FAQ

1. Which criteria did you consider when evaluating the schools?

The score of a school (primary school) is calculated from the results of the national testing in the ninth grade (Testing 9), and exceptional achievements of students in selected competitions. For grammar schools and vocational schools we assessed the external and the written part of the internal part of the leaving examination, exceptional achievements of students and unemployment of the graduates, whereby the exceptional achievements are in both cases represented by the amount of the financial means allocated to the schools based on the achieved results in the selected competitions, subject games, international projects and programs (the selection is made by the Ministry of Education and does not include paid competitions organized by private companies). Unemployment of the graduates has a higher value in the evaluation of the vocational schools compared to grammar schools, because the grammar school graduates often enroll in colleges. Information on the methodology (including individual indicators and the considered time periods) can be found here.

2. What does the evaluation reflect - is it the level of education, the level of the students or the level of the teachers?

The ranking does not evaluate the quality of a school, but they inform on the results of the students. These results do not consider the differences between the students of individual schools caused by various factors other than the educational process (such as the different social background), they do not cover the whole content of education, and they do not assess the added value of a school, that is, what skills and knowledge has the school delivered to its students in a given year. For future reference, the ministry of education could help improve the relevance of the rankings by introducing a testing in the fifth grade, and also before the enrollment in a school (this could help determining the added value of the schools). Furthermore, if the ministry monitored the educational paths of individual students, we would know the success of the graduates when moving to higher levels of education. Moreover, it could collect the information on the salaries of the high school graduates, so that we would know how successful they are on the labor market.

3. Can the ranking be a good tool for parents who consider the future school for their child?

The rankings can be a useful indicator when choosing a school, but they should mainly draw the public to the discussion on the quality of schools. For getting a better image, the parents should ask about the success of the graduates when moving to a higher level of education, or when entering the job market. Participation in competitions, technical equipment and the structure of classes are also important information.

4. What are the main differences between the school with the best score and the school with the worst score?

The schools with the best scores have students that achieve exceptional results in the national testing, are successful in the subject games and international projects, and are able to find a job right after graduating (in case of vocational schools). On the other hand, the schools with the worst scores have bad results in the national testing, their students do not participate in competitions and international projects, and their graduates often end up at the labor office.

5. What is the feedback on your portal?

Several schools with high score consider our evaluation as a reward for the years of efforts, which might not have been appreciated before. Also schools with medium scores contacted us and declared the achievements of their students that our methodology did not encompass. In many cases, the schools chose to display the additional information on their webpages. These are proofs that there are still people in the educational system who are committed to their job and dwell on the quality of education even though they are not adequately paid.

6. What are some positive and negative surprises of the rankings?

In the current evaluation, a negative surprise can be that schools with increased funding per student achieve worse results. The Slovak school financing system does not take the results into consideration. If it does not payoff to achieve good results, how can we expect to have good results in the international testing PISA? We meet with unwillingness of some teachers for the evaluation and a mistrust in the results. Some of the objections are legitimate because the tests cannot encompass everything. That is why we included the exceptional achievements and the unemployment of the graduates into the evaluation. There is space for improvement of the methodology, the main part is the availability of the data that the state has or could have, if the measuring of the results was a priority.

7. Are private schools worse than public schools?

We analyzed the score of the schools based on the founder and we realized that it does not matter if a school is private, public, or a church school. The differences between the results based on the founder are small and it applies to the primary school, grammar school and vocational schools alike. The data were rid of the schools with socially disadvantaged students and external students, who generally reach worse results, and decreased the levels of private schools in the past.

Methodology of the evaluation

Introduction

The portal shows 32 indicators for the primary and the secondary schools. Not all indicators are available for both primary and secondary schools, for example, leaving examination are relevant only for high schools, while Testing 9 is relevant for primary schools. Moreover, not all presented indicators are included in the overall score. The indicators are divided in 9 categories - see “description of indicators”.

Primary and special primary schools have the indicators “Testing 9” and “exceptional achievements” included in their score. Secondary schools and grammar school have indicators “leaving examination”, “exceptional achievements” and “unemployment of graduates” included in their score. The portal calculates the values for other sections as well, but this score does not enter the overall evaluation of the school, while it does not have to reflect the achieved results of the students.

The process of calculation for individual sections is similar for all types of schools, the overall score of a school is calculated as a weighted average of the scores of the selected sections.

