Keyword search
Filter results by
Search HelpKeyword(s)
Subject
Results
All (3)
All (3) ((3 results))
- 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: 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 - 3. Census Metropolitan Area and Census Agglomeration Influenced Zones (MIZ) with Census Data ArchivedTable: 92F0138M2000001Description:
With this working paper, Statistics Canada is releasing 1991 Census data tabulated by a new geographic classification called "census metropolitan area and census agglomeration influenced zones", or MIZ. This classification applies to census subdivisions (municipalities) that lie outside census metropolitan areas and census agglomerations. This part of Canada covers 96% of the country's total land mass and contains 22% of its population, yet up to now we have been limited in our means of differentiating this vast area. The MIZ classification shows the influence of census metropolitan areas (CMA) and census agglomerations (CA) on surrounding census subdivisions as measured by commuting flows based on 1991 Census place of work data. This version of the MIZ classification also incorporates a preliminary version of a north concept that flags census subdivisions according to their location in the north or south of Canada.
The series of tables presented here show detailed demographic, social and economic characteristics for Canada as a whole, for the six major regions of Canada, and for individual provinces and territories. Within each table, the data are subdivided into five categories: census metropolitan area or census agglomeration, strong MIZ, moderate MIZ, weak MIZ and no MIZ. Within each of these categories, the data are further subdivided into north and south.
Readers are invited to review and use the data tables to assess whether this combined MIZ and north/south classification of non-CMA/CA areas provides sufficient detail to support data analysis and research. The intent of this MIZ classification is to reveal previously hidden data detail and thereby help users address issues related to this vast geographic area.
This is the first of three related Geography working papers (catalogue no. 92F0138MPE). The second working paper (no. 2000-2, 92F0138MPE00002) provides background information about the methodology used to delineate the MIZ classification. The third working paper (no. 2000-3, 92F0138MPE00003) describes the methodology used to define a continuous line across Canada that separates the north from the south to further differentiate the MIZ classification.
Release date: 2000-02-03
Data (1)
Data (1) ((1 result))
- 1. Census Metropolitan Area and Census Agglomeration Influenced Zones (MIZ) with Census Data ArchivedTable: 92F0138M2000001Description:
With this working paper, Statistics Canada is releasing 1991 Census data tabulated by a new geographic classification called "census metropolitan area and census agglomeration influenced zones", or MIZ. This classification applies to census subdivisions (municipalities) that lie outside census metropolitan areas and census agglomerations. This part of Canada covers 96% of the country's total land mass and contains 22% of its population, yet up to now we have been limited in our means of differentiating this vast area. The MIZ classification shows the influence of census metropolitan areas (CMA) and census agglomerations (CA) on surrounding census subdivisions as measured by commuting flows based on 1991 Census place of work data. This version of the MIZ classification also incorporates a preliminary version of a north concept that flags census subdivisions according to their location in the north or south of Canada.
The series of tables presented here show detailed demographic, social and economic characteristics for Canada as a whole, for the six major regions of Canada, and for individual provinces and territories. Within each table, the data are subdivided into five categories: census metropolitan area or census agglomeration, strong MIZ, moderate MIZ, weak MIZ and no MIZ. Within each of these categories, the data are further subdivided into north and south.
Readers are invited to review and use the data tables to assess whether this combined MIZ and north/south classification of non-CMA/CA areas provides sufficient detail to support data analysis and research. The intent of this MIZ classification is to reveal previously hidden data detail and thereby help users address issues related to this vast geographic area.
This is the first of three related Geography working papers (catalogue no. 92F0138MPE). The second working paper (no. 2000-2, 92F0138MPE00002) provides background information about the methodology used to delineate the MIZ classification. The third working paper (no. 2000-3, 92F0138MPE00003) describes the methodology used to define a continuous line across Canada that separates the north from the south to further differentiate the MIZ classification.
Release date: 2000-02-03
Analysis (2)
Analysis (2) ((2 results))
- 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: 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
Reference (0)
Reference (0) (0 results)
No content available at this time.
- Date modified: