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  • 1. Youth Labour Force Participation: 2008 to 2014 Archived
    Articles and reports: 11-626-X2015052
    Description:

    In this Economic Insights article, the decline in the youth labour force participation rate from 2008 to 2014 is decomposed, in an accounting framework, into components attributable to changes in school enrolment and in students’ and non-students’ labour force participation. The data are analyzed by sex, province and immigrant status. Changes in the composition of youth not in the labour force by student status and type of education pursued are also examined, as are changes in the percentage of youth who are neither in the labour force nor enrolled in full-time studies. The analysis is based on Statistics Canada’s Labour Force Survey from 1976 to 2014.

    Release date: 2015-10-30
  • 2. School mobility and educational outcomes of off-reserve First Nations students Archived
    Articles and reports: 89-653-X2015006
    Description:

    Using data from the 2012 Aboriginal Peoples Survey, this study takes a first look at school mobility among off-reserve First Nations students in grades 1 to 6 and grades 7 to 12. The reason off-reserve First Nations students last moved schools is examined, and comparisons are made between students in grades 1 to 6 and those in grades 7 to 12. Based on the number of schools that a student had attended and the reason provided for the last school move, comparisons are made between off-reserve First Nations students who were non-movers and movers. Three levels of socio-economic characteristics are examined for off-reserve First Nations students including: student characteristics (for example, age, sex, and registered Indian status); family characteristics (for example, income, living arrangements and parental education); and school support characteristics (for example, parental involvement in education) to show differences between non-movers and movers. Finally, school outcomes (for example, grade on last report card, happiness at school, ever repeated a grade) are compared between non-movers and movers to determine if having one “non-regular” progression school move is negatively related to academic success for off-reserve First Nations students.

    Release date: 2015-03-31
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  • 1. Youth Labour Force Participation: 2008 to 2014 Archived
    Articles and reports: 11-626-X2015052
    Description:

    In this Economic Insights article, the decline in the youth labour force participation rate from 2008 to 2014 is decomposed, in an accounting framework, into components attributable to changes in school enrolment and in students’ and non-students’ labour force participation. The data are analyzed by sex, province and immigrant status. Changes in the composition of youth not in the labour force by student status and type of education pursued are also examined, as are changes in the percentage of youth who are neither in the labour force nor enrolled in full-time studies. The analysis is based on Statistics Canada’s Labour Force Survey from 1976 to 2014.

    Release date: 2015-10-30
  • 2. School mobility and educational outcomes of off-reserve First Nations students Archived
    Articles and reports: 89-653-X2015006
    Description:

    Using data from the 2012 Aboriginal Peoples Survey, this study takes a first look at school mobility among off-reserve First Nations students in grades 1 to 6 and grades 7 to 12. The reason off-reserve First Nations students last moved schools is examined, and comparisons are made between students in grades 1 to 6 and those in grades 7 to 12. Based on the number of schools that a student had attended and the reason provided for the last school move, comparisons are made between off-reserve First Nations students who were non-movers and movers. Three levels of socio-economic characteristics are examined for off-reserve First Nations students including: student characteristics (for example, age, sex, and registered Indian status); family characteristics (for example, income, living arrangements and parental education); and school support characteristics (for example, parental involvement in education) to show differences between non-movers and movers. Finally, school outcomes (for example, grade on last report card, happiness at school, ever repeated a grade) are compared between non-movers and movers to determine if having one “non-regular” progression school move is negatively related to academic success for off-reserve First Nations students.

    Release date: 2015-03-31
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