The principle of evaluation

The basic principle

The basic principle is the same for all sections: the evaluation of a given section is calculated as one tenth of the weighted average of all sub-evaluations for the last 4 years with values equal to 4 for the latest year, value equal to 3 for the previous year, 2 for the year before that, and 1 for the fourth year, while the sub-evaluated sections are calculated as a weighted average of the scores from all the indicators in a given section. The evaluation of an indicator is calculated as:

Score = 100 * (the value of the indicator - the worst score among the schools of the given type) /
/ (the best score - the worst score among the schools of the given type)

Which means that the score of each indicator is a number from 0 to 100, and the higher the number, the higher the score. If the score is unavailable for all the schools of a given type in a given year (for example the unemployment of graduates in an academic year 2012/13, which will be available in October 2014), the value of the indicator in a given year is equal to 0. Overall score is given to those schools that have a sufficient number of student or graduates:

  • Primary schools and special schools: for the last 4 years together, at least 80 students tested from the Slovak language (or Slovak language and literature, and the Hungarian language at school with the Hungarian as the first language) and mathematics.
  • Vocational schools, special secondary schools and grammar schools, for the 4 last years together, at least 80 graduates with final exams in Slovak language (or Slovak language and literature, and the Hungarian language at school with the Hungarian as the first language), 80 graduates taking final exams in a foreign language, and 80 graduates.
  • Primary art schools and music conservatories do not have a score.
Exceptions

The calculation of the score for a certain sections, and also the indicators, differ slightly from the basic principle:

  • For indicators entering the overall score, the values of individual years (1, 2, 3, 4,) are multiplied by the number of students based on which the value was calculated. Example: if a school had 40, 35, 30 and 25 graduates in academic years 2009/10, 2010/11, 2011/12, 2012/13 respectively, the values of individual years for the calculation of the scores for the unemployment of the graduates are 40, 70, 90 and 100. The same implies to the results of the final leaving exams (the number of graduates), Testing 9 (the number of tested students) and for the exceptional results (number of students).
  • For indicators that are not limited from the bottom nor from the top (such as the number of teachers per 100 students or the financial means per student), all extreme unexpected values are excluded before the calculation of the score (standardization for the scale from 0 to 100), values that are higher than the third quartile + three times the interquartile range, or less than the first quartile - three times the interquartile range.

Evaluation of individual sections

Testing 9
  • Slovak language50 %
  • Mathematics50 %

Criteria for the allocation of a score: at least 80 tested students from Mathematics and Slovak language in the last 4 years

Leaving examination
  • Slovak language16,6 %
  • Mathematics16,6 %
  • English B116,6 %
  • English B216,6 %
  • German B116,6 %
  • German B216,6 %

Criteria for the allocation a score: at least 80 students taking the leaving examination from Slovak language and a foreign language.

Unemployment of the graduates
  • Unemployment of the graduates0 %
  • Local employability100 %

Criteria for allocation of a score: at least 80 graduates in the last 4 years

Enrollment in university
  • Share of graduates accepted to university50 %
  • Success of the enrollment in university50 %

Criteria for the allocation of a score: at least 40 graduates or 20 graduates accepted to university together in the last 4 years

State School Inspection
  • School management14,3 %
  • Conditions of education and upbringing14,3 %
  • Socio - educational process14,3 %
  • 9th grade Slovak language14,3 %
  • 4th grade Natural science14,3 %
  • 9th grade Physics14,3 %
  • 9th grade Biology14,3 %

Criteria for the allocation of a score: none

Exceptional achievements
  • Exceptional achievements of students100 %

Criteria for the allocation of a score: at least 80 students together for the last 4 years

Participation in competitions
  • Number of participations in competitions33,3 %
  • Komparo - Mathematics33,3 %
  • Komparo - Slovak language33,3 %

Criteria for the allocation of a score: none

Pedagogical staff
  • Number of teachers per 100 students60 %
  • Utilization of ICT20 %
  • Share of qualified pedagogues20 %

Criteria for the allocation of a score: at least 40 teachers together for the last 4 years

Financial resources
  • Resources per student80 %
  • School’s own resources20 %

Criteria for the allocation of a score: at least 80 student together for the last 4 years

Overall score

In case of a school with the Hungarian as the first language, instead of the indicator Slovak language, we regarded the indicators 'Slovak language and literature' and 'Hungarian language' with a half of the value.

