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31. Student characteristics and achievement in science: Results of the 2006 Programme for International Student Assessment Archived
Articles and reports: 81-004-X200700610527
Description:
The latest results of the Programme for International Student Assessment (PISA) 2006 were published in early December 2007. This time, the focus of the assessment was on science literacy. Overall, the 2006 PISA results show that Canadian 15 year-olds students performed very well in science. Among 57 countries, only 15 year-olds in Finland and in Hong Kong-China performed better than Canadian youth on the combined science scale.
The amount of within-country variation in performance in science varied widely across OECD countries. Both Canada and the majority of the provinces were among the few jurisdictions where science achievement was above average while, at the same time, the disparity in student performance was below average. Nevertheless, differences in student achievement persist and are linked to a number of student characteristics. This article focusses on the most recent PISA results regarding science achievement of Canadian 15 year-olds and their background characteristics.
Release date: 2008-02-25
32. Literacy skills of Canadians across the ages: Fewer low achievers, fewer high achievers Archived
Articles and reports: 81-004-X200700610528
Description:
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
33. Taking time off between high school and postsecondary education: Determinants and early labour market outcomes Archived
Articles and reports: 81-004-X200700510501
Description:
This article uses the first three cycles of the Youth in Transition Survey (YITS) to ask the question: are there any differences in early labour market outcomes following postsecondary graduation for young adults who took a break of more than four months between finishing high school and starting postsecondary studies compared to those who went straight on to postsecondary education? Results suggest that taking time off between high school graduation and postsecondary studies affects university and college educated young adults differently. Moreover, what matters most is not whether youth had delayed starting a postsecondary program following high school graduation, but rather whether they went to a postsecondary program and saw it through to completion. Meanwhile, pertinent background factors include grade-point average, parental education and sex.
Release date: 2008-01-07
34. Participation in Postsecondary Education: Graduates, Continuers and Drop Outs, Results from YITS Cycle 4 Archived
Articles and reports: 81-595-M2007059
Geography: Canada
Description:
The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999.
Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics including, for example, their educational aspirations. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age.
Previous research on postsecondary participation of Canadian youth found that no one factor can fully account for who goes on to postsecondary education. There was, instead, a wide variety of characteristics which distinguish youth who undertake postsecondary education from those who do not. This report will examine demographic and family characteristics, high school engagement, academic performance, and first year postsecondary experience of those who attended postsecondary education and those who did not or dropped out.
Chapter 2 looks at the relationship between various demographic, family and school characteristics and youth participation in postsecondary education, with respect to the type of institution attended and the level of program taken in university (bachelors versus graduate studies).
Chapter 3 analyses the relationship between the same characteristics and youth participation status in postsecondary education, that is graduates, continuers or drop outs.
Chapter 4, the concluding chapter, synthesizes the findings.
Release date: 2007-11-20
35. Education-to-Labour Market Pathways of Canadian Youth: Findings from the Youth in Transition Survey Archived
Articles and reports: 81-595-M2007054
Geography: Canada
Description:
This study 'maps' the various pathways that young people have taken from high school through to regular participation in the labour market. It links this transition to important background characteristics, in addition to highlighting the pathways that lead to successful transitions to employment.
The study uses data from the Youth in Transition Survey (YITS) for 2004. YITS is a longitudinal survey that first collected data from two age groups of youth in the first cycle of the survey in 2000. One group began its participation at age 15 (Cohort A) and the other at ages 18 to 20 (Cohort B); the focus of the analysis is on the second group. Both cohorts were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics including, for example, their educational aspirations.
The first follow-up interview with the YITS participants took place in early 2002 when youth were interviewed for a second time. At that time, Cohort B participants were between the ages of 20 to 22. The second follow-up interview took place in 2004, for the reference period December 2003, when Cohort B participants were ages 22 to 24.
This report builds on the basic pathway descriptions of non-students in December 2003 by first determining the major factors that help predict who follows which path. Following this, we turn our attention to studying how these pathways relate to 'success' in the labour market. Specifically, the report is organized as follows:
Chapter 2 analyzes how background factors predict which school-to-labour market path young adults aged 22 to 24 passed through by December 2003; these background factors are for the most part static categories that do not change (for example, sex, age, ethnicity, parental education, etc.).
Chapter 3 introduces various 'intervening' factors measured during high school (for example, grade-point average, working in high school, etc.). These factors are thought to be important for possibly mediating the effect of the prior background measures on predicting the school-to-work transitions.
