Keyword search
Filter results by
Search HelpKeyword(s)
Subject
Survey or statistical program
Results
All (4)
All (4) ((4 results))
- Journals and periodicals: 81-590-XGeography: CanadaDescription:
The Program for International Student Assessment (PISA) is designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.
Information gathered through PISA enables a thorough comparative analysis of the skill level of students near the end of their compulsory education. PISA also permits exploration of the ways that skills vary across different social and economic groups and the factors that influence the level and distribution of skills within and between countries.
PISA is a collaborative effort among member countries of the Organization for Economic Co-operation and Development (OECD). In Canada, PISA is administered through a partnership of the Council of Ministers of Education, Canada, Human Resources and Skills Development Canada and Statistics Canada.
PISA will be repeated every three years. The first PISA cycle was conducted in 2000 and focused on reading, with mathematics and science as minor domains. The focus shifts to mathematics in PISA 2003, to science in 2006, and back to reading in 2009.
These reports provide results of the PISA assessments of student performance at the provincial level, and compare the achievement of Canadian students to that of students internationally.
Release date: 2010-12-07 - 2. Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey ArchivedJournals and periodicals: 89-617-XGeography: Canada, Province or territoryDescription:
The International Adult Literacy and Skills Survey, undertaken in 2003, measured the proficiencies of a representative sample of Canadian adults aged 16 and over in four domains: prose literacy, document literacy, numeracy and problem solving, and benchmarked performance against an international standard. The proficiency scores are compared between provinces, territories and nations, and over time. Moreover, literacy performance is examined in relation to differences in variables such as educational attainment, employment and unemployment, earnings and self-assessed health. Analyses of the literacy performance of groups of special interest, including women and men, young adults and seniors, recent and established immigrants, and Aboriginal populations are included.
Release date: 2005-11-30 - Journals and periodicals: 89-597-XGeography: CanadaDescription:
This article presents information on health, education and language for Métis, Inuit and North American Indian children living in non-reserve areas. It uses the 'children and youth' component of the 2001 Aboriginal Peoples Survey (APS).
Release date: 2004-07-09 - Journals and periodicals: 89-594-XGeography: CanadaDescription:
This paper uses three cycles of the National Longitudinal Survey of Children and Youth (NLSCY) to examine whether parental labour market participation and the use of substitute child-care influence the development of the skills needed by pre-school-aged children in order to begin school. The analysis in this paper is based on the arguments that parent-child interaction fosters the development of the skills needed by pre-school-aged children in order to begin school successfully, and that full-time participation in the work force by lone parents (in one-parent families) and by both parents (in dual-parent families) often results in comparatively less time for parent-child interaction than in families with a stay-at-home parent. Therefore, the purpose of this study is to determine whether reductions in parental time spent with children as a result of work outside the home impact the intellectual development of young children.
The study indicates that parental participation in the labour market has little effect on the school readiness scores of most pre-school-aged children. However, children's school readiness does appear to be influenced by parental labour market participation if the parents exhibit above-average parenting skills and levels of parental education. Children of mothers who display above-average parenting skills and higher levels of education tend to benefit slightly when their mothers do not work outside the home. Likewise, children of fathers with above-average education exhibit slightly higher cognitive outcomes if their fathers work part time.
Although the author finds that there is no association between the number of hours that children spend in child care and their level of school readiness, the study does observe that among pre-school children in substitute child-care, those who come from higher-income families tend to score higher on the school readiness tests than do children from lower-income families. This finding may be attributed to the possibility that children in higher-income families are exposed to a higher quality of substitute child-care, or it may be attributed simply to the advantages of growing up in a family with greater resources.
Release date: 2003-10-23
Data (0)
Data (0) (0 results)
No content available at this time.
Analysis (4)
Analysis (4) ((4 results))
- Journals and periodicals: 81-590-XGeography: CanadaDescription:
The Program for International Student Assessment (PISA) is designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.
Information gathered through PISA enables a thorough comparative analysis of the skill level of students near the end of their compulsory education. PISA also permits exploration of the ways that skills vary across different social and economic groups and the factors that influence the level and distribution of skills within and between countries.
PISA is a collaborative effort among member countries of the Organization for Economic Co-operation and Development (OECD). In Canada, PISA is administered through a partnership of the Council of Ministers of Education, Canada, Human Resources and Skills Development Canada and Statistics Canada.
PISA will be repeated every three years. The first PISA cycle was conducted in 2000 and focused on reading, with mathematics and science as minor domains. The focus shifts to mathematics in PISA 2003, to science in 2006, and back to reading in 2009.
These reports provide results of the PISA assessments of student performance at the provincial level, and compare the achievement of Canadian students to that of students internationally.
Release date: 2010-12-07 - 2. Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey ArchivedJournals and periodicals: 89-617-XGeography: Canada, Province or territoryDescription:
The International Adult Literacy and Skills Survey, undertaken in 2003, measured the proficiencies of a representative sample of Canadian adults aged 16 and over in four domains: prose literacy, document literacy, numeracy and problem solving, and benchmarked performance against an international standard. The proficiency scores are compared between provinces, territories and nations, and over time. Moreover, literacy performance is examined in relation to differences in variables such as educational attainment, employment and unemployment, earnings and self-assessed health. Analyses of the literacy performance of groups of special interest, including women and men, young adults and seniors, recent and established immigrants, and Aboriginal populations are included.
Release date: 2005-11-30 - Journals and periodicals: 89-597-XGeography: CanadaDescription:
This article presents information on health, education and language for Métis, Inuit and North American Indian children living in non-reserve areas. It uses the 'children and youth' component of the 2001 Aboriginal Peoples Survey (APS).
Release date: 2004-07-09 - Journals and periodicals: 89-594-XGeography: CanadaDescription:
This paper uses three cycles of the National Longitudinal Survey of Children and Youth (NLSCY) to examine whether parental labour market participation and the use of substitute child-care influence the development of the skills needed by pre-school-aged children in order to begin school. The analysis in this paper is based on the arguments that parent-child interaction fosters the development of the skills needed by pre-school-aged children in order to begin school successfully, and that full-time participation in the work force by lone parents (in one-parent families) and by both parents (in dual-parent families) often results in comparatively less time for parent-child interaction than in families with a stay-at-home parent. Therefore, the purpose of this study is to determine whether reductions in parental time spent with children as a result of work outside the home impact the intellectual development of young children.
The study indicates that parental participation in the labour market has little effect on the school readiness scores of most pre-school-aged children. However, children's school readiness does appear to be influenced by parental labour market participation if the parents exhibit above-average parenting skills and levels of parental education. Children of mothers who display above-average parenting skills and higher levels of education tend to benefit slightly when their mothers do not work outside the home. Likewise, children of fathers with above-average education exhibit slightly higher cognitive outcomes if their fathers work part time.
Although the author finds that there is no association between the number of hours that children spend in child care and their level of school readiness, the study does observe that among pre-school children in substitute child-care, those who come from higher-income families tend to score higher on the school readiness tests than do children from lower-income families. This finding may be attributed to the possibility that children in higher-income families are exposed to a higher quality of substitute child-care, or it may be attributed simply to the advantages of growing up in a family with greater resources.
Release date: 2003-10-23
Reference (0)
Reference (0) (0 results)
No content available at this time.
- Date modified: