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All (61) (0 to 10 of 61 results)

1. Intergenerational education mobility: University completion in relation to parents' education level Archived
Articles and reports: 11-008-X201100211536
Geography: Canada
Description:
Young adults with one or two parents who are university-educated are much more likely to have a degree themselves than those whose parents are less well-educated. This article determines whether intergenerational mobility in university education is increasing. Specifically, whether people whose parents did not complete university are themselves more likely to have finished university than nearly 25 years ago is examined, as is whether the gap between them and people whose parents completed university has narrowed over time.
Release date: 2011-08-24
2. Delaying Post-secondary Education: Who Delays and for How Long? Archived
Articles and reports: 81-595-M2011090
Geography: Canada
Description:
Not all high school graduates who attend a post-secondary institution go immediately after completing their diploma. An ever-increasing number of Canadian youth choose to remain out of the education system for a period of time prior to re-entering. A great deal of what we know about a gap year comes from other countries, particularly the United Kingdom. Who delays and for how long are, however, two questions that remain to be answered in the Canadian context. The current paper uses all five cycles of the Youth in Transition Survey (YITS) to address the scant attention paid in the Canadian literature to the delay of the start of a post-secondary degree or diploma. Kaplan Meier results show that the median length of time between high school graduation and start of the first post-secondary (PSE) program is 4 months; however, this appears to be substantially longer for males, First Nations youth, Anglophones, youth from Ontario and youth whose parents have low levels of educational attainment. Equally influential were characteristics during the high school years. For example, youth with low marks, who worked many hours in paid employment while in high school, who skipped classes regularly, who took part in a lot of extracurricular activities not organized by the school, and whose close friends said they were not planning on going to PSE had median gap times between high school graduation and the start of postsecondary studies that were much longer than the average. Cox Proportional Hazard models confirm the robustness of several of the descriptive findings, including the effects of gender, province of high school, parental education, working during high school, marks, extracurricular activities, and the education plans of close friends.
Release date: 2011-05-25
3. Measuring Up: Canadian Results of the OECD PISA Study
Journals and periodicals: 81-590-X
Geography: Canada
Description:
The Program for International Student Assessment (PISA) is designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.
Information gathered through PISA enables a thorough comparative analysis of the skill level of students near the end of their compulsory education. PISA also permits exploration of the ways that skills vary across different social and economic groups and the factors that influence the level and distribution of skills within and between countries.
PISA is a collaborative effort among member countries of the Organization for Economic Co-operation and Development (OECD). In Canada, PISA is administered through a partnership of the Council of Ministers of Education, Canada, Human Resources and Skills Development Canada and Statistics Canada.
PISA will be repeated every three years. The first PISA cycle was conducted in 2000 and focused on reading, with mathematics and science as minor domains. The focus shifts to mathematics in PISA 2003, to science in 2006, and back to reading in 2009.
These reports provide results of the PISA assessments of student performance at the provincial level, and compare the achievement of Canadian students to that of students internationally.
Release date: 2010-12-07
4. Lifelong Learning Among Canadians Aged 18 to 64 Years: First Results from the 2008 Access and Support to Education and Training Survey Archived
Articles and reports: 81-595-M2009079
Geography: Canada
Description:
This report is based on the Access and Support to Education and Training Survey (ASETS), which was undertaken by Statistics Canada in partnership with Human Resources and Skills Development Canada (HRSDC). The ASETS brings together three previous education surveys that covered specific population groups: 1) the Survey of Approaches to Educational Planning (SAEP), which focused on 0 to 18 year olds; 2) the Post-Secondary Education Participation Survey (PEPS), which focused on 18 to 24 year olds; and 3) the Adult Education and Training Survey (AETS), which focused on 25 to 65 year olds. While these three surveys examined specific facets of Canadian's educational experience, their integration in the ASETS allows for a more holistic approach to collecting information on participation in and financing of education and training in Canada. While the ASETS can be used to undertake the same research as the PEPS, AETS and SAEP, it can also be used to address additional research not previously possible.
The ASETS results presented in this report refer to activities undertaken between July 2007 and June 2008 reference period.