Primary schools
Testing 980 %
  • Mathematics50 % * number of tested students
  • Slovak language50 % * number of tested students
Exceptional achievements20 %
  • Exceptional achievements100 %
Secondary vocational schools
Leaving examination40 %
  • Mathematics16,6 % * number of tested students
  • Slovak language16,6 % * number of tested students
  • English B116,6 % * number of tested students
  • English B216,6 % * number of tested students
  • German B116,6 % * number of tested students
  • German B216,6 % * number of tested students
Exceptional achievements10 %
  • Exceptional achievements100 %
Unemployment of the graduates50 %
  • Graduate unemployment in comparison to the regional average100 %
Grammar schools
Leaving examination60 %
  • Mathematics16,6 % * number of tested students
  • Slovak language16,6 % * number of tested students
  • English B116,6 % * number of tested students
  • English B216,6 % * number of tested students
  • German B116,6 % * number of tested students
  • German B216,6 % * number of tested students
Exceptional achievements15 %
  • Exceptional achievements100 %
Unemployment of the graduates25 %
  • Graduate unemployment in comparison to the regional average100 %

Verbal evaluation

Verbal evaluation is in the context of the overall score of schools and is not relevant for the evaluation of the individual sections.

0,0 - 0,9school with very poor results

1,0 - 1,9school with very poor results

2,0 - 2,9school with poor results

3,0 - 3,9school with below-average results

4,0 - 4,9school with average results

5,0 - 5,9school with good results

6,0 - 6,9school with very good results

7,0 - 7,9school with great results

8,0 - 8,9school with excellent results

9,0 - 10school with excellent results

Description of the indicators

Leaving examination

1. Slovak language

The results of the secondary school with Slovak language as the first language in the external part of the leaving examination form the Slovak language and literature. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
2. Mathematics

The results of the secondary school in the external part of the leaving examination form the Mathematics. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
3. Hungarian language

The results of the secondary school with Hungarian language as the first language in the external part of the leaving examination form the Hungarian language. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
4. Slovak language and Slovak literature

The results of the secondary school with Hungarian language as the first language in the external part of the leaving examination form the Slovak language and Slovak literature. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
5. English B1

The results of the secondary school in the external part of the leaving examination form the English language B1 level. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
6. English B2

The results of the secondary school in the external part of the leaving examination form the English language B2 level. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
7. German B1

The results of the secondary school in the external part of the leaving examination form the German language B1 level. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
8. German B2

The results of the secondary school in the external part of the leaving examination form the German language B2 level. The result is equal to the average achieved result of all the students that took the exam.

Up until the academic year 2012/2013 (including), there were only aggregate data available for schools that had full-time and external students. Beginning with the year 2013/2014, there are data available separately for the full-time students and the external students. These data enable the comparison of the schools, and therefore, since the academic year 2013/2014, we employed it instead of the aggregate data. There are only aggregate data available for academic years below 2013.

Interval: 0% to 100%; higher value represents the better result
Unit: %
zdroj: Source: National Institute for Certified Educational Measurements

Testing 9

9. Slovak language

The results of the primary schools with the Slovak language as the first language in the testing form the Slovak language and literature. The result of the schools equals to the average result of all the students who participated in the testing.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
10. Mathematics

The results of the primary schools in the testing form the Mathematics. The result of the schools equals to the average result of all the students who participated in the testing.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
11. Hungarian language

The results of the primary schools with the Hungarian language as the first language in the testing form the Hungarian language and literature. The result of the schools equals to the average result of all the students who participated in the testing.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements
12. Slovak language and Slovak literature

The results of the primary schools with the Hungarian language as the first language in the testing form the Slovak language and Slovak literature. The result of the schools equals to the average result of all the students who participated in the testing.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: National Institute for Certified Educational Measurements

Unemployment of the graduates

13. Unemployment of the graduates

Share of graduates that are unemployed approximately 16 months after their graduation and registered as applicants for jobs. The recordings at the labour offices are monitored as per September 30 of the year following the year of the graduation.

Interval: 0% to 100%; lower value represents the better result
Unit: %
Source: Central Office of Labour, Social Affairs and Family, www.upsvar.sk
14. Regional employability

Ratio of graduates that are unemployed approximately 16 months after their graduation, and registered as applicants for jobs to the recorded unemployment rate in the region, where the given school is located. The recordings at the labour offices and the regional unemployment rate are monitored as per September 30 of the year following the year of the graduation.

