PBEd BLEPT Study PDF

1  List of Figures Figure 1: Total number of enrollees and graduates in teacher education programs: Philippines, AY 2010-11 and 2019-20 7 Figure 2: Overall BLEPT elementary and secondary passing rates: 2014–2022...

1  List of Figures Figure 1: Total number of enrollees and graduates in teacher education programs: Philippines, AY 2010-11 and 2019-20 7 Figure 2: Overall BLEPT elementary and secondary passing rates: 2014–2022 9 Figure 3: Overall passing rates in selected disciplines: 2014–2022 10 Figure 4: BLEPT elementary number of takers and passing rates, by first-time takers and repeaters 10 Figure 5: BLEPT secondary number of takers and passing rates, by first-time takers and repeaters 10 Figure 6: Distribution of BLEPT first-time and repeat takers: 2010-2022 11 Figure 7: BLEPT passing rates by major geographic location: 2010-2022 12 Figure 8: BLEPT passing rates by institution type: 2010-2022 16 Figure 9: Distribution of average overall passing rates: 2010–2022 16 Figure 10: COEs and CODs with less than 70% and 50% overall passing rates from 2010 – 2022 17 List of Tables Table 1: Number of TEIs with BLEPT takers, by grade and main categories 8 Table 2: Regional distribution of BLEPT elementary passers and takers: 2010-2022 13 Table 3: Regional distribution of BLEPT secondary passers and takers: 2010-2022 13 Table 4: Poverty Incidence (2021), NAT scores (2018), and BLEPT Elementary Passing Rates (2021), by region 14 Table 5: Number of high- and low-performing TEIS in the BLEPT elementary based on the performance of all takers: 2010-2022 19 Table 6: Number of high- and low-performing TEIS in the BLEPT secondary based on the performance of all takers: 2010-2022 19 Table 7: Number of high- and low-performing TEIs in the BLEPT elementary based on the performance of first-time takers: 2010-2022 20 Table 8: Number of high- and low-performing TEIs in the BLEPT secondary based on the performance of first-time takers: 2010-2022 20 2 Table of Contents Executive Summary 4 1 Introduction 5 2 Data and methodology 6 2.1 Teacher education landscape in the Philippines 6 3 Results and discussion 7 3.1 Measuring the quality of teacher education programs 7 3.1.1 BLEPT takers, passers, and passing rate 8 3.1.2 BLEPT passing rates by major geographic location 11 3.1.3 BLEPT passing rates by institution type 14 3.1.4 BLEPT passing rates by CHED program classification 16 3.1.5 Comparing high- and low-performing TEIs 17 4 Summary and policy recommendations 20 5 References 23 Annex 1: Supplementary figures 24 Annex 2: Policies on Re-Examination 26 Annex 3: List of the top 10 and bottom 10 teacher education institutions based on overall passing rates 1 3 Executive Summary Results from international assessments which show the poor performance of Filipino students in reading, mathematics, and science served as a wake-up call to develop urgent solutions to improve the current education landscape in the Philippines. An important area that needs to be tackled is on teacher quality, which has been long-established in the literature as a key determinant in student learning outcomes. The poor performance of Board Licensure Exam for Professional Teachers (BLEPT) takers over the past decade puts into question the educational quality of teacher education institutions (TEI) in the country as well as its relevance and appropriateness as an exam to screen professional teachers. This study analyzed the performance of teacher education institutions using the 12-year data from the Professional Regulatory Commission (PRC), covering information on the performance of BLEPT takers. Results from the study suggest that the average passing rate of BLEPT takers from 2010-2022 is less than in other disciplines. The findings also suggest higher passing rates among first-time takers than repeaters. Alternatively, this means that there is a higher likelihood of failure among those who retake the exam. Regional disparities in passing rates are observed, where TEIs in Luzon (i.e., NCR and other Luzon) perform better than others. On the other hand, Mindanao exhibits the lowest regional passing rate, which is mainly driven by the extremely low score of BARMM. Concomitantly, poverty rates and national achievement test (NAT) scores tend to be positively correlated with BLEPT passing rates. By type of institution and ownership, private sectarian higher education institutions (HEIs), Centers of Excellence (COEs), and Centers of Development (CODs) outperform others. Contrary to expectations, however, high passing rates do not seem to be sustained by all COEs and CODs. Apart from characterizing the TEIs, the study also classified them into high-performing and low-performing categories. High-performing TEIs pertain to those with an overall passing rate of at least 75% in at least 7 out of the 12 years, from 2010 to 2022. On the other hand, low-performing TEIs pertain to those with an overall passing rate of at most 25% in the same period. Based on overall passing rates of TEIs with at least 300 takers, only 2.2% of TEIs are classified as high-performing while 34.8% are low-performing for BLEPT elementary. Meanwhile, the proportion of both high-performing and low-performing TEIs is lower for BLEPT secondary, which stood at 2.0% and 24.4%, respectively. The share of high-performing TEIs is highest in NCR, while the share of low-performing TEIs is highest in Mindanao. At a more granular level, data from BARMM shows that 34 out of its 39 TEIs are considered low-performing. Private sectarian TEIs and COEs have the highest proportion of high-performing schools. However, it is noteworthy that not all COEs are classified as 4 high-performing, and that one of the CODs is even considered low-performing. The analysis shows that the majority of COEs have average passing rates lower than 75% percent from 2010 to 2022 for both BLEPT elementary and secondary. The key recommendations include: (1) tight monitoring of TEI performance and building more COEs per region; (2) analyze the feasibility of licensing TEIs and(or) establishing a tiered licensing system for TEI graduates; (3) closing down of teacher education programs of consistently low-performing TEIs; (4) implementing a 3-strike rule for repeaters; and (5) developing and publishing granular and regular data on TEI performance. Ultimately, the study is not without limitations. An important caveat is that the study does not measure the relevance of the BLEPT questions vis-à-vis the competencies needed by professional teachers as stated in the Philippine Professional Standards for Teachers (PPSTs). Perhaps, a better question to ask for further analysis is on whether the BLEPT itself is the best way to assess the competencies needed by professional teachers. 