but du processus d\u2019alphab\u00e9tisation formel de capacit\u00e9s de base, m\u00eame si de fortes disparit\u00e9s se manifestent d\u00e8s ce moment-l\u00e0 au niveau de leurs comp\u00e9tences de d\u00e9part. Deux ans plus tard, au cycle C3.1, ces diff\u00e9rences \u00e9taient encore plus marqu\u00e9es. Les performances de bon nombre d\u2019\u00e9l\u00e8ves, notamment des enfants issu\u00b7e\u00b7s de familles socialement d\u00e9favoris\u00e9es, de familles ayant un contexte migratoire et\/ou ne parlant en premi\u00e8re langue ni l\u2019allemand ni le luxembourgeois, avaient des r\u00e9sultats nettement plus faibles dans les \u00e9preuves de compr\u00e9hension de l\u2019\u00e9crit en allemand et les \u00e9preuves de math\u00e9matiques.<\/p>\n","protected":false},"template":"","report_year":[33],"chapter":[26],"class_list":{"0":"post-3297","1":"article","2":"type-article","3":"status-publish","5":"chapter-enseignement-precoce-fondamental"},"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Nouveaux r\u00e9sultats longitudinaux du monitoring scolaire national \u00c9pStan de la premi\u00e8re \u00e0 la cinqui\u00e8me ann\u00e9e scolaire : Tendance n\u00e9gative au niveau du d\u00e9veloppement des comp\u00e9tences et redoublements inefficaces - 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