Release date: 2009-11-25
5. Career Goals in High School: Do Students Know What It Takes to Reach Them, and Does It Matter? Archived
Articles and reports: 11F0019M2009320
Geography: Canada
Description:
Do students know the education required to achieve their career objectives? Is this information related to their education pathways? To address these questions, the Youth in Transition Survey (YITS), Cohort A is used to compare high school students' perceptions of the level of education they will require for the job they intend to hold at age 30, with the level required according to professional job analysts at Human Resources and Skills Development Canada (HRSDC). The focus is on students intending to work in a job which requires a university degree, and examine the correlation between the knowledge of educational requirements and subsequent university enrolment. The results suggest that about three out of four students intending to work in a job requiring a university degree are aware of the education they will require. Evidence suggests that knowledge of educational requirements is related to academic performance and socio-economic background. Differences by intended occupation are quite small. Moreover, students who know that a university degree is required are more likely to attend university, even after accounting for differences in academic performance, sex, and socioeconomic background. In fact, the knowledge of educational requirements is as strongly related to university attendance as other well-documented correlates such as sex, academic performance and parental education. Finally, higher university attendance rates are observed when students learn earlier (rather than later), that a university degree is required for their intended job.
Release date: 2009-10-29
6. Postsecondary Education - Participation and Dropping Out: Differences Across University, College and Other Types of Postsecondary Institutions Archived
Articles and reports: 81-595-M2008070
Geography: Canada
Description:
The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999. Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age.
This report is a follow-up of a previous study of postsecondary participation (Shaienks and Gluszynski, 2007) which found that the overall postsecondary dropout rate was 15%. That rate however, differs across all types of institution and by demographic, family and school characteristics. This paper explores the impact of those characteristics on participation, graduation and dropping out of different types of postsecondary institution.
Three new variables were developed to account for the type of institution attended by the student and the status in each of them. The university status, the college status and the other postsecondary status allow us to determine independently the outcome of participation in the different types of institution and profile graduates, continuers and especially drop outs according to their specific characteristics.
Release date: 2008-11-03
7. Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006 Archived
Articles and reports: 81-595-M2008069
Geography: Canada
Description:
"Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006" is the third paper in a series of reports written by the Learning Policy Directorate of Human Resources and Social Development Canada (HRSDC) and the Centre for Education Statistics of Statistics Canada. Each report presents an overview of doctoral education covering annual data from the Survey of Earned Doctorates (SED) from each of the three years of the survey's existence (2003/2004, 2004/2005 and 2005/2006).
The Survey of Earned Doctorates is a key source of information regarding the training of doctoral graduates in Canada. It provides information on the pathways of these highly qualified graduates through the education system and sheds light into the expectations of graduates as they transition into employment and postdoctoral education.
In this 2005/2006 report, special attention has been given to the foreign born among the doctoral graduates. Foreign-born graduates represent more than one in every five graduates in the 2005/2006 academic year, and over half of all doctoral graduates living in Canada in 2006. Canada's immigration policy, with its emphasis on educational attainment, ensures that the foreign born will continue to account for a large proportion of Canada's doctorate degree holders. Furthermore, attracting foreign-born talent to Canada will be important if Canada is to increase the number of doctoral degree holders, since growth in the graduates from Canadian institutions has been minimal. One of the key challenges will be to retain graduates, both foreign-born and Canadian-born, in Canada upon the completion of their degree.
Also unique to this third report, is the ability to discuss trends over the three years of survey data.
Release date: 2008-10-17
8. Intergenerational Education Mobility Among the Children of Canadian Immigrants Archived
Articles and reports: 11F0019M2008316
Geography: Canada
Description:
We analyse the intergenerational education mobility of Canadian men and women born to immigrants. A detailed portrait of Canadians is offered, as are estimates of the degree of intergenerational mobility among the children of immigrants. Persistence in the years of schooling across the generations is rather weak between immigrants and their Canadian-born children, and one third as strong as for the general population. Parental earnings are not correlated with years of schooling for second-generation children and, if anything, are negatively correlated. Finally, we find that the intergenerational transmission of education has not changed across the birth cohorts of the post-war period.