1 Introduction The education crisis persists in the Philippines, as revealed by the poor performance of Filipino students in international large-scale assessments (Generalao et. al 2022). Results from the 2018 Program for International Student Assessment (PISA) revealed that 15-year old students have one of the lowest scores in reading, mathematics, and science among the countries that were surveyed (DepEd 2019). The dismal performance is further confirmed in the 2019 Trends in International Mathematics and Science Study (TIMMS) report which showed that Grade 4 Filipinos obtained the lowest scores in mathematics and science among the 58 countries included in the survey. The poor performance of students could be traced back to the low quality of basic education, where low teacher qualification is considered a major contributor (Orbeta and Pacqueo 2022). Hanushek and Rivkin (2006) found large disparities in learning outcomes among students who are subject to effective and ineffective teachers. Students who are in an ineffective teacher’s classroom for 2 years could put them behind a full year compared to those who are taught by average teachers. Hansen (2014) also finds some evidence that simply allocating more students to effective teachers could boost student achievements. Despite the importance of teachers in solving the education crisis, challenges in raising teacher quality remain in the Philippines. A study conducted by the World Bank (2016) showed that there is an inadequacy in subject matter experts among elementary and high school teachers – except for elementary school-level English; an 5 elementary or high school teacher can correctly answer less than half of the questions on subject content tests. The analysis also suggests that a lot of the teachers have some understanding of the subject area but did not have critical problem-solving skills required for effective curriculum delivery. Licensure examinations are implemented with the goal of ensuring the eligibility of every candidate to teach based on a certain set of standards (Libman 2016; Abdallah and Musah 2021). In the Philippines, this requirement is stipulated in Republic Act No. 7836 or the Philippine Teachers Professionalization Act of 1994 (as amended by Republic Act No. 9293). The law required graduates to acquire a college degree in teacher education and pass the Board Licensure Exam for Professional Teachers (BLEPT). BLEPT passing rates in most years are lower than those in other disciplines, which could be indicative of gaps in teacher education. The onus of passing the BLEPT is not only borne by the student, but also by higher education institutions (HEIs) which offer teacher education programs (i.e., teacher education institutions or TEIs), as their programs should reflect the competencies needed from a professional teacher. As previous research suggests, academically prepared teachers are better equipped in facilitating student learning (Olson 2020), it is necessary to ensure that the TEIs meet the necessary standards to produce highly effective teachers. 2 Data and methodology The study utilized 12-year data on the performance of TEIs in the BLEPT, compiled from the Professional Regulatory Commission (PRC) website. It includes information on the number of overall takers and passers and number of first-time passers and takers from April 2010 to October 2022 (excluding 2020)1. This was merged with the data on TEI characteristics as of AY 2021-2022 from CHED. The TEI-level data covers information on the following items: region, type of ownership, and CHED program classification. Note that the dataset used in the analysis has some limitations. First, TEI names in the dataset may display some difference from the actual name of TEIs, as it is based on the entries from examinees as recorded by the PRC. Second, some of the TEIs included in the dataset might not have education programs, as the TEI information is mainly based on the undergraduate degree of applicants rather than the school where the Certificate in Teaching Program of some applicants was obtained. Finally, 1 In 2020, the BLEPT was canceled due to the COVID-19 pandemic, and therefore by default, there were no exam takers during this time. 6 some programs of TEIs may have been recently closed down by CHED but are still reflected in the dataset as their graduates retake the BLEPT. A descriptive research design is adapted with the aim of understanding factors that may affect TEI performance in the BLEPT. In this regard, cross-tabulations between passing rates and different TEI characteristics were created. These were later visualized through bar charts and line charts for easier examination of existing trends. Additional analysis was also conducted to determine the high-performing and low-performing TEIs. Data analysis was conducted in MS Excel and Stata 17. 2.1 Teacher education landscape in the Philippines As of Academic Year (AY) 2019-2020, over 1,500 HEIs out of 1,975 HEIs (2,396 HEIs including satellite campuses) offer education science and teaching training in the Philippines (CHED 2020; Yambot and Cambel 2020). These HEIs cater to a large and increasing number of students. The number of students in these courses increased over the years, and in 2020, they accounted for almost 20% of all students enrolled in HEIs, the second largest across all other higher education program offerings. Despite remaining popular among students, graduation rates in teacher education courses tend to be consistently low (Figure 1). Figure 1: Total number of enrollees and graduates in teacher education programs: Philippines, AY 2010-11 and 2019-20 Source: Author’s calculations from CHED data. 7 Apart from low graduation rates, most recent available data also suggests that there is still much room for improvement in faculty qualifications among HEIs in general, as only 39% of the faculty obtained graduate degrees, and about 15% have PhD degrees (CHED 2020). High-performing TEIs mainly include teachers with advanced degrees while low-performing TEIs tend to have more teachers with a baccalaureate degree (Yambot and Cambel 2020). This could suggest an oversight on faculty qualifications among low-performing TEIs, given that the CHED Memorandum No. 74 and 75 series of 2017 requires teachers in teacher education programs to have a master’s degree in education or a related discipline. The faculty qualifications could be an important area to consider when aiming to improve the quality of TEIs. An earlier study shows a significantly positive relationship between the number of faculty with MS/PhD degrees and the number of Centers of Development (CODs) (Manasan 2012). 3 Results and discussion 3.1 Measuring the quality of teacher education programs Teacher licensure examinations are instituted with the aim of ensuring only qualified teachers gain access to teaching. This ideology is reflected in the Republic Act No. 7836 or the Philippine Teachers Professionalization Act of 1994 (as amended by Republic Act No. 9293) officially prescribed a licensing exam for teachers. The examination for elementary level teachers has two parts, namely professional education, and general education. On the other hand, the secondary-level examination consists of tests on professional education, general education, and field of specialization. The field of specialization test qualifies the teacher at the secondary level to teach in the discipline for which he or she has passed. Considering that licensure exams are supposed to encapsulate the teaching competencies taught in school, passing rate in these exams are often used as a proxy for the quality of instruction or TEIs (Manasan 2012; Generelao et. al 2022). To date, most of the TEIs which have BLEPT elementary and BLEPT secondary takers are in Luzon (i.e., NCR and other Luzon) and are classified as private non-sectarian, while only a small proportion qualify as COEs or CODs. More than half of the TEIs with BLEPT elementary (50.5%) and BLEPT secondary (85.1%) takers are in NCR and other regions in Luzon (Table 1). These regions also house a large proportion (approximately 60%) of the Centers of Excellence (COEs) and Centers of Development (CODs). By institutional type, private non-sectarian schools dominate others by volume, therefore accounting to approximately half of the TEIs with BLEPT elementary (49.4%) and BLEPT secondary (56.5%) takers. 8  Table 1: Number of TEIs with BLEPT takers, by grade and main categories Elementary Secondary Major Geographic Location NCR 141 306 Other Luzon 649 1,024 Visayas 310 442 Mindanao 463 580 Unknown 0 4 Institution type Local Universities and Colleges 107 120 State Universities and Colleges 458 573 Private Sectarian 216 312 Private Non-Sectarian 772 1,332 Other HEIs 10 19 CHED Program Classification COE 25 36 COD 15 35 Non-COE/COD 1,523 2,285 Total 1,563 2,356 Source: Author’s calculations from PRC and CHED data. 3.1.1 BLEPT takers, passers, and passing rate There was a steady increase in the number of BLEPT takers and passers in the past decade (Figure 2). The overall number of BLEPT elementary takers has doubled from 66,727 in 2010 to 162,741 in 2019 while the number of BLEPT secondary takers has tripled from 61,310 to 219,487 in the same period. Due to the COVID-19 pandemic, the BLEPT was canceled in 2020, and therefore there were no exam takers during this year. The exams resumed in 2021, although exhibiting a dramatic decline in the number of takers relative to previous years. This may be explained by the implementation of physical distancing measures in testing centers and mandatory testing among suspected cases with exposure to COVID-19 (PRC Joint Administrative Order No. 2021- 01). Further, there was only one round of exams conducted in 2021. The number of takers bounced back in 2022, which may capture the stock of graduates who were unable to take the BLEPT in the past 2 years. No significant improvements in passing rates for both BLEPT elementary and BLEPT secondary were observed across the years, except for 2021 and 2022, where the highest passing rates were recorded. 9  Figure 2: Overall BLEPT elementary and secondary passing rates: 2010–2022 Source: Authors’ calculations from PRC and CHED data Overall passing rate of LET examinees are lower than other courses/licensure exams. Most recent available data from the PRC suggests that BLEPT passing rates are lower than those in other professional board examinations. Based on average overall passing rates from 2010 to 2022, BLEPT elementary obtained the lowest passing rates among professional board examinations, with approximately one-thirds of its takers passing the exams (Figure 3). While the passing rate in BLEPT secondary is higher, it still suggests that less than half of the takers are qualified enough to be teachers, based on the criteria set in the exam. Figure 3: Overall passing rates in selected disciplines: 2010–2022 Source: Author’s calculations from the PRC data. 10 Higher passing rates are observed among first-time takers relative to repeaters. This suggests the higher likelihood of failure among those who take the exam again. Repeaters in BLEPT elementary and BLEPT secondary represent a substantial share in the total number of takers (Figure 4 and Figure 5). The share of repeaters to the total number of takers is more than 50% from 2010 to 2022. A glaring difference in the passing rates between first-time takers and repeaters is likewise observed. In most years, passing rates of first-time takers is more than double than the passing rates of repeaters. Average passing rates from 2010 to 2022 of first-time takers stood at approximately 50%, while the passing rates for repeaters is just over 20%. Apart from reflecting the quality of TEIs, the poor performance of BLEPT takers also have an implication on the supply of teachers. For example, DepEd in 2017 noted that even if they hire all BLEPT passers in this year, it is still not enough to cover the shortfall of more than 10,000 teachers in 2018 (David and Ducanes 2018). Figure 4: BLEPT elementary number of takers and passing rates, by first-time takers and repeaters: 2010-2022 Source: Author’s calculations from PRC data. 11 Figure 5: BLEPT secondary number of takers and passing rates, by first-time takers and repeaters:2010-2022 Source: Author’s calculations from PRC data. One possible factor that may explain the spike in the passing rates in 2021 is the unusually low total number of takers, composed mainly of first-time takers (Figure 6). In 2021, the percentage share of first-time takers for BLEPT elementary and BLEPT secondary stood at 79.5% and 85.2%, respectively. This is considerably higher than the shares in the preceding. To add, data for 2021 only reflects one round of examinations which were conducted in September. Historical data suggests that there are typically more first-time takers during this period (Annex Figure 1). A large difference in performance is observed between March and September intakes, with the latter being substantially higher (Annex Figure 2 and Annex Figure 3). 12 Figure 6: Distribution of BLEPT first-time and repeat takers: 2010-2022 Note: No exam takers for 2020 due to the cancellation of the PRC licensure exams. Source: Author’s calculations from the PRC data. At the TEI level, approximately 56% of TEIs in BLEPT elementary and secondary have passing rates below the 12-year average national passing rate for overall takers. Meanwhile, it’s approximately 45.7% and 49.4% for first time takers of BLEPT elementary and BLEPT secondary, respectively. 3.1.2 BLEPT passing rates by major geographic location Big regional disparities in overall and first-time passing rates remain persistent, with BARMM ranking last (Figure 7). Across all periods, BLEPT elementary and BLEPT secondary passing rates are highest in the National Capital Region (NCR), while lowest in Mindanao. The gap between the overall passing rates in the two regions is large, showing an average of 20 percentage point difference for BLEPT elementary and a 22-percentage point difference for BLEPT secondary from 2010 to 2022. Meanwhile, passing rates in Visayas are comparable to the average of other regions in Luzon. 13 Figure 7: BLEPT passing rates by major geographic location: 2010-2022 Source: Author’s calculations from PRC and CHED data. A closer look at regional performance reveals that the passing rates from the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) tends to drive down the average performance in Mindanao (Table 2 and Table 3). The average overall passing rates from 2010 to 2022 stood at 15.8% for BLEPT elementary and 12.6% for BLEPT secondary, which is extremely low even when just comparing with its regional counterparts where overall passing rates range from 27.9% (Zamboanga Peninsula) to 47.0% (Davao Region). Meanwhile, BARMM’s passing rate for first-time takers is only marginally higher than its overall passing rate, which means first-time takers have the almost same passing rate as repeaters. Table 2: Regional distribution of BLEPT elementary passers and takers: 2010-2022 Rank Overall Overall Overall First-time Region (based on Passers Takers Passing-rat Passing overall e (%) Rate (%) passing rate) National Capital Region (NCR) 1 22,224 47,566 49.8 62.8 Cordillera Administrative 2 8,606 21,050 43.6 56.4 Region (CAR) Region I (Ilocos Region) 11 18,688 50,626 34.9 46.6 Region II (Cagayan Valley) 8 13,028 38,790 36.9 53.5 14  Region III (Central Luzon) 9 31,263 90,682 36.5 48.0 Region IV-A (CALABARZON) 6 28,624 86,881 38.9 54.4 MIMAROPA Region 12 12,313 40,768 32.4 48.9 Region V (Bicol Region) 10 37,293 127,805 36.1 48.5 Region VI (Western Visayas) 5 32,756 77,845 41.4 55.5 