Clavinova, you are right, all that is true and consistent with what was already said. So what does it change in relation to the first quote in bold? The big picture?
Still, the broader point is the French system deals with the majority without sets, and with a 10% minority who miss by repeating the years. It has a transparent system to deal with the problem of learning pace and time, and provides for equal opportunity.
I don't want to go on and on about France, and certainly, you can count on politicians, the public, and the press in any country to cry that education is in crisis and standards are not what they used to be, just like here..
My example was not really about maths in higher education, and the Bac as like for like equivalent for the purpose of Maths degree completion. Although Scientific Bac would be a relevant contender. My point is about a balanced, holistic qualification, a required level of general knowledge of a good mix of 'facilitating' subjects, including compulsory maths, that can be successfully taught to 80% of population, without sets.
Seemingly 90% of the cohort (with some repeaters) can also achieve a Brevet at 15. France is not unique, Poland, Estonia also perform well in PISA and good Matura outcomes and you can't assume absence of poverty.
British students also resit failed grades, and good passes they want to improve, possibly a number of times, until they get English and Maths passes for jobs and FE.
What is the fraction of Brits in any year of birth who have good GCSE English and Maths regardless of resits?
English and Maths GCSE are a gateway to employment and Further Education in UK, this is why I talk about that. GCSE are also the benchmark of successful completion of 12 years of school. It is a general measure of holistic education for a 16 years old. It is the last time students study a broad range of subjects.
I am not even comparing Ebac pass rates vs Brevet, although it would be a more accurate comparison. Brevet and Bac force a broad and balances mix of subjects with compulsory maths.
England: entering Ebac 38%, completing Ebac at grade 5: 22%
www.compare-school-performance.service.gov.uk/compare-schools?for=secondary&show=All%20pupils%202018&datasetfilter=final
British universities also consider some combinations of A-levels and alternative qualifications on a case by case basis. There is also clearing and Foundation year entry and a number of alternative routes.
The possibility to register at university with a Bac applies only to general universities and I don't suppose they can register for a Maths degree with a humanities Bac professionnel. I mean those who really want to take Maths to high level in France would have a STEM Bac and would apply to the selective Grandes Ecoles via Classes Prepas - which are essentially selective first two years of a 5 years university study, which is customary. A good French degree is Bac+5(years) .
British universities, especially the lower ranking, have huge drop out rates as well. Have you actually looked into the finer details on unistats.ac.uk/searchresults/
I don't know the overall figure and the worst performing courses, but for example drop out rate of Bucks New university for Computing is 47%, Lancaster 24%, De Montfort 20%. The % of good degree classification of Royal Holloway is 52%.
The important difference is that British universities have second (the second second) and third class degrees. I am not sure they exist in France and elsewhere. You cannot pass to the second year there with an average below 13/20 if I am not mistaken. They will not issue a diploma with an average of below 13/20, while in UK it is lower and the first year does not count towards degree classification. So I kind of see why the drop out rate appears higher in France. There is also a bigger step up in terms of teaching style from Bac to university there.
But my point is not about Bac as an entry into university Maths degree, but as evidence of possibility to educate a summary 80% of population to a good standard of Maths without sets.