Release date: 2008-10-02
9. The Children of Older First-time Mothers in Canada: Their Health and Development Archived
Articles and reports: 89-599-M2008005
Geography: Canada
Description:
This study uses data from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the relationship between late childbearing (at or after age 35) among first-time mothers in Canada and three facets of development: physical health, behaviour and cognitive development. The following research questions were addressed: do the developmental characteristics of children born to older mothers differ from those of children born to younger mothers? And do other factors, such as demographic characteristics and parenting practices, account for differences in child development by maternal age at birth? For this analysis, first-born children were identified from among all interviewed children whose year of birth was between 1998 and 2005.
Release date: 2008-09-24
10. Group Differences in Educational Attainment Among the Children of Immigrants Archived
Articles and reports: 11F0019M2008308
Geography: Canada
Description:
Using the 2002 Ethnic Diversity Survey, this article examines the group differences by national origin in university educational attainment among the children of immigrants in Canada. We found that children of immigrant parents in most source region groups achieve higher university completion rates than children of Canadian-born parents, partly due to higher education levels of their parents. Children of Chinese and Indian immigrants particularly attain higher academic achievements than children of Canadian-born parents. Parental education was also important in explaining the relatively low university completion rates among the second-generation Portuguese.
Release date: 2008-09-22

Data (2)

Data (2) ((2 results))

1. The Performance of Canada's Youth in Mathematics, Reading, Science and Problem Solving: 2003 First Findings for Canadians Aged 15 Archived
Table: 81-590-X2004001
Geography: Canada
Description:
The Program 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 2003 assessment of student performance in mathematics, reading, science and problem solving at the provincial level, and compares the achievement of Canadian students to that of students internationally. PISA 2003 has a special focus on mathematical literacy.
Forty-one countries participated in PISA 2003, including all 30 OECD countries and 11 non-OECD countries. About 28,000 15-year-olds from more than 1,000 schools took part in Canada.
Release date: 2004-12-20
2. The Performance of Canada's Youth in Reading, Mathematics and Science OECD PISA Study - First Results for Canadians Aged 15 Archived
Table: 81-590-X2000001
Geography: Canada
Description:
The Program 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 presents initial results for Canada, Canadian provinces and selected countries from PISA 2000. Reading literacy is the major focus of PISA 2000, with mathematical and scientific literacy as minor domains.
This report also includes results from the Youth in Transition Survey (YITS), a Canadian longitudinal survey designed to examine the patterns of, and influences on, major transitions in young people's lives, particularly with respect to education, training and work.
Thirty-two countries participated in PISA 2000. In Canada, approximately 30,000 15-year-old students from more than 1,000 schools participated.
Release date: 2002-01-03

Analysis (59)

Analysis (59) (0 to 10 of 59 results)

1. Intergenerational education mobility: University completion in relation to parents' education level Archived
Articles and reports: 11-008-X201100211536
Geography: Canada
Description:
Young adults with one or two parents who are university-educated are much more likely to have a degree themselves than those whose parents are less well-educated. This article determines whether intergenerational mobility in university education is increasing. Specifically, whether people whose parents did not complete university are themselves more likely to have finished university than nearly 25 years ago is examined, as is whether the gap between them and people whose parents completed university has narrowed over time.
Release date: 2011-08-24
2. Delaying Post-secondary Education: Who Delays and for How Long? Archived
Articles and reports: 81-595-M2011090
Geography: Canada
Description:
Not all high school graduates who attend a post-secondary institution go immediately after completing their diploma. An ever-increasing number of Canadian youth choose to remain out of the education system for a period of time prior to re-entering. A great deal of what we know about a gap year comes from other countries, particularly the United Kingdom. Who delays and for how long are, however, two questions that remain to be answered in the Canadian context. The current paper uses all five cycles of the Youth in Transition Survey (YITS) to address the scant attention paid in the Canadian literature to the delay of the start of a post-secondary degree or diploma. Kaplan Meier results show that the median length of time between high school graduation and start of the first post-secondary (PSE) program is 4 months; however, this appears to be substantially longer for males, First Nations youth, Anglophones, youth from Ontario and youth whose parents have low levels of educational attainment. Equally influential were characteristics during the high school years. For example, youth with low marks, who worked many hours in paid employment while in high school, who skipped classes regularly, who took part in a lot of extracurricular activities not organized by the school, and whose close friends said they were not planning on going to PSE had median gap times between high school graduation and the start of postsecondary studies that were much longer than the average. Cox Proportional Hazard models confirm the robustness of several of the descriptive findings, including the effects of gender, province of high school, parental education, working during high school, marks, extracurricular activities, and the education plans of close friends.
