Keyword search

Skip to main content
Skip to footer

Language selection

Français

Search and menus

Search and menus

Search

Results

All (51)

All (51) (0 to 10 of 51 results)

1. Students, educators and student performance Archived
Articles and reports: 89-28-0001201800100006
Description:
This edition presents the most recent numbers of students, teachers, and student performance in reading, math and science as measured by the 2015 Programme for International Student Assessment (PISA).
Release date: 2018-09-10
2. Women and Education: Qualifications, Skills and Technology Archived
Articles and reports: 89-503-X201500114640
Description:
Women have become increasingly well-educated, and today their share in the Canadian labour market is larger than ever. This chapter of Women in Canada examines women’s educational experiences, with a focus on STEM (science, technology, engineering and mathematics and computer science) education and skills. Topics include a profile of women’s education in Canada, the skills of young girls and women, field-of-study patterns at the postsecondary level, and labour market outcomes, including earnings.
Release date: 2016-07-06
3. Regional differences in the educational outcomes of young immigrants Archived
Articles and reports: 75-006-X201500114247
Description:
This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).
Release date: 2015-11-18
4. Gender differences in science, technology, engineering, mathematics and computer science (STEM) programs at university Archived
Articles and reports: 75-006-X201300111874
Geography: Canada
Description:
Women represent the majority of young university graduates, but are still underrepresented in science, technology, engineering, mathematics and computer sciences (STEM) fields. This article provides more information on women with STEM university degrees, and examines whether mathematical abilities in high school are related to gender differences in STEM university programs.
Release date: 2013-12-18
5. Ability in Mathematics and Science at Age 15 and Program Choice in University: Differences by Gender Archived
Articles and reports: 81-595-M2013100
Geography: Canada
Description:
Past research has revealed that young women are more likely to enter postsecondary programs that have lower returns in the labour market, such as the arts, humanities and social sciences. Young men, conversely, tend to enrol in and graduate from programs in science, technology, engineering and mathematics (STEM), which generally have greater labour market returns. Factors such as academic interests, achievement test scores, and high-school marks can affect later university program choice. Using the linked Youth in Transition Survey (YITS) - Programme for International Student Assessment (PISA) data, the current paper examines the relationship between mathematics and science test scores at age 15 and first program choice in university, with a focus on differences in ability in mathematics and science by gender. Generally speaking, the results reveal that the intersection of gender and ability does matter; even young women of high mathematical ability are less likely to enter STEM fields than young men of similar or even lesser mathematical ability. This implies that something other than pure ability is affecting young women's likelihood of entering STEM programs in university.
Release date: 2013-12-18
6. Study Habits and the Reading, Mathematics and Science Performance of 15-year-old Female and Male Students, Programme for International Student Assessment, 2009 Archived
Articles and reports: 81-004-X201200111617
Description:
Participants in the Programme for International Student Assessment (PISA) were asked to indicate how much time they spent studying or doing homework each week in the three PISA subject areas of language arts, mathematics and science. This article looks at the study habits of female and male 15-year-old students in 2009 and how various approaches to the completion of schoolwork are associated with differences in PISA scores.
Release date: 2012-05-01
7. Trends in University Graduation, 1992 to 2007 Archived
Articles and reports: 81-004-X200900511050
Description:
This article draws on information contained in the Postsecondary Student Information System (PSIS), which includes annual data from 1992 to 2007, to provide an overview of trends in university graduations in Canada and the provinces. That overview provides an overall view of the characteristics of university graduates over the period, from trends in the gender and age composition of graduates and in the share of graduates accounted for by international students to changes in the fields of study chosen by graduates.
Release date: 2009-12-16
8. The Returns to Schooling on Academic Performance: Evidence from Large Samples Around School Entry Cut-off Dates Archived
Articles and reports: 11F0019M2008317
Geography: Canada
Description:
This study estimates the effect of an additional year of schooling (Grade 10) on academic performance, with the particular aim of understanding the role of schooling in shaping the gender and income divides in academic performance. To identify the returns to schooling, the study takes advantage of a setting whereby standardized tests were administered to large samples of students of very close age, but who were in different school grades as a result of school-entry laws, thus creating a sharp discontinuity in school grades. The findings suggest that one additional year of high school (Grade 10) is associated with a large improvement in overall reading and mathematics performance, and that it had a smaller improvement in science performance. However, the improvements are not equally distributed: mathematics scores improve more for boys than for girls, and reading and science scores improve more for lower than for higher income youth. Most importantly, we find no evidence that girls or higher income youth benefit more from an additional year of high school in any test area. These findings suggest that the key to understanding the weaker academic performance of boys and lower income youth may lie in earlier school years, the home or at birth.
Release date: 2008-11-07
9. Doctoral Graduates in Canada: Findings from the Survey of Earned Doctorates, 2004/2005 Archived
Articles and reports: 81-595-M2008065
Geography: Canada
Description:
This report presents findings from the 2004/2005 Survey of Earned Doctorates (SED). The survey was administered to all students graduating from a doctoral program at a Canadian University. The 2004/2005 SED is the second edition of the annual survey.
In the 2004/2005 academic year there were approximately 4,000 new doctoral graduates, adding to the stock of highly specialized human capital in Canada. Over three quarters of Canada's PhD graduates are completing their studies in a science or engineering field, with the most popular field of study being biological sciences. Although PhD graduates accounted for roughly 0.4% of the population, Canada lags behind many other OECD countries in this regard.
Most graduates were finding success upon completion of their degrees as a large majority of graduates (73%) had firm plans to be working or continuing their studies by the time of graduation. The proportion of students who graduated without any graduate student debt decreased from the year before to reach 59%. Over three quarters of the graduates plan to stay in Canada to either work or continue their education.
Release date: 2008-04-28
10. The Performance of Canada's Youth in Science, Reading and Mathematics: 2006 First Results for Canadians Aged 15 Archived
Articles and reports: 81-590-X2007001
Geography: Canada
Description:
The Programme for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test. This report provides results from the PISA 2006 assessment of student performance in science, reading and mathematics at the provincial level, and compares the achievement of Canadian students to that of students internationally. PISA 2006 has a special focus on science. Over fifty countries participated in PISA 2006, including all 30 OECD countries. About 22,000 15-year-olds from more than 1,000 schools took part in Canada.
Release date: 2008-03-14