Chapter 4 shifts the focus of the analysis from looking at predictors of the school-to-work pathways to using the pathways as an indicator of labour market outcomes. In this chapter, we are able to determine whether certain paths are more or less successful for employment, as well as landing respondents 'good' jobs, defined in terms of earnings and level of job satisfaction. We are also able to determine in which occupation they worked during December 2003.
Chapter 5, the concluding chapter, synthesizes the findings and analysis.
Release date: 2007-11-01
36. Why Are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences Archived
Articles and reports: 11F0019M2007303
Geography: Canada
Description:
In this study, we use new Canadian data containing detailed information on standardized test scores, school marks, parental and peer influences, and other socio-economic background characteristics of boys and girls to try to account for the large gender gap in university attendance. Among 19-year-old youth in 2003, 38.8% of girls had attended university, compared with only 25.7% of boys. However, young men and women were about equally likely to attend college. We find that differences in observable characteristics between boys and girls account for more than three quarters (76.8%) of the gap in university participation. In order of importance, the main factors are differences in school marks at age 15, standardized test scores in reading at age 15, study habits, parental expectations and the university earnings premium relative to high school. Altogether, the four measures of academic abilities used in the study "overall marks, performance on standardized reading tests, study habits and repeating grade" collectively account for 58.9% of the gender gap in university participation. These results suggest that understanding why girls outperform boys in the classroom may be a key to understanding the gender divide in university participation.
Release date: 2007-09-20
37. Children with disabilities and the educational system - a provincial perspective Archived
Articles and reports: 81-004-X20070019631
Description:
There are large differences across provinces in the extent to which children with special needs due to physical, cognitive or behavioural disabilities attend regular school classes and the extent to which they have access to special education services. There are also large differences in the extent to which parents report that their special-needs children are being encouraged to reach their full potential in school and in their academic achievement relative to all Canadian children. This article draws on data from the 2001 Participation and Activity Limitation Survey (PALS), the 2000 Youth in Transition Survey (YITS) and the 2002 Programme for International Student Assessment (PISA) to document these differences.
Release date: 2007-05-01
38. Using the postal code as merge key for independent data files: matching data from the Canadian Census and an administrative file of school test scores in Quebec Archived
Surveys and statistical programs – Documentation: 11-522-X20050019476
Description:
The paper will show how, using data published by Statistics Canada and available from member libraries of the CREPUQ, a linkage approach using postal codes makes it possible to link the data from the outcomes file to a set of contextual variables. These variables could then contribute to producing, on an exploratory basis, a better index to explain the varied outcomes of students from schools. In terms of the impact, the proposed index could show more effectively the limitations of ranking students and schools when this information is not given sufficient weight.
Release date: 2007-03-02
39. Why Are Youth from Lower-income Families Less Likely to Attend University? Evidence from Academic Abilities, Parental Influences, and Financial Constraints Archived
Articles and reports: 11F0019M2007295
Geography: Canada
Description:
In this study, I use new Canadian data containing detailed information on academic abilities, parental influences, financial constraints, and other socio-economic background characteristics of youth to try to account for the large gap in university attendance across the income distribution. I find that 96% of the total gap in university attendance between youth from the top and bottom income quartiles can be accounted for by differences in observable characteristics. Differences in long-term factors such as standardized test scores in reading obtained at age 15, school marks reported at age 15, parental influences, and high-school quality account for 84% of the gap. In contrast, only 12% of the gap is related to financial constraints. Similar results hold across different income quartiles and when I use standardized test scores in mathematics and science. However, reading scores account for a larger proportion of the gap than other test scores.
Release date: 2007-02-08
40. Do Universities Benefit Local Youth? Evidence from University and College Participation, and Graduate Earnings Following the Creation of a New University Archived
Articles and reports: 11F0019M2006283
Geography: Canada
Description:
In this study, I explore the relationship between the presence of a local university in a city and university and college participation among local youth. The evidence is drawn from Census data, along with information on the creation of new university degree-granting institutions in Canada. Students who do not have access to a local university are far less likely to go on to university than students who grew up near a university, likely due to the added cost of moving away to attend, as opposed to differences in other factors (e.g., family income, parental education, academic achievement). When distant students are faced with a local option, however, their probability of attendance substantially increases. Specifically, the creation of a local degree-granting institution is associated with a 28.1% increase in university attendance among local youth, and large increases were registered in each city affected. However, the increase in university participation came at the expense of college participation in most cities. Furthermore, not everyone benefited equally from new universities. In particular, students from lower income families saw the largest increase in university participation, which is consistent with the notion that distance poses a financial barrier. Also, local aboriginal youth only saw a slight increase in university participation when faced with a local university option.
Release date: 2007-01-25

Data (5)

Data (5) ((5 results))

1. Education Indicators in Canada: Report of the Pan-Canadian Education Indicators Program
Table: 81-582-X
Description: The Pan-Canadian Education Indicators Program (PCEIP) draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, and labour market outcomes.

PCEIP products include tables, fact sheets, reports and a methodological handbook. They present indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time.

The Pan-Canadian Education Indicators Program (PCEIP) is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.
Release date: 2024-03-28
2. School Experiences of Off-Reserve First Nations Children Aged 6 to 14: Supporting Data Tables Archived
Table: 89-637-X2009002
Geography: Canada
Description:
A series of supporting data tables accompanies the First Nations analytical article from the 2006 Aboriginal Peoples Survey (APS). These supporting data tables provide data at the provincial/regional level for off-reserve First Nations children aged 6 to 14 for major themes covered in the analytical article: school achievement; parental satisfaction toward school practices; getting along with teachers; learning disability; frequency of reading books; and frequency of playing sports.
Release date: 2009-02-19
3. The Performance of Canada's Youth in Mathematics, Reading, Science and Problem Solving: 2003 First Findings for Canadians Aged 15 Archived
Table: 81-590-X2004001
Geography: Canada
Description:
The Program for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.
This report provides results from the PISA 2003 assessment of student performance in mathematics, reading, science and problem solving at the provincial level, and compares the achievement of Canadian students to that of students internationally. PISA 2003 has a special focus on mathematical literacy.
Forty-one countries participated in PISA 2003, including all 30 OECD countries and 11 non-OECD countries. About 28,000 15-year-olds from more than 1,000 schools took part in Canada.
Release date: 2004-12-20
4. The Performance of Canada's Youth in Reading, Mathematics and Science OECD PISA Study - First Results for Canadians Aged 15 Archived
Table: 81-590-X2000001
Geography: Canada
Description:
The Program for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.
This report presents initial results for Canada, Canadian provinces and selected countries from PISA 2000. Reading literacy is the major focus of PISA 2000, with mathematical and scientific literacy as minor domains.
This report also includes results from the Youth in Transition Survey (YITS), a Canadian longitudinal survey designed to examine the patterns of, and influences on, major transitions in young people's lives, particularly with respect to education, training and work.
Thirty-two countries participated in PISA 2000. In Canada, approximately 30,000 15-year-old students from more than 1,000 schools participated.
Release date: 2002-01-03
5. National Longitudinal Survey of Children and Youth, Documentation and Data Files Archived
Public use microdata: 89M0015X
Description:
The National Longitudinal Survey of Children and Youth (NLSCY), developed jointly by Human Resources Development Canada and Statistics Canada, is a comprehensive survey which follows the development of children in Canada and paints a picture of their lives. The survey monitors children's development and measures the incidence of various factors that influence their development, both positively and negatively.
Release date: 2001-05-30

Analysis (87)

Analysis (87) (0 to 10 of 87 results)