Release date: 2011-05-25
3. Measuring Up: Canadian Results of the OECD PISA Study
Journals and periodicals: 81-590-X
Geography: Canada
Description:
The Program for International Student Assessment (PISA) is designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.
Information gathered through PISA enables a thorough comparative analysis of the skill level of students near the end of their compulsory education. PISA also permits exploration of the ways that skills vary across different social and economic groups and the factors that influence the level and distribution of skills within and between countries.
PISA is a collaborative effort among member countries of the Organization for Economic Co-operation and Development (OECD). In Canada, PISA is administered through a partnership of the Council of Ministers of Education, Canada, Human Resources and Skills Development Canada and Statistics Canada.
PISA will be repeated every three years. The first PISA cycle was conducted in 2000 and focused on reading, with mathematics and science as minor domains. The focus shifts to mathematics in PISA 2003, to science in 2006, and back to reading in 2009.
These reports provide results of the PISA assessments of student performance at the provincial level, and compare the achievement of Canadian students to that of students internationally.
Release date: 2010-12-07
4. Lifelong Learning Among Canadians Aged 18 to 64 Years: First Results from the 2008 Access and Support to Education and Training Survey Archived
Articles and reports: 81-595-M2009079
Geography: Canada
Description:
This report is based on the Access and Support to Education and Training Survey (ASETS), which was undertaken by Statistics Canada in partnership with Human Resources and Skills Development Canada (HRSDC). The ASETS brings together three previous education surveys that covered specific population groups: 1) the Survey of Approaches to Educational Planning (SAEP), which focused on 0 to 18 year olds; 2) the Post-Secondary Education Participation Survey (PEPS), which focused on 18 to 24 year olds; and 3) the Adult Education and Training Survey (AETS), which focused on 25 to 65 year olds. While these three surveys examined specific facets of Canadian's educational experience, their integration in the ASETS allows for a more holistic approach to collecting information on participation in and financing of education and training in Canada. While the ASETS can be used to undertake the same research as the PEPS, AETS and SAEP, it can also be used to address additional research not previously possible.
The ASETS results presented in this report refer to activities undertaken between July 2007 and June 2008 reference period.
Release date: 2009-11-25
5. Career Goals in High School: Do Students Know What It Takes to Reach Them, and Does It Matter? Archived
Articles and reports: 11F0019M2009320
Geography: Canada
Description:
Do students know the education required to achieve their career objectives? Is this information related to their education pathways? To address these questions, the Youth in Transition Survey (YITS), Cohort A is used to compare high school students' perceptions of the level of education they will require for the job they intend to hold at age 30, with the level required according to professional job analysts at Human Resources and Skills Development Canada (HRSDC). The focus is on students intending to work in a job which requires a university degree, and examine the correlation between the knowledge of educational requirements and subsequent university enrolment. The results suggest that about three out of four students intending to work in a job requiring a university degree are aware of the education they will require. Evidence suggests that knowledge of educational requirements is related to academic performance and socio-economic background. Differences by intended occupation are quite small. Moreover, students who know that a university degree is required are more likely to attend university, even after accounting for differences in academic performance, sex, and socioeconomic background. In fact, the knowledge of educational requirements is as strongly related to university attendance as other well-documented correlates such as sex, academic performance and parental education. Finally, higher university attendance rates are observed when students learn earlier (rather than later), that a university degree is required for their intended job.
Release date: 2009-10-29
6. Postsecondary Education - Participation and Dropping Out: Differences Across University, College and Other Types of Postsecondary Institutions Archived
Articles and reports: 81-595-M2008070
Geography: Canada
Description:
The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999. Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age.
