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- Table: 81-590-X2010001Geography: CanadaDescription:
This report provides the first pan-Canadian results of the PISA 2009 assessment of reading, mathematics and science by presenting the national and provincial results in order to complement the information presented in the PISA 2009 International report. Results are compared to other participating countries and across Canadian provinces. Chapter 1 provides information on the performance of Canadian 15-year-old students on the PISA 2009 assessment in reading. Chapter 2 presents results on the performance of Canada and the provinces in the minor domains of mathematics and science. Finally, the major findings and opportunities for further study are discussed in the conclusion.
Release date: 2010-12-07 - Journals and periodicals: 81-590-XGeography: CanadaDescription:
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 - Articles and reports: 11F0019M2008317Geography: CanadaDescription:
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 - Articles and reports: 81-590-X2007001Geography: CanadaDescription:
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 - Articles and reports: 11F0019M2006283Geography: CanadaDescription:
In this study, I explore the relationship between the presence of a local university in a city and university and college participation among local youth. The evidence is drawn from Census data, along with information on the creation of new university degree-granting institutions in Canada. Students who do not have access to a local university are far less likely to go on to university than students who grew up near a university, likely due to the added cost of moving away to attend, as opposed to differences in other factors (e.g., family income, parental education, academic achievement). When distant students are faced with a local option, however, their probability of attendance substantially increases. Specifically, the creation of a local degree-granting institution is associated with a 28.1% increase in university attendance among local youth, and large increases were registered in each city affected. However, the increase in university participation came at the expense of college participation in most cities. Furthermore, not everyone benefited equally from new universities. In particular, students from lower income families saw the largest increase in university participation, which is consistent with the notion that distance poses a financial barrier. Also, local aboriginal youth only saw a slight increase in university participation when faced with a local university option.
Release date: 2007-01-25 - Table: 81-590-X2004001Geography: CanadaDescription:
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 - Table: 81-590-X2000001Geography: CanadaDescription:
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 - Articles and reports: 11F0019M2001178Geography: CanadaDescription:
The school performance of the children of immigrants in the Canadian school system is analyzed using data from the first three waves of the National Longitudinal Survey of Children and Youth (NLSCY). School performance is measured in terms of ability at reading, writing, mathematics and overall aptitude. The parents' and teachers' assessments of the children's performances are used, as are the results of formal testing. On average, children of immigrants generally do at least as well as the children of the Canadian-born along each dimension of school performance. The children of immigrant parents whose first language is either English or French have especially high outcomes. The children of other immigrant parents have lower performance in reading, writing and composition but their performance in mathematics is comparable to that of the children of Canadian-born parents. It is also found that with more years in the Canadian education system, the performance of these children in reading, writing and mathematics improves and is equal to or greater than the performance of the children of Canadian-born parents by age thirteen in virtually all areas of performance.
Release date: 2001-11-14 - Articles and reports: 81-003-X20000045863Geography: CanadaDescription:
The Third International Mathematics and Science Study (TIMSS) compares and contrasts the teaching and learning of mathematics and science in elementary and secondary schools around the world in order to improve the education of young people in these two major areas.
Release date: 2001-09-07 - Articles and reports: 85-002-X20010048390Geography: CanadaDescription:
Using data from the 1994/95 and 1996/97 National Longitudinal Survey on Children and Youth, this Juristat examines problem behaviour and delinquency as reported by a representative sample of youths between 10 and 13 years of age. Specifically four different issues are explored. First, the demographic variation in delinquency is assessed. Second, to understand life-course trajectories of children and youth involved in aggressive behaviour and delinquent acts against property, stability in delinquency is examined. Third, to understand why young people commit offences, it is important to differentiate aggressive behaviour from other types of delinquency. Therefore, the relationship between aggressive behaviour and delinquent acts against property is examined. Finally, the most common risk factors in childhood and early adolescence are presented.
Release date: 2001-06-12
Data (3)
Data (3) ((3 results))
- Table: 81-590-X2010001Geography: CanadaDescription:
This report provides the first pan-Canadian results of the PISA 2009 assessment of reading, mathematics and science by presenting the national and provincial results in order to complement the information presented in the PISA 2009 International report. Results are compared to other participating countries and across Canadian provinces. Chapter 1 provides information on the performance of Canadian 15-year-old students on the PISA 2009 assessment in reading. Chapter 2 presents results on the performance of Canada and the provinces in the minor domains of mathematics and science. Finally, the major findings and opportunities for further study are discussed in the conclusion.
