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All (14) (0 to 10 of 14 results)
- Articles and reports: 81-004-X200700610528Description:
In a recent study, David Green and Craig Riddell investigate the distribution of literacy skills in the Canadian-born population and how those skills are generated. They also investigate the nature of literacy generation in the years after individuals have left formal schooling and are in the labour market, and the relationship between literacy and income. This article summarizes the results of their research. The data sources for the analysis are the International Adult Literacy Survey (IALS 1994) and the International Adult Literacy and Skills Survey (IALSS 2003). The focus of the research is on literacy generation in the Canadian economy. As a result, anyone born outside of Canada is excluded from the analysis in order to focus attention on the Canadian educational system. Information on Aboriginal peoples was also excluded from this analysis, being reserved for a separate report.
Release date: 2008-02-25 - Articles and reports: 81-004-X200700510500Description:
Until very recently, reliable data on the literacy of Aboriginal people in Canada have been scarce. The 2003 International Adult Literacy and Skills Survey (IALSS) collected data from large enough samples of Aboriginal people living in urban areas in Manitoba and Saskatchewan, as well as Aboriginal people living in selected communities in the territories, to answer key questions about the literacy proficiency of these populations. The off-reserve Aboriginal population in Manitoba and Saskatchewan is comprised of significant proportions of individuals who self-identify as First Nations and Métis. The IALSS background questionnaire allows researchers to make distinctions on the basis of self-reported Aboriginal identity group.
This report uses data from the 2003 International Adult Literacy and Skills Survey to provide a profile of the level and distribution of adult literacy among the off-reserve First Nations and Métis populations residing in urban areas in Manitoba and Saskatchewan. Literacy profiles are provided for males and females, for different age groups and by educational attainment. Finally, the article examines the literacy profiles of the employed and unemployed sub-groups within these populations.
Release date: 2008-01-07 - Articles and reports: 11-522-X20030017696Description:
This paper describes how to design a document that can be navigated on the Web. It also discusses the metadata and processes that determine where a document is located on Statistics Canada's website, how it links to related resources, and how various search engines find it.
Release date: 2005-01-26 - 4. The gap in achievement between boys and girls ArchivedArticles and reports: 81-004-X20040047423Description:
This article reviews the evidence on the existence of a gender gap in these education indicators: literacy test results, high school drop-out rates and the proportion of each sex enrolled in full-time undergraduate studies.
Release date: 2004-10-29 - Articles and reports: 89-552-M2002010Geography: CanadaDescription:
This publication provides a general picture of francophone literacy in Canada and discusses literacy in the context of language transfers to English. It also looks at the process of producing literacy and the literacy training of francophones, while attempting to sort out the impacts that various social and cultural factors have on literacy.
Release date: 2002-12-06 - 6. 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 - 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: 89-552-M1999006Geography: CanadaDescription:
This study examines the general finding that Canadian youth from higher socio-economic backgrounds tend to perform better on the International Adult Literacy Survey (IALS) than do youth from disadvantaged backgrounds. It also looks at whether this applies to states within the United States.
Release date: 1999-09-22 - 10. Literacy in the workplace [1994] ArchivedArticles and reports: 75-001-X19990024604Geography: CanadaDescription:
Previous studies of the job skills gap have focused on the problem of workers with literacy deficits. Yet, in terms of the costs to individuals, firms and the national economy, literacy surplus (or underemployment) is equally important. This article examines the "fit" or "mismatch" between job requirements and workers' literacy skills, profiling patterns of literacy use and under-use in the labour market. (Adapted from a report published by Statistics Canada and Human Resources Development Canada.)
Release date: 1999-06-09
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Analysis (14)
Analysis (14) (0 to 10 of 14 results)
- Articles and reports: 81-004-X200700610528Description:
In a recent study, David Green and Craig Riddell investigate the distribution of literacy skills in the Canadian-born population and how those skills are generated. They also investigate the nature of literacy generation in the years after individuals have left formal schooling and are in the labour market, and the relationship between literacy and income. This article summarizes the results of their research. The data sources for the analysis are the International Adult Literacy Survey (IALS 1994) and the International Adult Literacy and Skills Survey (IALSS 2003). The focus of the research is on literacy generation in the Canadian economy. As a result, anyone born outside of Canada is excluded from the analysis in order to focus attention on the Canadian educational system. Information on Aboriginal peoples was also excluded from this analysis, being reserved for a separate report.
Release date: 2008-02-25 - Articles and reports: 81-004-X200700510500Description:
Until very recently, reliable data on the literacy of Aboriginal people in Canada have been scarce. The 2003 International Adult Literacy and Skills Survey (IALSS) collected data from large enough samples of Aboriginal people living in urban areas in Manitoba and Saskatchewan, as well as Aboriginal people living in selected communities in the territories, to answer key questions about the literacy proficiency of these populations. The off-reserve Aboriginal population in Manitoba and Saskatchewan is comprised of significant proportions of individuals who self-identify as First Nations and Métis. The IALSS background questionnaire allows researchers to make distinctions on the basis of self-reported Aboriginal identity group.
This report uses data from the 2003 International Adult Literacy and Skills Survey to provide a profile of the level and distribution of adult literacy among the off-reserve First Nations and Métis populations residing in urban areas in Manitoba and Saskatchewan. Literacy profiles are provided for males and females, for different age groups and by educational attainment. Finally, the article examines the literacy profiles of the employed and unemployed sub-groups within these populations.
Release date: 2008-01-07 - Articles and reports: 11-522-X20030017696Description:
This paper describes how to design a document that can be navigated on the Web. It also discusses the metadata and processes that determine where a document is located on Statistics Canada's website, how it links to related resources, and how various search engines find it.
Release date: 2005-01-26 - 4. The gap in achievement between boys and girls ArchivedArticles and reports: 81-004-X20040047423Description:
This article reviews the evidence on the existence of a gender gap in these education indicators: literacy test results, high school drop-out rates and the proportion of each sex enrolled in full-time undergraduate studies.
Release date: 2004-10-29 - Articles and reports: 89-552-M2002010Geography: CanadaDescription:
This publication provides a general picture of francophone literacy in Canada and discusses literacy in the context of language transfers to English. It also looks at the process of producing literacy and the literacy training of francophones, while attempting to sort out the impacts that various social and cultural factors have on literacy.
Release date: 2002-12-06 - 6. 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 - 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: 89-552-M1999006Geography: CanadaDescription:
This study examines the general finding that Canadian youth from higher socio-economic backgrounds tend to perform better on the International Adult Literacy Survey (IALS) than do youth from disadvantaged backgrounds. It also looks at whether this applies to states within the United States.
Release date: 1999-09-22 - 10. Literacy in the workplace [1994] ArchivedArticles and reports: 75-001-X19990024604Geography: CanadaDescription:
Previous studies of the job skills gap have focused on the problem of workers with literacy deficits. Yet, in terms of the costs to individuals, firms and the national economy, literacy surplus (or underemployment) is equally important. This article examines the "fit" or "mismatch" between job requirements and workers' literacy skills, profiling patterns of literacy use and under-use in the labour market. (Adapted from a report published by Statistics Canada and Human Resources Development Canada.)
Release date: 1999-06-09
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