{"id":4619,"date":"2017-01-23T16:32:52","date_gmt":"2017-01-23T15:32:52","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/01\/23\/gesamtschule-differenzierung\/4619\/low-upper-secondary-completion-rates-in-sweden-are-connected-to-poor-learning-outcomes-at-the-compulsory-school-level-2\/"},"modified":"2017-01-23T16:32:52","modified_gmt":"2017-01-23T15:32:52","slug":"low-upper-secondary-completion-rates-in-sweden-are-connected-to-poor-learning-outcomes-at-the-compulsory-school-level-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/01\/23\/gesamtschule-differenzierung\/4619\/low-upper-secondary-completion-rates-in-sweden-are-connected-to-poor-learning-outcomes-at-the-compulsory-school-level-2\/","title":{"rendered":"Low upper secondary completion rates in Sweden are connected to poor learning outcomes at the compulsory school level &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">\u201eLow upper secondary completion rates in Sweden are connected to poor learning outcomes at the compulsory school level. [\u2026] Swedish students achieve comparatively low scores in literacy and numeracy at the end of compulsory school, which makes for a difficult start into upper secondary school.\u201c<\/span><\/p>\n<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">OECD (Hrsg.), \u201eInvesting in Youth: Sweden\u201c (2016), S.&nbsp;124<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eLow upper secondary completion rates in Sweden are connected to poor learning outcomes at the compulsory school level. [\u2026] Swedish<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-4619","post","type-post","status-publish","format-standard","hentry","category-gesamtschule-differenzierung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/4619","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=4619"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/4619\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=4619"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=4619"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=4619"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}