Region VII (Central Visayas) 4 37,135 96,108 41.5 55.1 Region VIII (Eastern Visayas) 13 27,647 94,201 31.2 47.9 Region IX (Zamboanga 16 19,429 85,683 27.9 35.4 Peninsula) Region X (Northern Mindanao) 7 23,490 72,518 37.8 52.5 Region XI (Davao Region) 3 14,590 34,883 42.8 58.2 Region XII (SOCCSKSARGEN) 14 18,534 74,531 30.3 40.8 Region XIII (CARAGA) 15 13,267 45,545 28.9 42.7 Bangsamoro Autonomous 17 16,417 144,456 15.8 21.7 Region in Muslim Mindanao (BARMM) Total 375,304 1,229,938 36.6 49.7 Note: The passing rates pertain to the average passing rates of TEIs from 2010 to 2022 by region. It is not computed using the total number of passers and takers. Source: Author’s calculations from PRC data. Table 3: Regional distribution of BLEPT secondary passers and takers: 2010-2022 Rank Overall Overall Overall First-time Region (based on Passers Takers Passing-rat Passing overall e (%) Rate (%) passing rate) National Capital Region (NCR) 1 70,269 137,917 50.4 61.3 Cordillera Administrative 3 18,008 36,443 45.2 56.2 Region (CAR) Region I (Ilocos Region) 8 26,941 67,105 38.1 49.1 Region II (Cagayan Valley) 9 29,395 72,793 35.8 50.9 Region III (Central Luzon) 6 49,028 127,234 43.3 54.2 Region IV-A (CALABARZON) 4 58,545 146,365 44.6 56.2 MIMAROPA Region 14 20,000 55,328 31.7 48.4 Region V (Bicol Region) 10 45,511 128,481 35.3 47.9 Region VI (Western Visayas) 7 40,572 94,486 42.7 55.6 Region VII (Central Visayas) 5 45,733 106,287 44.2 58.5 Region VIII (Eastern Visayas) 13 33,081 113,933 32.0 48.2 Region IX (Zamboanga 16 19,918 83,796 24.9 35.0 Peninsula) Region X (Northern Mindanao) 11 27,157 66,371 33.6 46.5 15  Region XI (Davao Region) 2 34,213 73,031 47.0 60.0 Region XII (SOCCSKSARGEN) 15 29,096 91,364 31.6 40.8 Region XIII (CARAGA) 12 14,038 41,421 32.5 47.5 Bangsamoro Autonomous 17 9,913 57,206 12.6 18.8 Region in Muslim Mindanao (BARMM) Unknown 11 32 31.2 51.7 Total 571,429 1,499,593 39.5 51.6 Note: The passing rates pertain to the average passing rates of TEIs from 2010 to 2022 by region. It is not computed using the total number of passers and takers. Source: Author’s calculations from PRC data. BLEPT passing rates, NAT scores, and poverty tend to follow a similar pattern across regions. An earlier analysis by Yambot and Cambel (2020) shows a negative relationship between the BLEPT passing rate and the poverty incidence rate. On the contrary, BLEPT passing rates have a positive relationship with NAT mean percentage scores. Latest available regional data on these items provides descriptive evidence on these trends (Table 4). For example, regions which exhibited higher BLEPT elementary passing rates such as the NCR and CAR demonstrated lower poverty incidence rates and higher NAT scores. On the contrary, those with lower BLEPT elementary passing rates such as the BARMM and Zamboanga Peninsula have higher poverty incidence rates and lower NAT scores. However, it is worth noting that BARMM has higher NAT scores than its regional counterparts. Table 4: Poverty Incidence (2021), NAT scores (2018), and BLEPT Elementary Passing Rates (2021), by region Poverty Grade 6 NAT BLEPT Region Incidenc Overall Mean Percentage Score: SY Elementary e (%) 2017-2018 Passing Problem Information Critical Rates (%) Solving Literacy Thinking National Capital Region (NCR) 2.2 50.7 49.6 42.1 49.8 Cordillera Administrative 6.9 41.8 41.7 35.1 43.6 Region (CAR) Region I (Ilocos Region) 11 39.5 39.5 33.6 34.9 Region II (Cagayan Valley) 11.7 40 39.8 33.7 36.9 Region III (Central Luzon) 8.3 41.7 41 35.2 36.5 Region IV-A (CALABARZON) 7.2 45.1 44.1 37.8 38.9 MIMAROPA Region 15 39.7 39.1 34.1 32.4 Region V (Bicol Region) 21.9 37.2 36.9 31.8 36.1 16  Region VI (Western Visayas) 13.8 37.9 38.1 32.3 41.4 Region VII (Central Visayas) 22.1 39.1 39.8 33.1 41.5 Region VIII (Eastern Visayas) 22.2 38.2 38 32.5 31.2 Region IX (Zamboanga 23.4 34.9 35.8 30.5 27.9 Peninsula) Region X (Northern Mindanao) 19.2 37.2 37.8 32.2 37.8 Region XI (Davao Region) 11.9 37 37.4 32.1 42.8 Region XII (SOCCSKSARGEN) 21.4 38.1 38 32.8 30.3 Region XIII (CARAGA) 25.9 38.7 38.2 32.9 28.9 Bangsamoro Autonomous 29.8 42.8 41.1 36.0 15.8 Region in Muslim Mindanao (BARMM) Sources: Author’s compilation of data from PSA, PRC, and DepED. 3.1.3 BLEPT passing rates by institution type In most years, private sectarian HEIs outperformed other institution types in BLEPT elementary and BLEPT secondary (Figure 8). From 2010 to 2022, the average overall passing rates of private sectarian TEIs is at 42.6% for BLEPT elementary and 49.5% for BLEPT secondary. Overall passing rates of LUCs and SUCs are slightly lower for BLEPT elementary, which are both approximately 40%. A more substantial gap between private sectarian TEIs and public TEIs is observed in BLEPT secondary, where overall passing rates of LUCs and SUCs are at 43.1% and 34.7%, respectively. Passing rates for private non-sectarian TEIs fall behind, with an average overall passing rate of 31.2% for BLEPT elementary and 35.9% for BLEPT secondary. This makes approximately 65.6% and 58.1% of them fall below the national average for BLEPT elementary and BLEPT secondary, respectively. The high average of private sectarian TEIs tends to be driven by numerous top-performers which differ significantly from others within this group (Figure 9). Examples of which include De La Salle University Manila (NCR), Xavier University (Northern Mindanao), Ateneo De Naga University (Bicol Region), and the University of Santo Tomas (NCR) for BLEPT elementary. The same logic applies for the SUCs. The outliers in this group include the University of the Philippines-Diliman (NCR) and the Philippine Normal University (NCR). Meanwhile, there are a few private non-sectarian TEIs which seem to perform relatively with other TEI types, although they are usually located in Visayas or Luzon. Examples include the New Era University (NCR), University of the Cordilleras (CAR), and Silliman University (Central Visayas). 17 Figure 8: BLEPT passing rates by institution type: 2010-2022 Source: Author’s calculations from PRC and CHED data. Figure 9: Distribution of average overall passing rates: 2010–2022 Note: The caps of the box plot represent the minimum and maximum values, while the dots correspond to those considered as outliers. The vertical line inside the blue box represents the median value. The ends of the box represent the upper and lower quartiles, while the box itself represents the interquartile range. The data includes all TEIs which have more than 300 BLEPT takers from 2010 to 2022. Source: Author’s calculations from PRC and CHED data. 18 3.1.4 BLEPT passing rates by CHED program classification 68% of COEs and 86.7% of CODs are not high-performing or have overall passing rates below 75% in BLEPT elementary. Observed proportions are higher in BLEPT secondary, where 80.6% and 91.4% of COEs and CODs, respectively, are not high-performing. As expected, TEIs classified as Center of Excellence (COEs) performed better than those categorized as Center of Development (COD) and non-COE/COD. For example, average overall passing rate for BLEPT elementary among COEs between 2010 to 2022 averaged at 65.8%, surpassing the passing rates of CODs and non-COE/CODs which stood at 54.5% and 34.9%, respectively. Passing rates among first-time takers from COEs and CODs are even higher, with more than 75% of takers passing the exam. The performance of TEIs in COEs and CODs may be explained by the criteria set by CHED for program classification (Yambot and Cambel 