The present study highlights the indicators of performance of the school system of the province of Ecuador currently dismembered. It analyzes the indices pertinants input, process of schooling and those of output with regard to the unfavourable position that this province occupies in the questions of schooling of the children in the country. With this intention, the data collected in 2014 at the time of a diachronic study by the Cell Technique Provinciale for the Statistics of Education (CIPSE) and consigned in a statistical directory were the subject of an exploitation and a major analysis. It proved with the finish that, although the pupils are registered in mass (rough rate of admission to the primary education is 154,4% and 44,9% with the secondary), they do not finish many enough (the rate of completion is 65,9% with the primary education and 20% with the secondary). Many are those which stop in the course of road (the rate of loss is 80% with the secondary and 34,1% with the primary education). Among those which leave the system at the secondary level, one counts more girls (89,5%) that boys (70,6%) and more of the children of the rural mediums that those of the urban environments. The coefficient of effectiveness is estimated at 65,9% at the primary school when it is 20% only at the secondary school. The IRR classifies the new provinces in two groups. On a side less provided education for provinces and the most provided education for other.