Educational measurement

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Educational Measurement refers to the use of educational assessments and the analysis of data
such as scores obtained from educational assessments to infer the abilities and proficiencies of
students. The approaches overlap with those in psychometrics.

Overview
The aim of theory and practice in educational measurement is typically to measure abilities and
levels of attainment by students in areas such as reading, writing, mathematics, science and so
forth. Traditionally, attention focuses on whether assessments are reliable and valid. In practice,
educational measurement is largely concerned with the analysis of data from educational
assessments or tests. Typically, this means using total scores on assessments, whether they are
multiple choice or open-ended and marked using marking rubrics or guides.

In technical terms, the pattern of scores by individual students to individual items is used to infer
so-called scale locations of students, the "measurements". This process is one form of scaling.
Essentially, higher total scores give higher scale locations, consistent with the traditional and
everyday use of total scores.[1] If certain theory is used, though, there is not a strict
correspondence between the ordering of total scores and the ordering of scale locations. The
Rasch model provides a strict correspondence provided all students attempt the same test items,
or their performances are marked using the same marking rubrics.

In terms of the broad body of purely mathematical theory drawn on, there is substantial overlap
between educational measurement and psychometrics. However, certain approaches considered
to be a part of psychometrics, including Classical test theory, Item Response Theory and the
Rasch model, were originally developed more specifically for the analysis of data from
educational assessments.[2][3]

One of the aims of applying theory and techniques in educational measurement is to try to place
the results of different tests administered to different groups of students on a single or common
scale through processes known as test equating. The rationale is that because different
assessments usually have different difficulties, the total scores cannot be directly compared. The
aim of trying to place results on a common scale is to allow comparison of the scale locations
inferred from the totals via scaling processes.
Education in the Philippines changed radically, and was before patterned from both of
educational systems of Spain and the United States. However, after the liberation of the
Philippines in 1946, Filipinos then had moved in various directions of its own.

Elementary and high school education is compulsory, and is administered nationally by the
Department of Education, along with the assurance of funding for school services and
equipments, recruitment of teachers for all public schools, and the supervising and organization
of the education curricula.

Based on the current education system of the Philippines, students should enter elementary
schools at the age of 6 or 7, and for a duration of 6 years. Then, at the age of 12 or 13, students
then enter high schools for a duration 4 years, with a total of 10 years of compulsory education.

However, recently, the Department of Education proposed the K-12[3] education system, along
with the new curriculum for all students (see its section below).

All public and private elementary schools, high schools and colleges and universities in the
Philippines start classes from early-June to mid-June and end from mid-March to early-April.

History
Ancient times
Further information: Ancient Philippine scripts and Baybayin

In pre-Spanish times, education was still decentralized. Children were provided more vocational
training but less academics in their houses by their parents and in the houses of their tribal tutors.
They were using a unique system of writing known as the baybayin. When the Spanish arrived in
Manila, they were surprised to find a population with a literacy rate higher than the literacy rate
of Madrid.[4]

Spanish period
Main article: Education in the Philippines during Spanish rule

During the early Spanish period most education was carried out by the religious orders.[5] The
friars, recognizing the value of a literate indigenous population, built printing presses to produce
material in baybayin.[4] Many missionaries learnt the local languages and the baybayin to
communicate better with the locals and teach them the Christian faith.

The church and the school both worked together. All Christian villages had schools and students
to attend.[6]

The Spanish missionaries established schools immediately after reaching the islands. The
Augustinians opened a school in Cebu in 1565. The Franciscans, in 1577, immediately took to
the task of teaching improving literacy, aside from the teaching of new industrial and agricultural
techniques. The Jesuits followed in 1581, also by the Dominicans in 1587, which they started a
school in their first mission at Bataan.[7]

In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and after the
suppression of the Jesuits was incorporated into the University of Santo Tomás, College of
Medicine and Pharmacy.

The first book printed in the Philippines dates back to 1590. It is a Chinese language version of
the Doctrina Christiana or Christian Doctrine. A Spanish and Tagalog version, in both Latin
script and the locally used baybayin script, was printed in 1593.[8]

In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred as the
"Patriarch of Filipino Printing", wrote his famous Librong Pagaaralan nang mga Tagalog nang
Wicang Castila, which was meant to help Filipinos learn the Spanish language. The prologue
read:

Let us therefore study, my countrymen, for although the art of learning is somewhat
“ difficult, yet if we are persevering, we shall soon improve our knowledge.