2020). One of CHED’s requirements to be accredited as a COE and COD is to rank in top 10 and top 20, respectively, for 3 consecutive years (CHED Memorandum No. 26 series of 2007). However, high passing rates do not seem to be sustained by all TEIs which gain the COE and COD status. For instance, more than two-thirds of COEs and CODs have average passing rates lower than 75% percent from 2010 to 2022. One of the CODs (i.e., Zamboanga City State Polytechnic College) even recorded an average overall passing rate of merely 13.8% for BLEPT secondary in the same period. By being accredited, COEs and CODs are already assumed to have met the standards imposed by CHED, which might have encouraged complacency. Figure 10: COEs and CODs with less than 75% overall passing rates from 2010 – 2022 Source: Author’s calculations from PRC and CHED data. 19 3.1.5 Comparing high- and low-performing TEIs This study follows the classification used by Yambot and Cambel (2020) in determining high- and low-performing TEIs but extending the period of analysis to 2022. Following their criteria, only TEIs with more than 300 examinees from 2010 to 2022 were captured in the analysis.2 High-performing TEIs pertain to those with an overall passing rate of at least 75% in at least 7 out of the 12 years, from 2010 to 2022. On the other hand, low-performing TEIs pertain to those with an overall passing rate of at most 25% in the same time frame. Based on overall passing rates of TEIs with at least 300 takers, only 2.2% of TEIs are classified as high-performing while 34.8% are low-performing for BLEPT elementary (Table 5). When taking into account the full list of TEIs regardless of the number of takers, this means that only 1.1% of the TEIs are considered high performing. For BLEPT secondary, both the percentage of high-performing and low-performing TEIs with at least 300 takers is lower, which is at 2.0% and 24.4%, respectively (Table 6). When filtering out to the first-time takers, the proportion of high-performing TEIs increases and low-performing TEIs decreases substantially (Table 7 and Table 8). By geographic location: NCR tends to stand-out, with 17.1% of its TEIs in the high-performing category, which is relatively higher than those in other regions where the percentage is only 2% and below. Meanwhile, the proportion of low-performing TEIs in Mindanao suggest that more than half of its TEIs (with more than 300 takers in the past 12 years) have extremely low passing rates. In the case of BARMM, 34 out of the 39 TEIs in BLEPT elementary are considered low-performing. By institution type: Private sectarian TEIs tend to have the highest proportion of high-performing schools for both BLEPT elementary and BLEPT secondary, which is more than 5%. On the other hand, more than half (54%) of private non-sectarian TEIs are low-performing for BLEPT elementary. While there are only a few number of LUCs considered as high-performing, the percentage of its low-performing TEIs is considerably lower than the other institutional types, at least based on the performance of all takers. 2 Following the explanation in Yambot and Cambel (2020), top performing schools released by PRC considers 50 or more examinees. The same rule is applied in this study, but is adapted to accommodate 12-year data. There will be more than 300 examinees considering that there are at least 50 examinees in at least six out of 12 years. 20 By CHED program classification: It is unsurprising that the highest proportion of high-performing TEIs are found in COEs. On the other hand, it is also puzzling as to why not all COEs are high-performers. As such, only 33.3% and 17.1% of COEs (with over 300 takers in the past decade) qualify as high-performers in BLEPT elementary and BLEPT secondary, respectively. Lower proportion of high-performers is observed among CODs. In fact, one which is even considered as a low-performer in BLEPT secondary. Table 5: Number of high- and low-performing TEIS in the BLEPT elementary based on the performance of overall takers: 2010-2022 A = Number of B = Number of C = Number of high-performing % low-performing % TEIs in category TEIs (> or equal to (A/C) TEIs (< or equal (B/C) (> or equal to 75%) to 25%) 300 takers) Major Geographic Location NCR 6 17.1 5 14.3 35 Other Luzon 5 1.4 112 32.5 345 Visayas 4 2.1 38 19.8 192 Mindanao 3 1.2 132 52.4 252 Institution Type LUCs 1 1.6 8 12.9 62 SUCs 10 3.5 46 16.3 283 Private Sectarian 7 5.6 37 31.9 116 Private Non-Sectarian 0 0.0 195 54.0 361 CHED program classification COE 8 33.3 0 0.0 24 COD 1 7.7 1 7.7 13 Non-COE/COD 9 1.1 286 36.3 787 Total 18 2.2 287 34.8 824 Source: Authors’ calculations from PRC and CHED data 21 Table 6: Number of high- and low-performing TEIS in the BLEPT secondary based on the performance of overall takers: 2010-2022 A = Number of B = Number of C = Number of high-performing % low-performing % TEIs in category TEIs (> or equal (A/C) TEIs (< or equal (B/C) (> or equal to to 75%) to 25%) 300 takers) Major Geographic Location NCR 5 8.1 3 4.8 62 Other Luzon 6 1.6 64 17.3 370 Visayas 3 1.6 39 20.7 188 Mindanao 3 1.4 98 45.2 217 Institution Type LUCs 2 3.3 6 10.0 60 SUCs 6 1.9 74 22.8 324 Private Sectarian 8 6.8 22 18.6 118 Private Non-Sectarian 1 0.3 98 29.7 330 CHED program classification COE 6 17.1 0 0.0 35 COD 2 5.9 1 2.9 34 Non-COE/COD 9 1.2 203 26.4 768 Total 17 2.0 204 24.4 837 Source: Authors’ calculations from PRC and CHED data Table 7: Number of high- and low-performing TEIs in the BLEPT elementary based on the performance of first-time takers: 2010-2022 A = Number of B = Number of C = Number of high-performing % low-performing % TEIs in category TEIs (> or equal (A/C) TEIs (< or equal (B/C) (> or equal to to 75%) to 25%) 300 takers) Major Geographic Location NCR 11 31.4 1 2.9 35 Other Luzon 29 8.4 18 5.2 345 Visayas 19 9.9 3 1.6 192 Mindanao 18 7.1 58 23.0 252 Institution Type LUCs 4 6.5 3 4.8 62 SUCs 35 12.4 11 3.9 283 Private Sectarian 22 19.0 4 3.4 116 Private Non-Sectarian 16 4.4 61 16.9 361 CHED program classification COE 18 75.0 0 0.0 24 COD 4 30.8 0 0.0 13 Non-COE/COD 55 7.0 80 10.2 787 Total 77 9.3 80 9.7 824 Source: Authors’ calculations from PRC and CHED data 22 Table 8: Number of high- and low-performing TEIs in the BLEPT secondary based on the performance of first-time takers: 2010-2022 A = Number of B = Number of C = Number of high-performing % low-performing % TEIs in category TEIs (> or equal (A/C) TEIs (< or equal (B/C) (> or equal to to 75%) to 25%) 300 takers) Major Geographic Location NCR 10 16.1 0 0.0 62 Other Luzon 29 7.8 8 2.2 370 Visayas 17 9.0 5 2.7 188 Mindanao 16 7.4 44 20.3 217 Institution Type LUCs 5 8.3 0 0.0 60 SUCs 33 10.2 17 5.2 324 Private Sectarian 19 16.1 3 2.5 118 Private Non-Sectarian 15 4.5 33 10.0 330 CHED program classification COE 23 65.7 0 0.0 35 COD 9 26.5 1 2.9 34 Non-COE/COD 40 5.2 56 7.3 768 Total 72 8.6 57 6.8 837 Source: Authors’ calculations from PRC and CHED data A simple analysis of the top and bottom TEIs based on the average passing rates and segregated by the number of takers (i.e., 300 to 999 and greater than or equal to 1,000) show that Mindanao is the worst performing region in terms of passing rates (See Annex 3 for list of top and bottom 10 TEIs). As such, almost all of the bottom ranked schools are in this region, regardless of the number of examinees. Meanwhile, for TEIs with over 1,000 BLEPT elementary examinees in the past 12 years, 8 out of 10 are COEs or CODs which appear to be fairly distributed across Luzon, Visayas, and Mindanao. Top TEIs with less than 1,000 examinees, on the other hand, tend to be concentrated in Luzon, where one is classified as a COE. Findings for top and bottom TEIs are the same for BLEPT secondary. 4 Summary and policy recommendations This study provided an updated analysis on the performance of the TEIs following Yambot and Cambel (2020) by extending its scope to 2022. As likewise found in the earlier study, passing rates of first-time takers are considerably greater than those of repeaters. Consequently, passing rates during the September intake of the BLEPT is higher compared to March, with the former having a larger proportion of first-time takers than the latter. Relative to other disciplines, passing rates of BLEPT examinees are relatively lower than those in other professions. 23 Disparities in the performance of TEIs across different classifications persist. By region, the NCR remains the top performer, largely ahead of its other major regional counterparts. Lowest passing rates are observed in Mindanao, which is mainly driven by the performance of BARMM. Private sectarian HEIs have the highest BLEPT passing rates, although this appears to be driven by exceptional performers in the group. LUCs and SUCs follow next, while private non-sectarian TEIs which constitute a large proportion of all TEIs fall behind. Under the CHED program classification, COEs show exceptional performance, especially among its first-time takers. On the other hand, non-COE/CODs fall largely behind. Interestingly, however, high passing rates (75% above) do not seem to be sustained by all COEs and CODs in the period examined in this study. Below are a set of policy recommendations following the more recent findings: Focus on building more and maintaining COEs per region, support CODs to become COEs, and tighten monitoring of their performance. The first agenda of CHED should be to monitor and ensure that the HEIs meet the minimum standards and impose sanctions on HEIs which are underperforming. Strict monitoring should be done, not just on public HEIs, but also for private HEIs as well. Monitoring and regulation should also be applied to COEs and CODs, especially on those who fail to maintain good performance. The Republic Act No. 11713 or the Excellence in Teacher Education Act, which recognizes the need to establish more COEs per region is a step in the right direction. However, the IRR of the said law has not been released as of this writing. There is also a need to rationalize the budget of publicly-funded TEIs such that the support is provided to those who deserve it and those who need it. For example, a study conducted by Manasan (2011) shows that there are some SUCs which view offering popular programs as “income generating” projects, as increases in enrollment may lead to higher subsidies from the national government due to the normative funding formula. The study recommends that this formula should be adjusted such that the increase in subsidy is also contingent on the TEIs meeting the standards set by CHED, rather than being hinged on enrollment rates. Additional resources (e.g., for faculty development and facilities upgrading), coupled with mentoring, and visiting scholar programs should also be funneled to areas where majority of the TEIs are low-performing such as the BARMM. Review the responsiveness of teacher education curriculum and BLEPT to DepEd’s PPSTs. 24 More than a decade of low passing rates suggests a disconnect between the teacher education curriculum and the BLEPT questions. Moreover, the high learning poverty rate also reflects issues on teacher quality, both in pre- and in-service. BLEPT, which is the “gateway” of pre-service teachers to in-service teaching, should be reviewed to ensure alignment of questions with the actual competencies needed by teachers in the classrooms. As such, and as mandated by Republic Act 11713 or the “Excellence in Teacher Education Act”, the licensure examinations questions (and answers) should be released regularly and reviewed by experts for transparency, quality, and relevance. Moreover, further research should be done to assess the relevance and appropriateness of the entire teacher licensure process. Given that teaching requires both high cognitive and socio-emotional skills and competencies, do our pre-service teaching structure and mechanisms set future teachers for success or failure? Check the feasibility of establishing a tiered licensing system for TEI graduates and/or licensing TEIs. One possible reason for the high passing rates in 2022 is ample preparation among BLEPT takers prior to the exam. With the cancellation of the 2020 exams, graduates would have had enough time to review thoroughly. Increase in preparation time, could therefore aid in improving licensure test outcomes. As suggested by Bagadion and Tullao (2018), teacher education graduates could be given an option to enhance their learning experience through other avenues first (e.g., working as teacher assistant) and then be given professional certification. Once such certification is achieved, then they can take the BLEPT. Teacher education graduates training as parateachers under the supervision of professional teachers would help the former gain more teaching experience while the latter benefits from assistance in classroom management and lesson preparation. Another option is to move the quality assurance from licensing students to licensing the TEIs themselves. An example of a country which implements this system is Australia, where Initial Teacher Preparation (ITP) programs need to be accredited by regulatory authorities such as state governments, and teacher “registration” instead of licensing is implemented (Australian Council for Education Research 2016). Close down education programs of low-performing TEIs, specifically those who consistently poorly perform year-after-year. Closures of persistently ineffective TEIs could be a policy tool to improve educational outcomes for aspiring teachers. Not only does it protect students from poor 25 education, but it also ensures that time and resources are not wasted on TEIs (especially public TEIs) which do not meet the minimum standards. Ultimately, such policy on school closures must be coupled with a strategy to aid displaced students in finding better quality TEIs that they can enroll to. In the case of Mindanao (especially in BARMM), greater effort and resources must be given to support selected TEIs in improving their quality of instruction. There is a need to implement a “3-strike rule” for repeaters. Evidence from our analysis suggests that repeaters tend to retake the BLEPT multiple times given their low passing rates. A 3-strike rule, similar to other professional board exams, could be implemented to improve passing rates among repeaters. In this case, those who fail the BLEPT after 3 takes should be compelled to undertake refresher courses. For example, in medicine, examinees failing the board exam on the third take are required to submit a Certificate of Completion of a refresher course in a recognized medical school or college (See Annex 2 for more examples). Develop and publish granular and regular data that will help measure the performance of TEIs. There is no publicly available record of longitudinal or multi-year teacher licensure performance other than PBEd’s records. PRC and CHED should continue this endeavor to co-monitor and publicize HEI and individual performances not just for teacher education but also for all other courses. Such data will not only help households in their decision-making relevant to higher education (e.g., which TEIs to enroll to) but will also help policymakers allocate public resources for improvement and establishment of quality TEIs as needed by localities. In addition, there is a need to separate the licensure data of takers with a certificate in teaching (18 units) and a bachelor’s degree so that further research can be done to analyze the performance of each group and necessary policies can be recommended to further improve pre-service teacher quality. 26 5 References Abdallah, Asma Khaleel, and Borhandden Musah Mohammed. 2021. "Effects of teacher licensing on educators' professionalism: UAE case in local perception." Heliyon. Bagadion, Anna Marie, and Tereso Tullao Jr. 2018. Review of Content Analysis of Licensure Examination for Teachers: Traditional vs Non-Traditional Teacher Assessment. Angelo King Institute for Economic and Business Studies De La Salle University. “Statistics - CHED.” 2020. CHED. July 23, 2020. https://ched.gov.ph/statistics/. David, Clarissa, and Geoffrey Ducanes. 2018. Review of Teacher Education in the Philippines: Are We Meeting the Demand for Quantity and Quality? UP Center for Integrative and Development Studies. https://issuu.com/up.cids/docs/higheredpolicybrief02-06?utm_medium=referral&utm_ source=cids.up.edu.ph. Generalao, Ian Nicole, Geoffrey Ducanes, Karol Mark Yee, and Clarissa C. David. 2022. "Teacher Education in the Philippines: Are We Meeting the Demand for Quality?" Philippine Journal of Public Policy: Interdisciplinary Development Perspectives. Goe, Laura. 2007. Review of The Link between Teacher Quality and Student Outcomes: A Research Synthesis. National Comprehensive Center for Teacher Quality. http://www.gtlcenter.org/sites/default/files/docs/LinkBetweenTQandStudentOutcomes.pdf. Hanushek, Eric A, and Steven G Rivkin. 2006. "Teacher Quality." In Handbook of the Economics of Education, 1052-1075. Elsevier B.V. Libman, Zipora. 2012. "Licensing procedures, teacher effectiveeness and reasonable expectations." International Review of Education 151-171. Manasan, Rosario. 2012. Review of Rationalizing National Government Subsidies for State Universities and Colleges. Philippine Institute for Development Studies. Olson, Lynn. 2000. "Finding and Keeping Competent Teachers." Orbeta Jr, Aniceto C., and Vicente B. Paqueo. 2022. Philippine Education: Situationer, Challenges, and Ways Forward. Philippine Institute for Development Studies. 2019. PISA 2018 National Report of the Philippines. Department of Education. World Bank, and Australian Aid. 2016. Assessing Basic Education Service Delivery in the Philippines: The Philippines Public Education Expenditure Tracking and Quantitative Service Delivery Study. Washington, D.C.: Office of the Publisher, The World Bank. Yambot, John Lorenzo, and Ramoncito Cambel. 2020. Review of Are We Raising the Bar for Teacher Preparation? BLEPT Performance of Teacher Education Institutions in the Philippines: 2010-2019. Philippine Business for Education. 27 Annex 1: Supplementary figures Annex Figure 1: Distribution of BLEPT first-time and repeat takers for March and September examination schedule: 2010-2022 Note: No exam takers for 2020 due to the cancellation of the PRC licensure exams. The BLEPT was conducted in April instead of March in 2010 and 2011, January instead of March in 2014, and August instead of September in 2014. Three rounds of exams were conducted in 2022, where BLEPT was conducted in January and June instead of March, and October instead of September. Source: Author’s calculations from the PRC data. Annex Figure 2: Passing rates in the BLEPT elementary for March and September examination schedule: 2010-2022 28 Note: The gray dashed line in 2020 indicates the cancellation of PRC licensure exams due to the COVID-19 pandemic. Data for 2021 only reflects one round of examination. The BLEPT was conducted in April instead of March in 2010 and 2011, January instead of March in 2014, and August instead of September in 2014. Three rounds of exams were conducted in 2022, where BLEPT was conducted in January and June instead of March, and October instead of September. Source: Author’s calculations from the PRC data. Annex Figure 3: Passing rates in the BLEPT secondary for March and September examination schedule: 2010-2022 Note: The gray dashed line in 2020 indicates the cancellation of PRC licensure exams due to the COVID-19 pandemic. Data for 2021 only reflects one round of examination. The BLEPT was conducted in April instead of March in 2010 and 2011, January instead of March in 2014, and August instead of September in 2014. Three rounds of exam were conducted in 2022, where BLEPT was conducted in January and June instead of March, and October instead of September. Source: Author’s calculations from the PRC data. 29 Annex 2: Policies on Re-Examination The following licensure exams require a refresher course for the applicant to retake the examination after a number of consecutive or cumulative failures: Examination Number of Details Failures before Refresher Course Agricultural 3 After three (3) failures - refresher course one year Engineering before the re-examination Criminology 5 Every five (5) failures, whether consecutive or cumulative, applicant must present a certification issued by a reputable institution duly recognized by the Commission on Higher Education (CHED) that such applicant has satisfactorily completed a refresher course in criminology as a requirement for the application to retake the LEC. Dentistry 3 Every 3 failures, submit a 6-month refresher course certificate (FTB) Geodetic 3 After three (3) failures - refresher course one year Engineering before the re-examination Interior 3 After three (3) failures - refresher course one year Design before the re-examination Mechanical 3 After three (3) failures - refresher course one year Engineering before the re-examination Medical 3 After three (3) failures - refresher course one year Technology before the re-examination Medicine 3 An examinee who fails for the third (3rd) time shall be required to submit Certificate of Completion of a refresher course in a recognized medical school or college and current two (2) certificates of Good Moral Character from the Medical School where he/she graduated from and Hospital/Institution where he/she completed his/her internship before he/she shall be allowed to take the examinations. Mining 3 After three (3) failures - refresher course one year Engineering before the re-examination 30  Naval 3 After three (3) failures - refresher course one year Architecture before the re-examination Occupational 3 After three (3) failures - refresher course one year Therapy before the re-examination Pharmacy 3 After three (3) failures - refresher course one year before the re-examination Public 2 Any candidate who fails in two (2) complete Certified Accountancy Public Accountant Board Examinations shall be disqualified from taking another set of examinations unless he/ she submits evidence to the satisfaction of the Board that he/she enrolled in and completed at least twenty-four (24) units of subject given in the licensure examination. Other Policies on Re-Examination Nursing An applicant who failed again in the set of subjects repeated in the second examination must take re-examination on all subjects within one year from the date of the second re-examination: Provided, further, That should he or she still fail in this second re-examination, the applicant shall be required to pursue a prescribed course of study and to show proof of the completion of such course before he or she will be admitted to a fourth examination. Nutrition An applicant who fails to obtain a passing average but who obtained and at least seventy-five percent (75%) in each of at least one-half of the Dietetics total subject given in the examination, may be permitted to take within two (2) years from the date of his/her examination, another examination, on the subjects in which he/she obtained a grade below seventy-five percent (75%). Should the examinee fail in the set of subjects repeated in the second examination, he/she shall be required to take all the subjects in the next examination. Source: Author’s compilation based on PRC list of requirements. 