1. High school graduation and postsecondary enrolment of Black, Latin American and other population groups: What explains the differences?
Articles and reports: 36-28-0001202400200003
Description: Given the large differences in educational attainment observed across non-Indigenous population groups in Canada, understanding when these differences emerge and what may explain them is an important first step in informing policy discussions on the issue. Using the British Columbia kindergarten to Grade 12 dataset, the Postsecondary Student Information System, the 2016 Census of Population, and the T1 Family File tax data, this study follows several cohorts of Grade 9 students in British Columbia over time to explore differences between population groups, by gender, in the probability and timing of high school graduation and enrolment in academic postsecondary programs.
Release date: 2024-02-28
2. The impact of the COVID-19 pandemic on the proportion of youth not in employment, education or training: A regional analysis and international perspective
Articles and reports: 81-599-X2022001
Description:
This fact sheet examines the impact of the COVID-19 pandemic on the NEET indicator by exploring monthly Labour Force Survey data, from 2019 to 2021, for youth in Canada and selected OECD countries aged 15 to 29. It explores the impact by age group, sex, province/territory and other characteristics.

Release date: 2022-10-18
3. Is taking a gap year between high school and postsecondary education beneficial or detrimental in the long term?
Articles and reports: 36-28-0001202200500004
Description:
Following high school graduation, some students decide to delay their postsecondary education (PSE). This raises the issue of the long-term implications of taking a gap year. The main question asked in this study is “Among high school graduates who eventually registered for postsecondary studies, how do the long-term labour market outcomes compare between those who took a gap year (i.e. attended PSE between 12 and 15 months after high school graduation) and those who followed a more linear path into PSE (i.e. attended PSE within three months of high school graduation)?” The analysis is based on data from the Youth in Transition Survey, Cohort A (YITS-A) linked to the T1 Family File (T1FF) and takes into account differences in a very rich set of characteristics including academic performance, cognitive and non-cognitive ability, parental characteristics (presence, education, aspirations, education savings behaviour), peers, and high school fixed effects.

Release date: 2022-05-25
4. Gender differences in STEM enrolment and graduation: What are the roles of academic performance and preparation?
Articles and reports: 36-28-0001202101100004
Description:
Despite women outnumbering men in postsecondary institutions, women are considerably less likely to select the higher paying STEM fields, which could be a factor in the gender wage gap. While many studies have examined the persistent underrepresentation of women in STEM programs among postsecondary graduates, the goal of this study is to advance the Canadian evidence in three ways. First, the study distinguishes between two types of gender differences in the probability of selecting STEM-related fields in a bachelor’s degree program: those that are conditional on enrolment in a bachelor’s degree program and those that are unconditional on doing so. Second, the study highlights gender differences in specific STEM programs. Third, the study addresses the substantial sample attrition affecting longitudinal household surveys that have been used to study the issue in several previous studies. To do so, the study uses an administrative dataset that provides detailed academic performance information on students from kindergarten to Grade 12 in Canada’s third-most populous province, British Columbia.

Release date: 2021-11-24
5. Educational experiences of young women with disabilities
Articles and reports: 36-28-0001202101000003
Description:
This study uses data from the 2017 Canadian Survey on Disability to examine differences in educational experiences between women and men aged 15 to 34 with a disability. These experiences capture the difficulties that persons with disabilities reported encountering in school, such as limitations on learning, social exclusion, and a lack of accommodations.

Release date: 2021-10-27
6. Impact of the COVID-19 pandemic on the NEET (not in employment, education or training) indicator, March and April 2020
Articles and reports: 81-599-X2020001
Description:
This fact sheet examines the impact of the COVID-19 pandemic on the NEET indicator by exploring monthly Labour Force Survey data, from January 2020 to April 2020, for young Canadians aged 15 to 29. It explores the impact by age group, sex, province, educational attainment, and other characteristics.