Other Tagalogs like us did not take a year to learn the Spanish language when using
my book. This good result has given me satisfaction and encouraged me to print my
work, so that all may derive some profit from it.[9]
”
In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first
public university in the Philippines. On April 28, 1611, the University of Santo Tomás was
founded in Manila as the Colegio de Nuestra Señora del Santísimo Rosario.

By the end of the 16th century, several religious orders had established charity hospitals all over
the archipelago and provided the bulk of this public service. These hospitals also became the
setting for rudimentary scientific research work on pharmacy and medicine.

The Jesuits also founded the Colegio de San José in 1601 and took over the management in what
became Escuela Municipal in 1859 (which was later renamed as Ateneo Municipal de Manila in
1865; today as Ateneo de Manila University). The Dominicans on their part founded the Colegio
de San Juan de Letran in 1620 in Manila.

The Educational Decree of 1863 created a free public education system in the Philippines, run by
the government. It was the first such education system in Asia. The decree mandated the
establishment of at least one primary school for boys and one for girls in each town under the
responsibility of the municipal government; and the establishment of a normal school for male
teachers under the supervision of the Jesuits. Primary education was free and available to every
Filipino, regardless of race or social class. Contrary to what the propaganda of the Spanish–
American War tried to depict, they were not religious schools, but schools established, supported
and maintained by the Spanish Government.[10]
In 1866, the total population of the Philippines was only 4,411,261. The total public schools for
boys was 841, and 833 was for girls, while the total number of children attending these schools
was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools had increased to
2,137, in which 1,087 were for boys, and 1,050 for girls.[10] By 1898, enrollment in schools at all
levels exceeded 200,000 students.[11][12]

Because of the implementation of public education, a new social class of educated Filipinos
arose, the ilustrados. This new enlightened class of Filipinos would later lead the Philippine
independence movement, using the Spanish language as their main communication method.
Among the ilustrados who had also studied in Spain were José Rizal, Graciano López Jaena,
Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who were to lead later the cause of
Filipino self-government and independence.[13]

Cover of Doctrina Cristiana

First Republic

The defeat of Spain following the Spanish-American War let to the short-lived independence and
establishment of the First Philippine Republic. The schools maintained by Spain for more than
three centuries were closed for a short period but were reopened on August 29, 1898 by the
Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the
Literary University of the Philippines were established. Article 23 of the Malolos Constitution
mandated that public education would be free and obligatory in all schools of the nation under
the First Philippine Republic. However, the Philippine–American War hindered to fulfill the
mandate.

American period
Main article: Education in the Philippines during the American rule
Further information: Thomasites

Building on the education system created in 1863, an improved public school system was
established during the first decade of American rule upon the recommendation of the Schurman
Commission. Free primary instruction that trained the people for the duties of citizenship and
avocation was enforced by the Taft Commission per instructions of President William McKinley.
Chaplains and non-commissioned officers were assigned to teach using English as the medium
of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission
by virtue of Act No. 74. The implementation of this act created a heavy shortage of teachers. As a
result, Philippine Commission authorized the Secretary of Public Instruction to bring to the
Philippines more than 1,000 teachers from the United States called the Thomasites from 1901 to
1902. These teachers were scattered throughout the islands to establish barangay schools.[12] The
same law established the Philippine Normal School (now the Philippine Normal University) to
train aspiring Filipino teachers.

The high school system supported by provincial governments, special educational institutions,
school of arts and trades, an agricultural school, and commerce and marine institutes were
established in 1902 by the Philippine Commission.

In 1908, the Philippine Legislature approved Act No. 1870, which created the University of the
Philippines. The Reorganization Act of 1916 provided the Filipinization of all department
secretaries except the Secretary of Public Instruction.[14]

The emergence of high school education in the Philippines islands, however, did not happen until
1910, caused by the rise in big businesses and technological advances in factories and the
emergence of electrification that required skilled workers. In order to meet this new job demand,
high schools were created and the curriculum focused on practical job skills that would better
prepare students for professional white-collar or skilled blue-collar work. This proved to be
beneficial for both the employer and the employee, because this improvement in human capital
caused employees to become more efficient, which lowered costs for the employer, and skilled
employees received a higher wage than employees with just primary educational attainment.

