"June Mock Exam Academic Polarization: Increase in Scores Above 90 and Proportion Below 40"

Analysis of 3 Years of June Mock Exam Scores
Less than 40% Scored Between 60 and 90
"Polarization Deepened During Remote Classes"

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[Asia Economy Reporter Hyunju Lee] An analysis of the June mock exam results for the 2021 College Scholastic Ability Test (CSAT) revealed that the size of the middle-tier group decreased and academic polarization intensified in major subjects such as Korean, Mathematics, and English.

According to an analysis of three years of June mock exam score data provided by the Korea Institute for Curriculum and Evaluation and EBS, conducted by the office of Kang Min-jung, a member of the National Assembly's Education Committee from the Open Democratic Party, the proportion of scores above 90 increased compared to previous years, but the proportion of scores below 40 also rose.

In the June mock exam, the proportion of scores above 90 was 7.15% in Korean, 7.40% in Mathematics (Type B), and 8.73% in English, all showing an increase compared to last year. Last year's June mock exam proportions above 90 were 2.64%, 3.88%, and 7.76%, respectively. Representative Kang explained, "Considering that the proportion of scores above 90 is directly related to the difficulty level of the exam, this year's test can be interpreted as generally easier than in previous years."

At the same time, the proportion of scores below 40 also increased to 26.23% in Korean, 50.55% in Mathematics (Type B), and 23.34% in English, compared to 24.73%, 49.73%, and 20.85% the previous year.

As a result, the proportion of scores between 60 and 90 decreased compared to previous years. The figures were 39.37% in Korean, 39.27% in Mathematics (Type A), 24.72% in Mathematics (Type B), and 44.8% in English, generally showing a pattern different from the over 40% figures. However, the polarization phenomenon was not significant in Mathematics (Type A).

Representative Kang pointed out, "The issue of intensified academic polarization appeared as an opportunity to evaluate individual students' achievement during the period of non-face-to-face classes," adding, "The education authorities must present responsible solutions to address the academic loss problem among low-achieving students."

This content was produced with the assistance of AI translation services.