Data (0)

Data (0) (0 results)

No content available at this time.

Analysis (51)

Analysis (51) (0 to 10 of 51 results)

1. Students, educators and student performance Archived
Articles and reports: 89-28-0001201800100006
Description:
This edition presents the most recent numbers of students, teachers, and student performance in reading, math and science as measured by the 2015 Programme for International Student Assessment (PISA).
Release date: 2018-09-10
2. Women and Education: Qualifications, Skills and Technology Archived
Articles and reports: 89-503-X201500114640
Description:
Women have become increasingly well-educated, and today their share in the Canadian labour market is larger than ever. This chapter of Women in Canada examines women’s educational experiences, with a focus on STEM (science, technology, engineering and mathematics and computer science) education and skills. Topics include a profile of women’s education in Canada, the skills of young girls and women, field-of-study patterns at the postsecondary level, and labour market outcomes, including earnings.
Release date: 2016-07-06
3. Regional differences in the educational outcomes of young immigrants Archived
Articles and reports: 75-006-X201500114247
Description:
This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).
Release date: 2015-11-18
4. Gender differences in science, technology, engineering, mathematics and computer science (STEM) programs at university Archived
Articles and reports: 75-006-X201300111874
Geography: Canada
Description:
Women represent the majority of young university graduates, but are still underrepresented in science, technology, engineering, mathematics and computer sciences (STEM) fields. This article provides more information on women with STEM university degrees, and examines whether mathematical abilities in high school are related to gender differences in STEM university programs.
Release date: 2013-12-18
5. Ability in Mathematics and Science at Age 15 and Program Choice in University: Differences by Gender Archived
Articles and reports: 81-595-M2013100
Geography: Canada
Description:
Past research has revealed that young women are more likely to enter postsecondary programs that have lower returns in the labour market, such as the arts, humanities and social sciences. Young men, conversely, tend to enrol in and graduate from programs in science, technology, engineering and mathematics (STEM), which generally have greater labour market returns. Factors such as academic interests, achievement test scores, and high-school marks can affect later university program choice. Using the linked Youth in Transition Survey (YITS) - Programme for International Student Assessment (PISA) data, the current paper examines the relationship between mathematics and science test scores at age 15 and first program choice in university, with a focus on differences in ability in mathematics and science by gender. Generally speaking, the results reveal that the intersection of gender and ability does matter; even young women of high mathematical ability are less likely to enter STEM fields than young men of similar or even lesser mathematical ability. This implies that something other than pure ability is affecting young women's likelihood of entering STEM programs in university.
Release date: 2013-12-18
6. Study Habits and the Reading, Mathematics and Science Performance of 15-year-old Female and Male Students, Programme for International Student Assessment, 2009 Archived
Articles and reports: 81-004-X201200111617
Description:
Participants in the Programme for International Student Assessment (PISA) were asked to indicate how much time they spent studying or doing homework each week in the three PISA subject areas of language arts, mathematics and science. This article looks at the study habits of female and male 15-year-old students in 2009 and how various approaches to the completion of schoolwork are associated with differences in PISA scores.
Release date: 2012-05-01
7. Trends in University Graduation, 1992 to 2007 Archived
Articles and reports: 81-004-X200900511050
Description:
This article draws on information contained in the Postsecondary Student Information System (PSIS), which includes annual data from 1992 to 2007, to provide an overview of trends in university graduations in Canada and the provinces. That overview provides an overall view of the characteristics of university graduates over the period, from trends in the gender and age composition of graduates and in the share of graduates accounted for by international students to changes in the fields of study chosen by graduates.
Release date: 2009-12-16
8. The Returns to Schooling on Academic Performance: Evidence from Large Samples Around School Entry Cut-off Dates Archived
Articles and reports: 11F0019M2008317
Geography: Canada
Description:
This study estimates the effect of an additional year of schooling (Grade 10) on academic performance, with the particular aim of understanding the role of schooling in shaping the gender and income divides in academic performance. To identify the returns to schooling, the study takes advantage of a setting whereby standardized tests were administered to large samples of students of very close age, but who were in different school grades as a result of school-entry laws, thus creating a sharp discontinuity in school grades. The findings suggest that one additional year of high school (Grade 10) is associated with a large improvement in overall reading and mathematics performance, and that it had a smaller improvement in science performance. However, the improvements are not equally distributed: mathematics scores improve more for boys than for girls, and reading and science scores improve more for lower than for higher income youth. Most importantly, we find no evidence that girls or higher income youth benefit more from an additional year of high school in any test area. These findings suggest that the key to understanding the weaker academic performance of boys and lower income youth may lie in earlier school years, the home or at birth.
Release date: 2008-11-07
9. Doctoral Graduates in Canada: Findings from the Survey of Earned Doctorates, 2004/2005 Archived
Articles and reports: 81-595-M2008065
Geography: Canada
Description:
This report presents findings from the 2004/2005 Survey of Earned Doctorates (SED). The survey was administered to all students graduating from a doctoral program at a Canadian University. The 2004/2005 SED is the second edition of the annual survey.
In the 2004/2005 academic year there were approximately 4,000 new doctoral graduates, adding to the stock of highly specialized human capital in Canada. Over three quarters of Canada's PhD graduates are completing their studies in a science or engineering field, with the most popular field of study being biological sciences. Although PhD graduates accounted for roughly 0.4% of the population, Canada lags behind many other OECD countries in this regard.
Most graduates were finding success upon completion of their degrees as a large majority of graduates (73%) had firm plans to be working or continuing their studies by the time of graduation. The proportion of students who graduated without any graduate student debt decreased from the year before to reach 59%. Over three quarters of the graduates plan to stay in Canada to either work or continue their education.
Release date: 2008-04-28
10. The Performance of Canada's Youth in Science, Reading and Mathematics: 2006 First Results for Canadians Aged 15 Archived
Articles and reports: 81-590-X2007001
Geography: Canada
Description:
The Programme for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test. This report provides results from the PISA 2006 assessment of student performance in science, reading and mathematics at the provincial level, and compares the achievement of Canadian students to that of students internationally. PISA 2006 has a special focus on science. Over fifty countries participated in PISA 2006, including all 30 OECD countries. About 22,000 15-year-olds from more than 1,000 schools took part in Canada.
Release date: 2008-03-14

Reference (0)

Reference (0) (0 results)

No content available at this time.

Report a problem or mistake on this page

Date modified:: 2024-06-21