Release date: 2010-12-07 - Table: 81-590-X2004001Geography: CanadaDescription:
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 - Table: 81-590-X2000001Geography: CanadaDescription:
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 (12)
Analysis (12) (0 to 10 of 12 results)
- Journals and periodicals: 81-590-XGeography: CanadaDescription:
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 - Articles and reports: 11F0019M2008317Geography: CanadaDescription:
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 - Articles and reports: 81-590-X2007001Geography: CanadaDescription:
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 - Articles and reports: 11F0019M2006283Geography: CanadaDescription:
In this study, I explore the relationship between the presence of a local university in a city and university and college participation among local youth. The evidence is drawn from Census data, along with information on the creation of new university degree-granting institutions in Canada. Students who do not have access to a local university are far less likely to go on to university than students who grew up near a university, likely due to the added cost of moving away to attend, as opposed to differences in other factors (e.g., family income, parental education, academic achievement). When distant students are faced with a local option, however, their probability of attendance substantially increases. Specifically, the creation of a local degree-granting institution is associated with a 28.1% increase in university attendance among local youth, and large increases were registered in each city affected. However, the increase in university participation came at the expense of college participation in most cities. Furthermore, not everyone benefited equally from new universities. In particular, students from lower income families saw the largest increase in university participation, which is consistent with the notion that distance poses a financial barrier. Also, local aboriginal youth only saw a slight increase in university participation when faced with a local university option.
Release date: 2007-01-25 - Articles and reports: 11F0019M2001178Geography: CanadaDescription:
The school performance of the children of immigrants in the Canadian school system is analyzed using data from the first three waves of the National Longitudinal Survey of Children and Youth (NLSCY). School performance is measured in terms of ability at reading, writing, mathematics and overall aptitude. The parents' and teachers' assessments of the children's performances are used, as are the results of formal testing. On average, children of immigrants generally do at least as well as the children of the Canadian-born along each dimension of school performance. The children of immigrant parents whose first language is either English or French have especially high outcomes. The children of other immigrant parents have lower performance in reading, writing and composition but their performance in mathematics is comparable to that of the children of Canadian-born parents. It is also found that with more years in the Canadian education system, the performance of these children in reading, writing and mathematics improves and is equal to or greater than the performance of the children of Canadian-born parents by age thirteen in virtually all areas of performance.
Release date: 2001-11-14 - Articles and reports: 81-003-X20000045863Geography: CanadaDescription:
The Third International Mathematics and Science Study (TIMSS) compares and contrasts the teaching and learning of mathematics and science in elementary and secondary schools around the world in order to improve the education of young people in these two major areas.
Release date: 2001-09-07 - Articles and reports: 85-002-X20010048390Geography: CanadaDescription:
Using data from the 1994/95 and 1996/97 National Longitudinal Survey on Children and Youth, this Juristat examines problem behaviour and delinquency as reported by a representative sample of youths between 10 and 13 years of age. Specifically four different issues are explored. First, the demographic variation in delinquency is assessed. Second, to understand life-course trajectories of children and youth involved in aggressive behaviour and delinquent acts against property, stability in delinquency is examined. Third, to understand why young people commit offences, it is important to differentiate aggressive behaviour from other types of delinquency. Therefore, the relationship between aggressive behaviour and delinquent acts against property is examined. Finally, the most common risk factors in childhood and early adolescence are presented.
Release date: 2001-06-12 - 8. Children's school experiences in the NLSCY ArchivedArticles and reports: 81-003-X19990024898Geography: CanadaDescription:
This article explores children's academic achievement, behaviour, classroom environment and other school-related experiences, using the National Longitudinal Survey of Children and Youth (NLSCY).
Release date: 2000-03-07 - Articles and reports: 81-003-X19990024899Geography: CanadaDescription:
This article explores the role of parents in the learning environment of children aged 6 to 11 years, using results from the first cycle of the National Longitudinal Survey of Children and Youth (NLSCY).
Release date: 2000-03-07 - Articles and reports: 81-003-X19990014699Geography: CanadaDescription: Using data from the National Longitudinal Survey of Children and Youth, this article analyses the effects of family relationship processes and family member characteristics on the school achievement of boys and girls aged 6 to 11 years.Release date: 1999-10-12
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