Two decades later, enrollment in elementary schools was about 1 million from about 150,000 in
1901, and about 100,000 in high school from less than 20,000 in 1901.[12]

After World War II

In 1947, by the virtue of Executive Order No. 94, the Department of Instruction was changed to
the Department of Education. During this period, the regulation and supervision of public and
private schools belonged to the Bureau of Public and Private Schools.
Marcos era

In 1972, the Department of Education became the Department of Education and Culture by the
virtue of Proclamation 1081 which was signed by President Ferdinand Marcos.

Following a referendum of all barangays in the Philippines from January 10–15, 1973, on
January 17, 1973, President Marcos ratified the 1973 Constitution by Proclamation 1102. The
1973 Constitution set out the three fundamental aims of education in the Philippines, to:

 Foster love of country;

 teach the duties of citizenship; and
 develop moral character, self-discipline, and scientific, technological and vocational efficiency.[15]

On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and
Sports was decentralized with decision-making shared among thirteen regional offices.[16]

In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became
the Ministry of Education and Culture.

The Education Act of 1982 provided for an integrated system of education covering both formal
and nonformal education at all levels. Section 29 of the act sought to upgrade education
institutions' standards to achieve "quality education", through voluntary accreditation for schools,
colleges, and universities; Section 16 and Section 17 upgraded the obligations and qualifications
required for teachers and administrators; while Section 41 provided for government financial
assistance to private schools.[17] This act also created the Ministry of Education, Culture and
Sports.

Fifth Republic

On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV
of the 1987 Constitution contains the ten fundamental aims of education in the Philippines.[18]

In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports,
became the Department of Education, Culture and Sports. The structure of DECS as embodied
in the order remained practically unchanged until 1994.

On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655, the Free
Public Secondary Education Act of 1988, which mandated free public secondary education
commencing in the school year 1988–1989.[19][20] On May 26, 1988, the Congress enacted the act
which made free public secondary education to become a reality.[19]

On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students
aged 15 to 25 may be employed during Christmas and summer vacation with a salary not lower
than the minimum wage. 60% of the wage is to be paid by the employer and 40% is by the
government.[19][21]
The Congressional Commission on Education (EDCOM) report of 1991 recommended the
division of DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722, the
Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which
assumed the functions of the Bureau of Higher Education, and supervises tertiary degree
programs.[22] On August 25, 1994, the Congress passed Republic Act 7796, the Technical
Education and Skills Development Act of 1994, creating the Technical Education and Skills
Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational
Education plus the National Manpower and Youth Council, and supervises non-degree technical-
vocational programs.[23] DECS retained responsibility for all elementary and secondary
education.[19] This threefold division became known as the "trifocal system of education in the
Philippines".

During the 21st century

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed transforming the name of the Department of Education, Culture and Sports (DECS)
to the Department of Education (DepEd) and redefining the role of field offices (regional offices,
division offices, district offices and schools). The act provides the overall framework for (i)
school head empowerment by strengthening their leadership roles and (ii) school-based
management within the context of transparency and local accountability. The goal of basic
education is to provide the school age population and young adults with skills, knowledge and
values to become caring, self-reliant, productive and patriotic citizens.[14]

In 2005, the Philippines spent about US$138 per pupil compared to US$3,728 in Japan,
US$1,582 in Singapore and US$852 in Thailand.[24]

In January 2009, DepEd signed a memorandum of agreement with the United States Agency for
International Development to seal $86 million assistance to Philippine education, particularly the
access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the
Western and Central Mindanao regions.[25]

Implementation of the K-12 program

The implementation of the K-12 program is "phased". The first phase of the implementation will
start on SY 2012-2013. During this school year, universal kindergarten will be finally offered,
and will now be a part of the compulsory education system; and a new curriculum for Grade 1
and Grade 7 students would be introduced. By SY 2016-2017, Grade 11/Year 5 will be
introduced, and Grade 12/Year 6 by SY 2017-2018; with the phased implementation of the new
curriculum finished by the SY 2017-2018.[26]

However, during the new educational cycle, from 2016 to 2018, college enrollment could slow
down or could turn to nil because of the entrance of the lower-year students to the new
educational system.

