Despite the investments made by the state and principals, we see that the efforts are not sufficient, says Pernilla Jonsson, unit manager at the National Agency for Education.
In a new report, the National Agency for Education shows how equity in school has changed over time. The message is that it has not improved. This is evident in that there is still a strong link between family background and school results – children from highly educated and well-off homes have greater opportunities. In Swedish-born students, family background is reflected in almost all subject grades, and especially in mathematics.
This is also evident in that the proportion of young people who are excluded from the national programs of upper secondary school has increased in recent years.
This does not apply to the group of foreign-born students, where eligibility has increased. This is mainly because foreign-born students are now younger when they come to Sweden, and therefore have more years in Swedish preschool and school.
Change in trend after the pandemic
For the first time since the end of the 1990s, it is instead Swedish-born students who have worsened results. The change in trend came after the pandemic, and is evident in that both grades and eligibility have decreased in the group.
Our study cannot provide answers to what this is due to, but we see that it is the weakest students who are losing out. Although foreign-born students are overrepresented in this group, one must not forget that many are Swedish-born, says Pernilla Jonsson.
The deterioration is also most evident among girls, which the National Agency for Education has described in another recent report.
Teachers opt out
The pandemic, with a lot of sick leave, may have contributed to the students who are struggling the most in school losing out even more. But there are more explanations. The National Agency for Education points out in the report that there are still major differences in student composition between different schools.
There is a risk and a tendency for the most educated and experienced teachers to move away from schools where students have more difficult conditions, says Pernilla Jonsson.
When asked why competence and needs are not matched, she replies:
Efforts have been made, including targeted support measures and targeted government grants. They have played a certain role but have not completely solved the problems.
Anna Lena Wallström/TT
Facts: About the study
TT
The National Agency for Education has examined equity in school, based on the study results of ninth-grade students. The period examined is the years 1998-2024.
Result: Clear deterioration of school results for Swedish-born students, especially low-performing ones. Example: The proportion with a Swedish background who did not have passing grades in Swedish, mathematics, and English has increased from 8-9 percent in the years 2000–2021 to just over 12 percent in 2024.
School segregation (differences in student composition): Increase until 2015, then remained at the same level. The increase is due to 75 percent increased housing segregation and 25 percent school choice.
Family background: Still has a major impact on school results. Among individual subjects, this is most evident in mathematics.
Source: The National Agency for Education's report Equity in the end of compulsory school.