Interval: 0 and above (without the top limit); the lower value represents the better result
Unit: -
Source: Central Office of Labour, Social Affairs and Family, www.upsvar.sk

Enrollment in university

15. Share of the graduates accepted to university

A ratio of high school graduates that were accepted at least to one university for the following academic year per all high school graduates. Note: schools that do not have the leaving examination have a low score in this category, since the condition for acceptance to a university is a leaving examination certificate.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: Institute of Information and Prognoses of Education, www.uips.sk
16. Successful enrollment in university

A ratio of the graduates who were accepted at least to one university for the following academic year per graduates, who applied at least to one university.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: Institute of Information and Prognoses of Education, www.uips.sk

Inspection

17. School management

A school’s score represents the evaluation of the state and the level of the pedagogical direction by the State School Inspection. The scope of the evaluation includes: school’s educational system, pedagogical direction, internal regulation and evaluation system, atmosphere and culture in the school, and the school’s services. A score is calculated from the result of the latest inspection during the period from the academic year 2006/2007 until a selected academic year. We scaled the results of the inspections carried out in the academic year 2007/2008 so that they are displayable on the interval from 0% to 100%.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk
18. Conditions for education and upbringing

A school’s score represents the evaluation of the state and the level of the education and upbringing by the State School Inspection. The scope of the score includes the following criteria for evaluation: personal conditions, areal conditions, material and technical conditions, utilization of the material and technical conditions in the socio-educational process, and conditions for securing the security and health protection. A score is calculated from the result of the latest inspection during the period from the academic year 2006/2007 until a selected academic year. We scaled the results of the inspections carried out in the academic year 2007/2008 so that they are displayable on the interval from 0% to 100%.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk
19. Socio-educational process

A school’s score represents the evaluation of the socio-educational process. The scope of the score includes the following criteria: the teaching process of the teacher and the learning process of the students. A score is calculated from the result of the latest inspection during the period from the academic year 2008/2009 until a selected academic year.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk
20. 9th grade Slovak Language

Results of 9th grade pupils of primary schools in tests conducted by the Slovak State School Inspection in the subject Slovak language and literature (Slovak language and Slovak literature for schools with first language different from Slovak language). A score is calculated from the result of the latest inspection during the period from the academic year 2008/2009 until a selected academic year.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk
21. 4th grade Natural sciences

Results of 4th grade pupils of primary schools in tests conducted by the Slovak State School Inspection in the subject Natural sciences. A score is calculated from the result of the latest inspection during the period from the academic year 2008/2009 until a selected academic year.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk
22. 9th grade Physics

Results of 9th grade pupils of primary schools in tests conducted by the Slovak State School Inspection in the subject Physics. A score is calculated from the result of the latest inspection during the period from the academic year 2008/2009 until a selected academic year.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk
23. 9th grade Biology

Results of 9th grade pupils of primary schools in tests conducted by the Slovak State School Inspection in the subject Biology. A score is calculated from the result of the latest inspection during the period from the academic year 2008/2009 until a selected academic year.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: State Schooling Inspection, www.ssiba.sk

Exceptional achievements

24. Exceptional achievements of the students

The amount of the financial resources allocated to the schools based on the achieved exceptional results in selected competitions, subject games, international projects and programs according to the lists of the Ministry of Education. The amounts are calculated per one student and relate to a calendar year that begins during the academic year to which the data apply. Note: the calculation regards the total number of a school’s students (including the students in the special classes, if a school has them).

Interval: 0 and above (without the top limit); higher value represents the better result
Unit: €
Source: Ministry of Education, www.minedu.sk

Participation in competitions

25. A number of participations in competitions

Information on the number of tests and competition that the school participated in. The monitored set is created by the tests and competitions carried out by the organization EXAM teasing and the participation in these tests is voluntary. Primary schools can participate in 9 tests and competitions - tests Komparo ZŠ-T-5, Komparo ZŠ-T-6, Komparo ZŠ-T-8, Komparo ZŠ-T-9, and competitions Maksík, Mask, Klokan, Expert, and Vševedko. In the academic year 2008/09, the competition Vševedko did not take place, the maximum number of tests was 8. Secondary schools can compete in 2 competitions - Klokan and Expert. For purposes of this indocator, we consider all grammar schools to be secondary schools, and therefore monitor their participations in Klokan and Expert.