Education system
Table
Year(s) in school 1 2 3 4 5 6 7 8 9 10 11 12 13

Elementary school High school

Former
Grade/
system
Year Grade Grade Grade Grade Grade 1st 2nd 3rd 4th
(used Grade 1
2 3 4 5 6 Year Year Year Year
until
June 3,
10– 11– 12– 13– 14– 15–
2012) Age 6–7 7–8 8–9 9–10
11 12 13 14 15 16

Senior high
K–12 Preschool Elementary school Junior high school
school
system[3]
Grade
(used
Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade
since Kinder
1 2 3 4 5 6 7 8 9 10 11 12
June 4,
2012)
Age 5 6 7 8 9 10 11 12 13 14 15 16 17

Compulsory education

Elementary school

A photograph of a tarpaulin showing the different shifts for students in H. Bautista Elementary School in
Marikina, Metro Manila. Starting in the 2010–11 school year, different year levels are given different
class hours and are scheduled to go to school in different shifts to compensate the lack of school
buildings, teachers, and materials.
Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July 2008. Note
distance from road (centre left).

Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga (behind) is via this one
hour mud climb. Viewed December 2008.

Elementary school, sometimes called as primary school or grade school (Filipino: paaralang
elementarya, sometimes mababang paaralan), is the first part of the educational system, and it
includes the first six years of compulsory education (grades 1-6). These grades are further
grouped (informally) accordingly into: primary level, which includes the first three grades
(grades 1-3), and intermediate level, which includes the last three grades (grades 4-6).

The elementary school education covers a smaller but wider than the junior and senior high
school because of the spiral approach educational technique.

In public schools, the core/major subjects that is introduced starting grade 1 include
mathematics, Filipino and makabayan (until grade 3, this subject is synonymous to social studies,
but also incorporate values education and the fundamentals of political science). English is only
introduced after the 2nd semester of grade 1. Science is only introduced starting grade 3.
Heograpiya (geography), kasaysayan (history) and sibika (civics) (abbreviated as HEKASI), is
only introduced starting grade 4 (similar also to social studies but focuses more on the subjects
earlier stated). Minor subjects then include music, arts, physical education and health
(abbreviated as MAPEH). In private schools, subjects in public schools are include those of the
public schools, with the additional subjects include: computer education and HELE (stands for
home economics and livelihood education; while in Catholic schools, religious education.
International schools also have their own subjects, especially subjects that tackles own language
and culture.

From grades 1-3, students will be taught using their mother tongue, meaning the regional
languages of the Philippines (also called as dialects) will be used in some subjects (except
Filipino and English) as a medium of instruction. It may be incorporated as a separate subject.
But from grade 4, Filipino and English as a medium of instruction will then be used.

On December 2007, Philippine president Gloria Macapagal Arroyo announced that Spanish is to
make a return as a mandatory subject in all Filipino schools starting in 2008 but it didn't come
into effect.[27][28]

DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling
Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science
and Technology, Home Economics and Livelihood Education.[29] Article XIV, Section 7 of the
1987 Philippine constitution mandates that regional languages are the auxiliary official
languages in the regions and shall serve as auxiliary media of instruction therein.[30] As a result,
the language actually used in teaching is often a polyglot of Filipino and English with the
regional language as the foundation, or rarely the local language. Filipino is based on Tagalog, so
in Tagalog areas (including Manila), Filipino is the foundational language used. Philippine
regional languages are also used outside Manila in the teaching of Makabayan. International
English language schools use English as the foundational language. Chinese schools add two
language subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or
Chinese as the foundational language. The constitution mandates that Spanish and Arabic shall
be promoted on a voluntary and optional basis. Following on this, a few private schools mainly
catering to the elite include Spanish in their curriculum. Arabic is taught in Islamic schools.[30]

