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- Articles and reports: 11-008-X20040037735Geography: Province or territoryDescription:
This article examines the variation between Canada's provinces in the literacy skills of 15-year-old students using data from the 2000 Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA). It also looks at family background and school factors as potential explanations for these differences. The article has been adapted from Variation in literacy skills among Canadian provinces: Findings from the OECD PISA, Education, Skills and Learning Research Papers, no. 12 (Statistics Canada Catalogue no. 81-595-MIE2004012).
Release date: 2004-12-07 - Articles and reports: 11-008-X20040027003Geography: Province or territoryDescription:
This article compares the reading achievement of Canadian 15-year-olds enrolled in immersion and non-immersion programs in English-language school systems in the 10 provinces.
Release date: 2004-09-14 - 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 - Articles and reports: 81-003-X20020046833Geography: Province or territoryDescription:
This report examines the reading skills 15-year-old immersion and non-immersion students in English-language school systems in the 10 provinces. It uses data from the Programme for International Student Assessment (PISA).
Release date: 2004-03-22 - 5. 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 - 6. The Impact on the CPI of Not Surveying House Prices in Rural Regions: A Sensitivity Analysis ArchivedArticles and reports: 62F0014M1997008Geography: Province or territoryDescription:
In light of a recent change in population coverage, this study was initiated to determine whether the integrity of the Consumer Price Index (CPI) should be questioned on the grounds that it does not explicitly take into account rural house price movements. An attempt is made here to quantify the potential impact, using various regimes of artificial data to represent house price movements for rural regions. The regimes were manufactured in a way that allowed the analysis of differences between urban and rural regions in terms of the evolution of house prices, as well as differences in their cumulative price index levels. Three provinces were considered: Newfoundland, Saskatchewan, and British Columbia, all of which have large rural populations. The study results were monthly indexes for the time period, January 1986 to December 1994. The general conclusion was that house prices in rural regions would have to move very differently from those in urban regions to affect the overall level of the CPI. However, in the case of lower-level aggregates the failure to include rural house prices could be having an important effect. In addition, even when cumulative house price movements for rural and urban regions are similar, differences in their evolution tend to have an effect on the trend of the CPI, especially in the case of lower-level aggregates. While it is tempting to conclude that the current CPI methodology is robust enough to apply to the expanded population, this would be based purely on conjecture about the nature of movements in rural house prices. Hence, a second phase of this study will be initiated, whose purpose will be to develop a methodology to construct price indexes for rural regions.
Release date: 1999-05-13
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- Articles and reports: 11-008-X20040037735Geography: Province or territoryDescription:
This article examines the variation between Canada's provinces in the literacy skills of 15-year-old students using data from the 2000 Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA). It also looks at family background and school factors as potential explanations for these differences. The article has been adapted from Variation in literacy skills among Canadian provinces: Findings from the OECD PISA, Education, Skills and Learning Research Papers, no. 12 (Statistics Canada Catalogue no. 81-595-MIE2004012).
Release date: 2004-12-07 - Articles and reports: 11-008-X20040027003Geography: Province or territoryDescription:
This article compares the reading achievement of Canadian 15-year-olds enrolled in immersion and non-immersion programs in English-language school systems in the 10 provinces.
Release date: 2004-09-14 - 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 - Articles and reports: 81-003-X20020046833Geography: Province or territoryDescription:
This report examines the reading skills 15-year-old immersion and non-immersion students in English-language school systems in the 10 provinces. It uses data from the Programme for International Student Assessment (PISA).
Release date: 2004-03-22 - 5. 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 - 6. The Impact on the CPI of Not Surveying House Prices in Rural Regions: A Sensitivity Analysis ArchivedArticles and reports: 62F0014M1997008Geography: Province or territoryDescription:
In light of a recent change in population coverage, this study was initiated to determine whether the integrity of the Consumer Price Index (CPI) should be questioned on the grounds that it does not explicitly take into account rural house price movements. An attempt is made here to quantify the potential impact, using various regimes of artificial data to represent house price movements for rural regions. The regimes were manufactured in a way that allowed the analysis of differences between urban and rural regions in terms of the evolution of house prices, as well as differences in their cumulative price index levels. Three provinces were considered: Newfoundland, Saskatchewan, and British Columbia, all of which have large rural populations. The study results were monthly indexes for the time period, January 1986 to December 1994. The general conclusion was that house prices in rural regions would have to move very differently from those in urban regions to affect the overall level of the CPI. However, in the case of lower-level aggregates the failure to include rural house prices could be having an important effect. In addition, even when cumulative house price movements for rural and urban regions are similar, differences in their evolution tend to have an effect on the trend of the CPI, especially in the case of lower-level aggregates. While it is tempting to conclude that the current CPI methodology is robust enough to apply to the expanded population, this would be based purely on conjecture about the nature of movements in rural house prices. Hence, a second phase of this study will be initiated, whose purpose will be to develop a methodology to construct price indexes for rural regions.
Release date: 1999-05-13
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