|2010/2011|559,477|31,7099|56.7|37,1977|22,2072|59.7|187,500|95,027|50.7|
|---|---|---|---|---|---|---|---|---|---|
|Average for<br>three-year<br>period|-|-|61.4|-|-|65.0|-|-|54.8|

Source: State Statistics Service of Ukraine statistics bulletins on general secondary institutions in the relevant years.

- The EIT exams are only taken by those students who are interested in pursuing studies at the university level. For example, in 2009 84 percent of graduates participated in EIT in Ukrainian language and literature and in 2010 – 78 percent. A smaller number of students participate in the EIT in Ukrainian history, math and English (table 2).

**_Table 2: Participation of Ukrainian schools graduates in EIT in 2009-2010_**

|**School**<br>**Years**|**Upper**<br>**secondary**<br>**education**<br>**graduates**<br>**(grades**<br>**11-12)**|**Participants**<br>**of EIT**<br>**(Ukrainian**<br>**language**<br>**and**<br>**literature)**|**Share,**<br>**% of**<br>**graduates**|**Participants**<br>**of EIT in**<br>**(history of**<br>**Ukraine)**|**Share,**<br>**%**|**Participants**<br>**of EIT in**<br>**(Math)**|**Share,**<br>**%**|**Participants**<br>**of EIT in**<br>**(English)**|**Share,**<br>**%**|
|---|---|---|---|---|---|---|---|---|---|
|2009|391,257|329,839|84.0|215,080|55.0|175,493|44.9|70,315|18.0|
|2010|363,751|284,550|78.0|133,549|34.1|183,682|46.9|46,678|11.9|

Source: based on State Statistics Service of Ukraine statistics bulletins on general secondary institutions in the relevant years and official EITs reports of the Ukrainian Centre for Education Quality Monitoring.

- EIT is the main but not the only way for entering the higher education system. According to the Ministry of Education and Science of Ukraine in 2008 overall 91.2% of students were admitted to the higher education institutions of ІІІ-ІV level of accreditation on the basis of the EIT certificates<sup>21</sup> .

So far there has been little analysis of the EIT data. Besides the simple descriptive statistics in the annual EIT report, there are three studies that use EIT data. Kovtunets et al (undated) provide some analysis of whether the EIT exam results predict performance during the first year at university. Muravyev and Talavera (2010) use the EIT to see how an announced (but not implemented) language policy change has affected the subject choice and performance of students at minority language schools. The closest to the current paper is Coupé et al (2010) who use a sample of 300 schools to link EIT scores to a wide set of input variables. They find a

> 21 Analytical note on results of the admission campaign in 2008 and major tasks for the organization of the admission process in 2009 (Annex to the decision of the board of the Ministry of Education and Science of Ukraine of 31.10.2008 No 12/2-4). Some of the tests were not developed in 2008 therefore the exams were conducted. For example, tests in foreign languages – English, German, French and Spanish languages – were introduced in 2009. Other changes encompassed, for example, wider choice for participants (up to 5 subjects instead of only up to 3 in 2008) with reduced number of available subjects for testing (8 disciplines instead of 11).

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