Interval: 0 to 9, or 0 to 2 (see the description of the indicator); higher value represents the better state
Unit: -
Source: EXAM testing, www.exam.sk
26. Komparo - mathematics

Achieved results of the primary schools that participated in Komparo in the 5th, 6th, 8th or 9th grade in the subject of Mathematics. Each placement of a school in the upper quarter in all school rankings in Slovakia is scored. The highest score a school can achieve is 4, and that happens if a school participates in Komparo in all the available years, and at the same time places among the best quarter of the evaluated primary schools in Slovakia.

Interval: 0 to 4, higher value represents the better score
Unit: -
Source: EXAM testing, www.exam.sk
27. Komparo - Slovak language

Achieved results of the primary schools that participated in Komparo in the 5th, 6th, 8th or 9rh grade in the subject of Slovak language. Each placement of a school in the upper quarter in all school rankings in Slovakia is scored. The highest score a school can achieve is 4, and that happens if a school participates in Komparo in all the available years, and at the same time places among the best quarter of the evaluated primary schools in Slovakia.

Interval: 0 to 4, higher value represents the better score
Unit: -
Source: EXAM testing, www.exam.sk

Pedagogical staff

28. Number of teachers per 100 students

Number of teachers per 100 students of a school. For the purpose of this indicator, by the number of teachers we mean the sum of internal teachers, external teachers, and the professionals of the vocational training. The numbers of teachers and students are monitored as per September 15 of a given academic year. Note: a number of teachers does not include those teaching in the special classes (if the schools has them), and the number of students does not include those belonging to special classes.

Interval: 0 and above (without the top limit); higher value represents the better result
Unit: -
Source: Institute of Information and Prognoses of Education, www.uips.sk
29. Utilization of ICT

A share of teachers regularly using ICT during the teaching of IT class or other subjects. Note: indicator includes the teachers that teach in regular classes (does not include teachers teaching in special classes if a school has them).

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: Institute of Information and Prognoses of Education, www.uips.sk
30. A share of qualified pedagogues

A share of qualified pedagogues based on the Report on the Qualification of Pedagogical Employees for individual primary and secondary schools in Slovakia. The data are monitored as per November 30th of a given academic year.

Interval: 0% to 100%; higher value represents the better result
Unit: %
Source: Institute of Information and Prognoses of Education, www.uips.sk

Financial resources

31. Resources per student

The amount of the financial resources that are allocated for the functioning of schools for a period of one year. The amounts are calculated per one student and relate to the period of one calendar year that begins during an academic year to which the data apply. Note: the calculation regards the total number of students (including the students in special classes if a school has them).

Interval 0 and above (without the top limit); lower value represents a better score
Unit: €
Source: Institute of Information and Prognoses of Education, www.uips.sk
32. School’s own resources

A ratio of the amount of the financial resources that a school has for its functioning for a period of one year, that does not come from the state budget to the financial resources from the state budget. The amounts relate to a calendar year that begins during an academic year to which the data apply.

Interval: 0 and above (without the top limit); higher value represents a better score
Unit: -
Source: Institute of Information and Prognoses of Education, www.uips.sk
HomeRankingsProfilesMapComparisonHelpAbout

We offer the information on primary and secondary schools, which exist on the national level and describe the results of the students, or the conditions for teaching. If people have quality information, they can make better decisions based on them. Therefore, we think that through this project we can help the parents of the future students and the schools as well, because by comparing with one another, they will be motivated to better results.

Rankings do not comprehensively evaluate the quality of a school, but they inform about the students’ results. These results do not consider the differences between the students of individual schools caused by various factors other than the educational process (such as the different social background), they do not cover the whole content of education and they do not assess the added value of a school, that is, what skills and knowledge has the school delivered to its students. Rankings can therefore be a useful indicator when choosing a school, but they should mainly draw the public into the discussion about the quality of schools.

For acquiring a more precise image, the parents should ask the schools about the further prospects of the students, either in enrollment on universities, or when entering the labor market. Important are also information on the performance of the students in various competitions, on the technical equipment, or the structure of the classes.

This project was supported by a grant from the Foundation Open Society Institute in cooperation with the Think Tank Fund of the Open Society Foundations. The project is run by INEKO Institute which is a non-governmental non-profit organization established in support of economic and social reforms which aim to remove barriers to the long-term positive development of the Slovak economy and society. INEKO is not responsible for the full functionality of portals created by INEKO or third parties, or for the accuracy of data displayed on the created portals.