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- 1. Students, educators and student performance ArchivedArticles and reports: 89-28-0001201800100006Description:
This edition presents the most recent numbers of students, teachers, and student performance in reading, math and science as measured by the 2015 Programme for International Student Assessment (PISA).
Release date: 2018-09-10 - 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: 81-004-X20040057736Description:
This article summarizes the results of the 2003 Programme for International Assessment, providing international comparisons of student performance in mathematics, reading, science and problem-solving.
Release date: 2004-12-14 - 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 - 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 - 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 - 7. From Home to School - How Canadian Children Cope ArchivedJournals and periodicals: 89F0117XGeography: CanadaDescription:
This report outlines some initial results from the School Component of the first and second cycles of the National Longitudinal Survey of Children and Youth (NLSCY). It examines the longitudinal influence of Early Childhood Care and Education and literacy activities on young children's future academic and cognitive outcomes. This overview highlights the information newly available from this component of the survey; it is not comprehensive in its coverage or its analysis. Indeed, the information collected by the NLSCY is so rich and detailed that researchers and analysts will be using it to address a variety of important questions concerning the education of children and youth in Canada for many years to come. Here then, we are merely scratching the surface to stimulate awareness of this rich new data source, and to illustrate the kinds of analyses it makes possible.
Release date: 1999-10-14 - 8. Skill deficits among the young ArchivedArticles and reports: 11-008-X19980034005Geography: CanadaDescription:
This article focuses on the key factors associated with infrequent use of basic skills.
Release date: 1998-12-14
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- 1. Students, educators and student performance ArchivedArticles and reports: 89-28-0001201800100006Description:
This edition presents the most recent numbers of students, teachers, and student performance in reading, math and science as measured by the 2015 Programme for International Student Assessment (PISA).
Release date: 2018-09-10 - 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: 81-004-X20040057736Description:
This article summarizes the results of the 2003 Programme for International Assessment, providing international comparisons of student performance in mathematics, reading, science and problem-solving.
Release date: 2004-12-14 - 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 - 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 - 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 - 7. From Home to School - How Canadian Children Cope ArchivedJournals and periodicals: 89F0117XGeography: CanadaDescription:
This report outlines some initial results from the School Component of the first and second cycles of the National Longitudinal Survey of Children and Youth (NLSCY). It examines the longitudinal influence of Early Childhood Care and Education and literacy activities on young children's future academic and cognitive outcomes. This overview highlights the information newly available from this component of the survey; it is not comprehensive in its coverage or its analysis. Indeed, the information collected by the NLSCY is so rich and detailed that researchers and analysts will be using it to address a variety of important questions concerning the education of children and youth in Canada for many years to come. Here then, we are merely scratching the surface to stimulate awareness of this rich new data source, and to illustrate the kinds of analyses it makes possible.
Release date: 1999-10-14 - 8. Skill deficits among the young ArchivedArticles and reports: 11-008-X19980034005Geography: CanadaDescription:
This article focuses on the key factors associated with infrequent use of basic skills.
Release date: 1998-12-14
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