Until 2004, primary students traditionally sat for the National Elementary Achievement Test
(NEAT) administered by the Department of Education, Culture and Sports (DECS). It was
intended as a measure of a school's competence, and not as a predictor of student aptitude or
success in Secondary school. Hence, the scores obtained by students in the NEAT were not used
as a basis for their admission into Secondary school. During 2004, when DECS was officially
converted into the Department of Education (DepEd), and also, as a result of some
reorganization, the NEAT was changed to National Achievement Test (NAT) by the Department
of Education (DepEd). Both the public and private elementary schools take this exam to measure
a school's competency. As of 2006, only private schools have entrance examinations for
Secondary school.
The DepEd expects over 13.1 million elementary students to be enrolled in public elementary
schools for school year 2009–2010.[31]

Though elementary schooling is compulsory, latest official figures show 27.82% of Filipino
elementary-aged children either never attend or never complete elementary schooling,[32] usually
due to the absence of any school in their area, education being offered in a language that is
foreign to them, or financial distress. In July 2009 DepEd acted to overcome the foreign
language problem by ordering all elementary schools to move towards mother-tongue based
learning initially. The order allows two alternative three-year bridging plans. Depending on the
bridging plan adopted, the Filipino and English languages are to be phased in as the language of
instruction for other subjects beginning in the third and fourth grades.[33]

Secondary education

PSHS Main Campus. Note the disparity between rural and urban education facilities in the Philippines.

Secondary school in the Philippines, more commonly known as "high school" (Filipino:
paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely based on
the American schooling system as it was until the advent of the comprehensive high schools in
the US in the middle of last century. The Philippine high school system has not moved much
from where it was when the Philippines achieved independence from the US in 1946. It still
consists of only four levels with each level partially compartmentalized, focusing on a particular
theme or content.

DepEd specifies a compulsory curriculum for all high schooling, public and private. The first
year of high school has five core subjects, Algebra I, Integrated Science, English I, Filipino I,
and Philippine History I. Second year has Algebra II, Biology, English II, Filipino II, and Asian
History. Third year has Geometry, Trigonometry, Chemistry, Filipino III, and World History and
Geography. Fourth year has Calculus, Advanced Algebra, Physics, Filipino IV, Literature, and
Economics. Minor subjects may include Health, Music, Arts, Technology and Home Economics,
and Physical Education.

In selective schools, various languages may be offered as electives, as well as other subjects such
as computer programming and literary writing. Chinese schools have language and cultural
electives. Preparatory schools usually add some business and accountancy courses, while science
high schools have biology, chemistry, and physics at every level.
Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was
based on the American SAT, and was administered by DepEd. Like its primary school
counterpart, NSAT was phased-out after major reorganizations in the education department.
Now the National Achievement Test is administered to second year students. Higher education
institutions, both public and private, administer their own College Entrance Examinations
(CEE). Vocational colleges usually do not have entrance examinations, simply accepting the
Form 138 record of studies from high school, and enrolment payment.

Technical and vocational education

Technical and vocational education is offered to enhance students' practical skills at institutions
usually accredited and approved by TESDA. Institutions may be government operated, often by
provincial government, or private. The vast majority are privately operated and most call
themselves colleges. They may offer programs ranging in duration from a couple of weeks to
two year diploma courses. Programs can be technology courses like automotive technology,
computer technology, and electronic technology; service courses such as caregiver, nursing aide,
hotel and restaurant management; and trades courses such as electrician, plumber, welder,
automotive mechanic, diesel mechanic, heavy vehicle operator. Upon graduating from most of
these courses, students may take an examination from TESDA to obtain the relevant certificate
or diploma.

Tertiary education
Main article: Higher education in the Philippines

Tertiary education in the Philippines is increasingly less cosmopolitan. From a height of 5,284
foreign of students in 1995–1996 the number steadily declined to 2,323 in 2000–2001, the last
year CHED published numbers on its website.[34]

Other schools

There are other types of schools such as private schools, preparatory schools, international
schools, laboratory high schools and science high schools. Several foreign ethnic groups,
including Chinese, British, Americans, Koreans, and Japanese operate their own schools.

Chinese schools
It has been suggested that this article or section be merged into List of Chinese schools in the
Philippines. (Discuss) Proposed since December 2011.