This report is a follow-up of a previous study of postsecondary participation (Shaienks and Gluszynski, 2007) which found that the overall postsecondary dropout rate was 15%. That rate however, differs across all types of institution and by demographic, family and school characteristics. This paper explores the impact of those characteristics on participation, graduation and dropping out of different types of postsecondary institution.
Three new variables were developed to account for the type of institution attended by the student and the status in each of them. The university status, the college status and the other postsecondary status allow us to determine independently the outcome of participation in the different types of institution and profile graduates, continuers and especially drop outs according to their specific characteristics.
Release date: 2008-11-03
7. Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006 Archived
Articles and reports: 81-595-M2008069
Geography: Canada
Description:
"Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006" is the third paper in a series of reports written by the Learning Policy Directorate of Human Resources and Social Development Canada (HRSDC) and the Centre for Education Statistics of Statistics Canada. Each report presents an overview of doctoral education covering annual data from the Survey of Earned Doctorates (SED) from each of the three years of the survey's existence (2003/2004, 2004/2005 and 2005/2006).
The Survey of Earned Doctorates is a key source of information regarding the training of doctoral graduates in Canada. It provides information on the pathways of these highly qualified graduates through the education system and sheds light into the expectations of graduates as they transition into employment and postdoctoral education.
In this 2005/2006 report, special attention has been given to the foreign born among the doctoral graduates. Foreign-born graduates represent more than one in every five graduates in the 2005/2006 academic year, and over half of all doctoral graduates living in Canada in 2006. Canada's immigration policy, with its emphasis on educational attainment, ensures that the foreign born will continue to account for a large proportion of Canada's doctorate degree holders. Furthermore, attracting foreign-born talent to Canada will be important if Canada is to increase the number of doctoral degree holders, since growth in the graduates from Canadian institutions has been minimal. One of the key challenges will be to retain graduates, both foreign-born and Canadian-born, in Canada upon the completion of their degree.
Also unique to this third report, is the ability to discuss trends over the three years of survey data.
Release date: 2008-10-17
8. Intergenerational Education Mobility Among the Children of Canadian Immigrants Archived
Articles and reports: 11F0019M2008316
Geography: Canada
Description:
We analyse the intergenerational education mobility of Canadian men and women born to immigrants. A detailed portrait of Canadians is offered, as are estimates of the degree of intergenerational mobility among the children of immigrants. Persistence in the years of schooling across the generations is rather weak between immigrants and their Canadian-born children, and one third as strong as for the general population. Parental earnings are not correlated with years of schooling for second-generation children and, if anything, are negatively correlated. Finally, we find that the intergenerational transmission of education has not changed across the birth cohorts of the post-war period.
Release date: 2008-10-02
9. The Children of Older First-time Mothers in Canada: Their Health and Development Archived
Articles and reports: 89-599-M2008005
Geography: Canada
Description:
This study uses data from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the relationship between late childbearing (at or after age 35) among first-time mothers in Canada and three facets of development: physical health, behaviour and cognitive development. The following research questions were addressed: do the developmental characteristics of children born to older mothers differ from those of children born to younger mothers? And do other factors, such as demographic characteristics and parenting practices, account for differences in child development by maternal age at birth? For this analysis, first-born children were identified from among all interviewed children whose year of birth was between 1998 and 2005.
Release date: 2008-09-24
10. Group Differences in Educational Attainment Among the Children of Immigrants Archived
Articles and reports: 11F0019M2008308
Geography: Canada
Description:
Using the 2002 Ethnic Diversity Survey, this article examines the group differences by national origin in university educational attainment among the children of immigrants in Canada. We found that children of immigrant parents in most source region groups achieve higher university completion rates than children of Canadian-born parents, partly due to higher education levels of their parents. Children of Chinese and Indian immigrants particularly attain higher academic achievements than children of Canadian-born parents. Parental education was also important in explaining the relatively low university completion rates among the second-generation Portuguese.
Release date: 2008-09-22

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Date modified:: 2024-10-03