31 Annex 3: List of the top 10 and bottom 10 teacher education institutions based on overall passing rates The list presents the top 10 and bottom 10 schools in the following ranges: 1) greater than or equal to 1,000, and 2) 300 to 999 takers. The ranking is based on the average yearly passing rates of TEIs from 2010 to 2022 to account for variation in yearly performance. Note: The passing rates pertain to the average passing rates of TEIs from 2010 to 2022 by region. It is not computed using the total number of passers and takers. a.1. Top 10 Elementary School Name Major Category Total Total Average geographic takers passers passing rate, location % (2010-2022) Greater than or equal to 1,000 takers UNIVERSITY OF SANTO TOMAS NCR COE 1,327 1,253 94.3 WEST VISAYAS STATE UNIVERSITY- Visayas COD 2,938 2,482 85.9 LA PAZ PHILIPPINE NORMAL UNIVERSITY - NCR COE 2,332 2,020 85.8 MANILA SAINT LOUIS UNIVERSITY Other Luzon COE 1,028 854 84.6 XAVIER UNIVERSITY Mindanao COE 1,168 945 81.9 UNIVERSITY OF SOUTHEASTERN Mindanao 1,544 1,229 78.8 PHILIPPINES-TAGUM MARIANO MARCOS STATE UNIVERSITY- LAOAG-COLLEGE OF Other Luzon COE 2,386 1,795 77.3 EDUCATION CEBU NORMAL UNIVERSITY (CEBU Visayas COE 5,587 3,801 70.8 STATE COLLEGE) BENGUET STATE UNIVERSITY-LA Other Luzon 2,559 1,683 67.8 TRINIDAD MINDANAO STATE UNIVERSITY-ILIGAN INSTITUTE OF Mindanao COE 1,453 919 67.5 TECHNOLOGY Less than 1,000 takers (300 to 999 takers) UNIVERSITY OF THE NCR COE 562 553 98.6 PHILIPPINES-DILIMAN DE LA SALLE UNIVERSITY-MANILA NCR COE 370 359 97.4 POLYTECHNIC UNIVERSITY OF THE NCR 531 479 93.4 PHILIPPINES-MAIN-STA. MESA MIRIAM COLLEGE (for.MARYKNOLL NCR 358 326 91.0 COLLEGE FDTN,INC) BOHOL ISLAND STATE UNIVERSITY Visayas 850 747 88.0 (FOR.CVSCAFT)-TAGBILARAN 32  CITY COLLEGE OF CALAMBA Other Luzon 433 345 83.9 UNIVERSITY OF SAINT LA SALLE Visayas 572 452 80.4 MINDANAO STATE Mindanao 458 353 80.0 UNIVERSITY-(MAIGO SAT) DAVAO DE ORO STATE COLLEGE (FORMER COMPOSTELA VALLEY Mindanao 323 262 79.3 STATE COLLEGE) - MONTEVISTA BRANCH CEBU TECHNOLOGICAL Visayas 992 745 77.7 UNIVERSITY-ARGAO(for.CSCST) a.1. Bottom 10 Elementary School Name Major Category Total Total Average geographic takers passers passing rate, location % (2010- 2022) Greater than or equal to 1,000 takers CENTRAL SULU COLLEGE Mindanao 4,970 299 4.6 TAWI-TAWI REGIONAL Mindanao 4,874 256 4.7 AGRICULTURAL COLLEGE* MARAWI CAPITOL FOUNDATION Mindanao 4,382 202 5.1 COLLEGE JAMIATU MARAWI AL-ISLAMIA Mindanao 1,707 109 5.7 FOUNDATION* LAPAK AGRICULTURAL Mindanao 2,573 172 5.9 COLLEGE-SIASI* JAMIATUL PHILIPPINE AL-ISLAMIC Mindanao 8,221 544 6.6 MAPANDI MEMORIAL COLLEGE* Mindanao 1,200 79 6.9 DATU MALA MUSLIM MINDANAO ISLAMIC COLLEGE FOUNDATION Mindanao 1,158 128 7.0 INC* GANI L. ABPI COLLEGES,INC. Mindanao 1,632 156 7.3 ROXAS COLLEGE-ROXAS* Other Luzon 1,026 56 7.8 Less than 1,000 takers (300 to 999 takers) PHILIPPINE HARVARDIAN Mindanao 310 7 2.7 COLLEGE* GLAN SCHOOL OF ARTS AND Mindanao 586 21 4.5 TRADE* UNIVERSITY OF SOUTHEASTERN Mindanao 562 21 5.0 PHILIPPINES-BAGANGA EASTERN KUTAWATO COLLEGE, Mindanao 302 21 5.5 INC. DANSALAN POLYTECHNIC Mindanao 351 28 5.9 COLLEGE* BUBONG MARZOK MEMORIAL Mindanao 358 22 6.6 COLLEGE FOUNDATION* ABUBAKAR COMPUTER LEARNING Mindanao 379 28 6.6 CENTER* SOUTHWESTERN MINDANAO Mindanao 968 75 7.1 ISLAMIC INSTITUTE 33  PANGASINAN MEMORIAL Other Luzon 427 27 8.3 COLLEGE* OVILLA TECHNICAL COLLEGE Other Luzon 340 23 9.3 *Insufficient means to verify current status of institution or teaching program due (1) inactivity of website or social media page in 2022, or (2) unavailability of website or social media page b.1. Top 10 Secondary School Name Major Category Total Total Average geographic takers passers passing rate, location %(2010- 2022) Greater than or equal to 1,000 takers UNIVERSITY OF THE PHILIPPINES- NCR 1,621 1,523 94.3 DILIMAN UNIVERSITY OF SANTO TOMAS NCR COE 2,549 2,289 90.9 PHILIPPINE NORMAL UNIVERSITY- NCR COE 8,511 7,372 87.5 MANILA XAVIER UNIVERSITY Mindanao COE 1,715 1,429 83.7 SAINT LOUIS UNIVERSITY Other Luzon COE 3,989 3,341 83.4 PHILIPPINE NORMAL Mindanao COE 2,436 1,992 83.1 UNIVERSITY-MINDANAO UNIVERSITY OF SAINT LA SALLE Visayas COD 1,508 1,167 78.1 UNIVERSITY OF SAN CARLOS Visayas COE 1,905 1,438 76.6 PAMANTASAN NG LUNGSOD NG NCR 1,959 1,386 73.5 VALENZUELA ATENEO DE NAGA UNIVERSITY Other Luzon COE 2,129 1,551 72.5 Less than 1,000 takers (300 to 999 takers) UNIVERSITY OF THE Visayas 390 387 99.4 PHILIPPINES-VISAYAS ILOILO CITY ATENEO DE MANILA UNIVERSITY- NCR 340 337 99.4 Q.C. UNIVERSITY OF THE Other Luzon 385 381 99.1 PHILIPPINES-BAGUIO CITY UNIVERSITY OF THE PHILIPPINES- Other Luzon 887 875 98.8 LOS BAÑOS DE LA SALLE UNIVERSITY- MANILA NCR 535 521 97.5 ATENEO DE DAVAO UNIVERSITY Mindanao COD 736 656 88.4 DE LA SALLE UNIVERSITY- LIPA Other Luzon 432 368 86.8 DAVAO DE ORO STATE COLLEGE (FORMER COMPOSTELA VALLEY Mindanao 379 296 82.2 STATE COLLEGE) - MAIN DAVAO DE ORO STATE COLLEGE (FORMER COMPOSTELA VALLEY Mindanao 329 242 82.1 STATE COLLEGE) - MARAGUSAN BRANCH CITY COLLEGE OF SAN FERNANDO - Other Luzon 454 359 81.0 SAN FERNANDO, PAMPANGA 34 b.2. Bottom 10 Secondary School Name Major Category Total Total Average geographic takers passers passing rate, % location (2010-2022) Greater than or equal to 1,000 takers TAWI-TAWI REGIONAL Mindanao 2,713 25 0.8 AGRICULTURAL COLLEGE* HADJI BUTU SCHOOL OF ARTS AND Mindanao 1,232 16 1.1 TRADES* LANAO NATIONAL COLLEGE OF Mindanao 2,387 64 3.9 ARTS AND TRADES SANTA CRUZ MISSION SCHOOL,INC. Mindanao 1,538 123 5.5 LAKE SEBU,SOUTH COTABATO PACASUM COLLEGE* Mindanao 1,095 58 5.7 SULU STATE COLLEGE Mindanao 2,296 128 6.9 MINDANAO STATE Mindanao 4,038 281 9.4 UNIVERSITY-SDTC-JOLO NORTHEASTERN MINDANAO Mindanao 1,817 232 10.9 COLLEGE* MINDANAO STATE Mindanao 5,222 616 12.4 UNIVERSITY-TAWI-TAWI BASILAN STATE COLLEGE Mindanao 4,202 540 12.6 Less than 1,000 takers (300 to 999 takers) MINDANAO CAPITOL COLLEGE Mindanao 423 18 3.5 LAPAK NATIONAL SCHOOL OF Mindanao 307 10 3.6 FISHERIES* JAMIATU MARAWI AL-ISLAMIA Mindanao 420 28 5.2 FOUNDATION* WESTERN MINDANAO STATE Mindanao 413 33 5.8 UNIVERSITY-(for.ZNAC)TAMPILISAN JAMIATUL PHILIPPINE AL-ISLAMIA Mindanao 919 59 5.8 DE LA VIDA COLLEGE* Mindanao 564 37 6.0 ROXAS COLLEGE- ROXAS* Other Luzon 595 36 6.0 KABASALAN NATIONAL Mindanao 634 48 6.1 VOCATIONAL SCHOOL* LANAO AGRICULTURAL COLLEGE Mindanao 388 20 6.1 EXT. - LANAO DEL SUR* MARAWI CAPITOL FOUNDATION Mindanao 538 19 7.3 COLLEGE *Insufficient means to verify current status of institution or teaching program due (1) inactivity of website or social media page in 2022, or (2) unavailability of website or social media page 35