Chinese schools add two additional subjects to the core curriculum, Chinese communication arts
and literature. Some also add Chinese history, philosophy and culture, and Chinese mathematics.
Still, other Chinese schools called cultural schools, offer Confucian classics and Chinese art as
part of their curriculum. Religion also plays an important part in the curriculum. Some Chinese
schools were founded by American evangelists. Some Chinese schools have Catholic roots.
Islamic schools

In 2004, the Department of Education adopted DO 51 putting in place the teaching of Arabic
Language and Islamic Values for (mainly) Muslim children in the public schools. The same
order authorized the implementation of the Standard Madrasah Curriculum (SMC) in the private
madaris (Arabic for schools, the singular form is Madrasah).

While there has been recognized Islamic schools, i.e. Ibn Siena Integrated School (Marawi),
Sarang Bangun LC (Zamboanga) and Southwestern Mindanao Islamic Institute (Jolo), their
Islamic studies curriculum varies. With the DepEd-authorized SMC, the subject offering is
uniform across these private Madaris.

Since 2005, the AusAID-funded DepEd-project Basic Education Assistance for Mindanao[35]
(BEAM) has assisted a group of private madaris seeking government permit to operate (PTO)
and implement the SMC. To date, there are 30 of these private madaris scattered throughout
Regions XI, XII and the ARMM.

The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math and
Makabayan) and the teaching of Arabic and Islamic studies subjects.

 Region XI – Pilot Integrated Madrasah (Davao Oriental), Al-Munawwara Islamic School[36](Davao

City)
 Region XII – WAMY Academy (Gensan), Kumayl LC (Koronadal), Darul Uloom (Tamontaka,
Cotabato City), Al-Nahdah Academy (Campo Muslim, Cotabato City), SKC Madrasah Abubakar
(Bagua, Cotabato City) and Sultan Kudarat Academy (Sinsuat Ave, Cotabato City)
 ARMM (Marawi City) – Jamiato Janoubel Filibbien, Jamiato Marawi al-Islamia, Khadijah Pilot
Madrasah, Princess Jawaher IS.
 ARMM (Lanao del Sur) – Ma'ahad Montashir (Dayawan,Masiu), Ma'had Aziziah and Sha'rawi LC
(Butig), Madrasah Falah al-Khayrie (Lumba Bayabao), Ma'had Lanao (Malabang), As-Salihein
Integrated School (Tamparan), others.
 ARMM (Maguindanao Valley) – Ibn Taymiyyah Academy (Shariff Kabunsuan), Ma'had
Maguindanao (Ampatuan), Madrasah Datu Tahir (Mamasapano), Ma'had Rahmanie Al-Islamie
(Sharif Aguak). Through the philanthopy of Governor Datu Andal Ampatuan and his family,
Ma'had Rahmanie is being re-designed and re-constructed to position it to become the premier
institution of integrated learning in the ARMM. When the whole infrastructure development is
done, it will be renamed Shariff Aguak Ibn Ampatuan Memorial Academy.
 ARMM (Island Provinces) – Ma'had Da'wah (Lamitan City), Kulliyato Talipao (Talipao, Sulu),
CHILD Madrasah (Bongao, Tawi-Tawi). The CHILD Madrasah is a special project and laboratory
school of the MSU-TCTO College of Islamic and Arabic Studies (CIAS).

For school year 2010–2011, there are forty-seven (47) madaris in the ARMM alone.

