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- Table: 99-012-X2011043Geography: Province or territory, Census metropolitan area, Census agglomeration, Census metropolitan area part, Census agglomeration partDescription:
This table presents a cross-tabulation of data using selected characteristics from the National Household Survey.
Release date: 2013-06-26 - Articles and reports: 11-522-X20020016740Geography: Province or territoryDescription:
Controlling for differences in student populations, we examine the contribution of schools to provincial differences in the reading, math and science achievement of 15-year-olds in this paper. Using a semi-parametric decomposition technique developed by DiNardo, Fortin and Lemieux (1996) for differences in distributions, we find that school differences contribute to provincial differences in different parts of the achievement distribution and that the effect varies by province and by type of skill, even within province. For example, school differences account for about 32% of the difference in mean reading achievement between New Brunswick and Alberta, but reduce the difference in the proportion of students performing at the lowest reading proficiency level. By contrast, school differences account for 94% of the New Brunswick-Alberta gap in the 10th percentile of the science distribution. Our results demonstrate that school effectiveness studies that focus on the first moment of the achievement distribution miss potentially important impacts for specific students.
Release date: 2004-09-13 - 3. Ontario Grade 3 student achievement ArchivedArticles and reports: 11-008-X20020016197Geography: Province or territoryDescription:
This study identifies factors that influenced Ontario Grade 3 student achievement using a reference group to assess the impact of changes in student, class and school characteristics.
Release date: 2002-06-11 - Articles and reports: 81-003-X19970033623Geography: Province or territoryDescription:
This paper, which examines, pathways pursued by undergraduate degree students in Ontario, is the first of a series of articles that will be developed as a result of this research. Students who entered undergraduate programs, either bachelor's or first professional programs, in Ontario from 1980 to 1984 (entry cohort) were traced from entry until the 1992-93 academic year. As a result, students had eight or more years during which they might have completed the requirements of their programs, at either the university in which they first enrolled or another Ontario university. In particular, the age of entry, program choices, completion rate and duration of study for the entry cohort are examined in this paper. As this first paper is limited to one province, some students who did not graduate may have completed their program requirements elsewhere. Nonetheless, results presented provide useful information on students's study patterns that was previously unavailable.
Release date: 1998-03-04
Data (1)
Data (1) ((1 result))
- Table: 99-012-X2011043Geography: Province or territory, Census metropolitan area, Census agglomeration, Census metropolitan area part, Census agglomeration partDescription:
This table presents a cross-tabulation of data using selected characteristics from the National Household Survey.
Release date: 2013-06-26
Analysis (3)
Analysis (3) ((3 results))
- Articles and reports: 11-522-X20020016740Geography: Province or territoryDescription:
Controlling for differences in student populations, we examine the contribution of schools to provincial differences in the reading, math and science achievement of 15-year-olds in this paper. Using a semi-parametric decomposition technique developed by DiNardo, Fortin and Lemieux (1996) for differences in distributions, we find that school differences contribute to provincial differences in different parts of the achievement distribution and that the effect varies by province and by type of skill, even within province. For example, school differences account for about 32% of the difference in mean reading achievement between New Brunswick and Alberta, but reduce the difference in the proportion of students performing at the lowest reading proficiency level. By contrast, school differences account for 94% of the New Brunswick-Alberta gap in the 10th percentile of the science distribution. Our results demonstrate that school effectiveness studies that focus on the first moment of the achievement distribution miss potentially important impacts for specific students.
Release date: 2004-09-13 - 2. Ontario Grade 3 student achievement ArchivedArticles and reports: 11-008-X20020016197Geography: Province or territoryDescription:
This study identifies factors that influenced Ontario Grade 3 student achievement using a reference group to assess the impact of changes in student, class and school characteristics.
Release date: 2002-06-11 - Articles and reports: 81-003-X19970033623Geography: Province or territoryDescription:
This paper, which examines, pathways pursued by undergraduate degree students in Ontario, is the first of a series of articles that will be developed as a result of this research. Students who entered undergraduate programs, either bachelor's or first professional programs, in Ontario from 1980 to 1984 (entry cohort) were traced from entry until the 1992-93 academic year. As a result, students had eight or more years during which they might have completed the requirements of their programs, at either the university in which they first enrolled or another Ontario university. In particular, the age of entry, program choices, completion rate and duration of study for the entry cohort are examined in this paper. As this first paper is limited to one province, some students who did not graduate may have completed their program requirements elsewhere. Nonetheless, results presented provide useful information on students's study patterns that was previously unavailable.
Release date: 1998-03-04
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