Release date: 2020-09-24
7. Parents supporting learning at home during the COVID-19 pandemic Archived
Stats in brief: 45-28-0001202000100040
Description:
This article provides insights into the experiences and concerns of parents or guardians of children aged 14 years and younger related to learning at home during the COVID-19 pandemic. Results are based on the recent Statistics Canada crowdsourcing data collection completed by over 32,000 parents between June 9 and 22, 2020.
Release date: 2020-07-16
8. Sample selection in tax data sets of intergenerational links: Evidence from the Longitudinal and International Study of Adults
Articles and reports: 89-648-X2020002
Description:
Administrative data sets have become increasingly popular sources of information to study mobility across generations. However, the inclusion of parent-child pairs depends on the primary purpose for which the data was collected. In the case of tax records, both parents and children must have worked and filed their taxes, and the children's labour market entry must have happened before they left the parental home. This paper documents selection in samples of parent-child pairs constructed from personal income tax records from Canada, and discusses implications for intergenerational research. It takes advantage of the fact that Statistics Canada's Longitudinal and International Study of Adults (LISA) includes both survey and administrative data to inform the nature and severity of the resulting sample selection. Results show that respondents who were successfully linked to their parents are more educated, and are more likely to have grown up in better educated, nuclear families. However, correcting for sample selection suggests that there is no bias in unadjusted estimates.
Release date: 2020-03-17
9. Assessing the suitability of the Longitudinal and International Study of Adults for the estimation of intergenerational income mobility
Articles and reports: 89-648-X2020003
Description:
This study investigates the suitability of Canada's Longitudinal and International Study of Adults (LISA) for research on intergenerational income mobility. The LISA combines survey data, collected biennially since 2012, and the personal income tax records of both respondents and their past and present family members. In comparison, existing work on intergenerational mobility in Canada has often used the Intergenerational Income Database (IID), a purely administrative dataset based on the universe of tax filers. The IID's size has allowed researchers to describe the experience of mobility of narrowly defined geographic units and cohorts. However, its potential to investigate the mechanisms underlying these patterns is limited, given the small set of variables it informs. As such, the LISA is a promising candidate to further our understanding of the drivers of mobility. This study reproduces the analysis from four key papers that have documented the intergenerational transmission of income in Canada using the IID. Despite having a much smaller sample size and a different approach to the establishment of parent-child links, it finds that the LISA produces results that are consistent with the existing literature. This study also explores the sensitivity of rank-rank estimates to the choice of different specification and present results that will guide the methodological choices to be made by users of the LISA intergenerational family files in combination with LISA variables from the survey data.
Release date: 2020-03-17
10. A portrait of the school-age population and measures of student achievement Archived
Stats in brief: 89-28-0001201800100014
Description:
This edition presents demographic and family background information on the school-age population as well as measures of student performance in reading, math and science as measured by the 2015 Programme for International Student Assessment (PISA) and the 2016 Pan-Canadian Assessment Program (PCAP).
Release date: 2019-09-18

Reference (3)

Reference (3) ((3 results))

1. Education Indicators in Canada: Handbook for the Report of the Pan-Canadian Education Indicators Program
Surveys and statistical programs – Documentation: 81-582-G
Description: This handbook complements the tables of the Pan-Canadian Education Indicators Program (PCEIP). It is a guide that provides general descriptions for each indicator and indicator component. PCEIP has five broad indicator sets: a portrait of the school-age population; financing education systems; elementary and secondary education; postsecondary education; and transitions and outcomes.

The Pan-Canadian Education Indicators Program (PCEIP) is a joint venture of Statistics Canada and the Council of Ministers of Education, Canada.
Release date: 2024-03-28
2. Using the postal code as merge key for independent data files: matching data from the Canadian Census and an administrative file of school test scores in Quebec Archived
Surveys and statistical programs – Documentation: 11-522-X20050019476
Description:
The paper will show how, using data published by Statistics Canada and available from member libraries of the CREPUQ, a linkage approach using postal codes makes it possible to link the data from the outcomes file to a set of contextual variables. These variables could then contribute to producing, on an exploratory basis, a better index to explain the varied outcomes of students from schools. In terms of the impact, the proposed index could show more effectively the limitations of ranking students and schools when this information is not given sufficient weight.
Release date: 2007-03-02
3. National Longitudinal Survey of Children and Youth - Microdata User's Guide Archived
Surveys and statistical programs – Documentation: 89M0015G
Description:
The National Longitudinal Survey of Children and Youth (NLSCY) is a long-term research program (started in 1994) that will track a large sample of children over many years, enabling researchers to monitor children's well-being and development.
Not all the information collected for the first cycle of the National Longitudinal Survey of Children and Youth are included in this first microdata file. The second release will be in 1997.
Release date: 1996-12-18

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Date modified:: 2024-06-06

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