 1. Ibn Taymiyah Foundation Academy, Simuay, Sultan Kudarat, Maguindanao

 2. Maahad Minabay Karim Al-Islamie, Minabay, Buldon, Maguindanao
 3. Sharif Awliya Academy (Main), Bugawas, Datu Odin Sinsuat, Maguindanao
 4. Sharif Awliya Academy (Annex), Capiton, Awang, Datu Odin Sinsuat, Maguindanao
 5. Shariff Aguak Ibn Ampatuan Islamic Memorial Academy, Pob. Shariff Aguak, Maguindanao
 6. Maahad Datu Tahir Al-Arabie Al-Islamie, Mamasapano, Maguindanao
 7. Ma'ahad Montashir Al-Islamie, Inc., Dayawan, Masiu, Lanao Sur
 8. Maahad Camalig Al-Islamie, Camalig, Marantao, Lanao Del Sur
 9. As-Salihien Integrated School Foundation, Inc., Maliwanag, Tamparan, Lanao Del Sur
 10. Maahad Falah El-Khairie- Pilot Madrasah, Bacolod, Lumba-Bayabao, Lanao Del Sur
 11. Maahad As-Saqafah Al-Islamie, Dibarusan, Madalum, Lanao Del Sur
 12. Maahad Madalum Al-Islamie Pilot Madrasah, Inc., Linao, Kormatan, Madalum, Lanao Del Sur
 13. Maahad Al-Aziziah Al-Arabie Al-Islamie (MAAI) Inc. Sandab, Butig, Lanao Del Sur
 14. Sha’arawi Integrated Pilot Madrasah, Dama, Butig, Lanao Del Sur
 15. Maahad Lanao Al-Islamie, Campo Muslim, Malabang, Lanao Del Sur
 16. Dhayfullah Islamic Institute, Inc., Marawi City
 17. Princess Jawaher Integrated Learning School, Marawi City Division
 18. Jamiatu Muslim Mindanao, Darussalam-Matampay, Brgy. Matampay, Marawi City
 19. Masiricampo Abantas Memorial Islamic and Science Academy, Marawi City
 20. Ibn Siena Integrated School Foundation, Inc., Biyaba, Marawi City
 21. Khadijah Pilot Madarasah, Gov. Dr. Mutilan St. Marawi City
 22. Jamiatu Marawi Al-Islamia Foundation, Marawi City
 23. Jamiatu Janoubel Filibbien, Inc., Tuca-Poona Marantao, Marawi City
 24. MSU-TCTO CIAS C.H.I.L.D School, MSU- Bongao, Tawi-Tawi
 25. Maahad Da’awah Al-Islamie, Tinambakan, Lamitan, Basilan
 26. Kulliyatu Talipao Al-Islamie, Talipao Proper, Talipao, Sulu
 27. Amanoddin Mascara Integrated Learning Center, Marawi City Division
 28. Ma’ahad Darul Uloolm Al-Islamie, Inc., Lalabuan, Tamparan, Lanao Del Sur I Division
 29. Ma’ahad Mahardika Al-Arabie Al-Islamie, Kasanyangan, Bongao, Tawi-Tawi
 30. Sahaya Integrated Learning Center, Sahaya Village, Patikul, Sulu
 31. Southern Philippine Islamic Institute Foundation, Inc., Siasi, Sulu
 32. Maahad Mahwil Ommiah Al-Irshadie, Limbo, Sultan Kudarat, Maguindanao
 33. Madrasah Datu Manguda Timan, Pangi, Datu Odin Sinsuat, Maguindanao
 34. Ma’ahad Saada Al-Arabie Integrated School, Nabalawag, Pagatin, Datu Saudi, Maguindanao
 35. Madrasatul Irshadil Islamiyah Al-Ibtidaiyah, Salbu, Datu Saudi, Maguindanao
 36. Markazul Huzim, Pob. Datu Piang, Maguindanao
 37. Ma’ahad Buldon Al-Arabie Al-Islamie, Mataya, Buldon, Maguindanao
 38. Ma’ahad Lipawan Al-Arabie Al-Islamie, Lipawan, Barira, Maguindanao
 39. Ma’ahad Minabay Al-Islamie, Inc., Minabay, Buldon, Maguindanao
 40. Madrasah Nurul Ihsan, Kapatagan, Lanao Del Sur
 41. Ma’ahadul Ershad Al-Islamie (Islamic Library), Hadji Buto Street Jolo, Sulu
 42. Ma’ahad Kutawato As-Sharqi Al-Islamie (Eastern Kutawato Islamic Institute, Inc.), Pob.
Buluan, Maguindanao
 43. Madrasatu Dar-Alkhairie, Inc., Dalumangkob, Sultan Kudarat, Maguindanao
 44. Jamellah Madrasatol Muslimeen Al-Islamiah, Bubong, Madaya Lilod, Marawi City
 45. Madrasatul Filibbeen As-Shamilah (Philippine Integrated School (PIS) Foundation, Inc.
 46. Integrated School for the Science of Peace, Jaltik Foundation, Inc., Marawi City
 47. Da’arul Uloum Foundation, Inc., Brgy. Tolali, Marawi City