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31. 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
32. 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
33. Economic integration of immigrants children Archived
Articles and reports: 75-001-X200711013196
Geography: Canada
Description:
Challenges associated with the integration of immigrants often extend beyond the first generation. If children of immigrants experience similar impediments to social and economic assimilation as their parents did, then low socioeconomic status may be transmitted between generations. Such scenarios of second-class disadvantage may not apply to Canada. Even if immigrant earnings deficits relative to the native-born are increasing, it does not necessarily mean that children of immigrants will be worse off than the children of Canadian-born parents.
Release date: 2007-12-19
34. Minorities Speak Up: Results of the Survey on the Vitality of Official-Language Minorities Archived
Table: 91-548-X
Description: This survey pertains to the vitality of Canada's official-language minorities, namely anglophones in Quebec and francophones outside of Quebec. The information collected allows for a more in-depth understanding of the current situation of individuals who belong to these groups on subjects as diverse as instruction in the language of the minority or access to different services in the language of the minority (i.e., health care), as well as language practices both at home and outside of the home. Note to readers
The following section has been modified as of May 27, 2008: Section 5.1.3 Reasons for choosing the school attended: Percentages in paragraphs 3 and 4 Edition 2006 was previously released on December 11, 2007.
Release date: 2007-12-11
35. Literacy and the Labour Market: The Generation of Literacy and Its Impact on Earnings for Native Born Canadians Archived
Articles and reports: 89-552-M2007018
Geography: Canada
Description:
This study examines the distribution of literacy skills in the Canadian economy and the ways in which they are generated. In large part, the generation of literacy skills has to do with formal schooling and parental inputs into their children's education. The nature of literacy generation in the years after individuals have left formal schooling and are in the labour market is also investigated. Once the core facts about literacy in the economy have been established, the study turns to examining the impact of increased literacy on individual earnings. Both the causal impact of literacy on earnings and the joint distribution of literacy and income are explored. The authors argue that the latter provides a more complete measure of how well an individual is able to function in society.
The study focuses mainly on data from the Canadian component of the 2003 International Adult Literacy and Skills Survey (IALSS), composed of a sample of over 22,000 respondents. The Canadian component of the 1994 International Adult Literacy Survey (IALS) is also used in order to obtain a more complete picture of how literacy changes with age and across birth cohorts.
Release date: 2007-11-30
36. 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
37. 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
38. Adult Learning: A Comparative Perspective: Results from the Adult Literacy and Life Skills Survey Archived
Articles and reports: 89-552-M2007017
Geography: Canada
Description:
This study provides comparative estimates of participation in adult education and training courses and programmes, duration of studies, engagement in informal learning and sources of direct financial support, based on results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills study. It also examines levels of inequality in adult learning and reasons for participating in adult education and training, including the role of labour force status and job and workplace characteristics. Finally, it presents a review of the relationship between actual skill use and participation in both organized and informal forms of adult learning. Comparisons are made between Canadian provinces and territories and three selected countries, namely Norway, Switzerland and the United States.
Release date: 2007-10-12
39. 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
40. Streaming in the 10th grade in four Canadian provinces in 2000 Archived
Articles and reports: 81-004-X20070029994
Geography: Province or territory
Description:
Streaming or tracking of high school students through different sequences of core courses (e.g., english, science, mathematics) has been practised in Canada and other developed countries for decades. The practice has also been vigorously debated. This article examines the extent to which streaming of tenth-grade students was occurring in four provinces - Ontario, Saskatchewan, Alberta, and British Columbia - in 2000, using data obtained from Cycle 1 of Statistics Canada's Youth in Transition (YITS) Survey. It also focuses on the impact of social background as measured by parents' education levels and family income on the course-selection choices made by 15 year-old high school students. In four provinces -- Ontario, Saskatchewan, Alberta and British Columbia -- the distinctions between the levels of courses taken by 15 year-old students (open PSE options vs college-only options) were clearest. As a result, the analysis reported here is based on data from those four provinces which accounted for about two-thirds of Canadian 15 year-olds in 2000.
Release date: 2007-06-19

Data (4)

Data (4) ((4 results))

1. Minorities Speak Up: Results of the Survey on the Vitality of Official-Language Minorities Archived
Table: 91-548-X
Description: This survey pertains to the vitality of Canada's official-language minorities, namely anglophones in Quebec and francophones outside of Quebec. The information collected allows for a more in-depth understanding of the current situation of individuals who belong to these groups on subjects as diverse as instruction in the language of the minority or access to different services in the language of the minority (i.e., health care), as well as language practices both at home and outside of the home. Note to readers
The following section has been modified as of May 27, 2008: Section 5.1.3 Reasons for choosing the school attended: Percentages in paragraphs 3 and 4 Edition 2006 was previously released on December 11, 2007.
Release date: 2007-12-11
2. 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
3. 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
4. General Social Survey Cycle 14: Access to and Use of Information Communication Technology (2000) - Public Use Microdata File Archived
Public use microdata: 12M0014X
Geography: Province or territory
Description: This report presents a brief overview of the information collected in Cycle 14 of the General Social Survey (GSS). Cycle 14 is the first cycle to collect detailed information on access to and use of information communication technology in Canada. Topics include general use of technology and computers, technology in the workplace, development of computer skills, frequency of Internet and E-mail use, non-users and security and information on the Internet. The target population of the GSS is all individuals aged 15 and over living in a private household in one of the ten provinces.
Release date: 2001-06-29

Analysis (84)

Analysis (84) (20 to 30 of 84 results)

21. Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006 Archived
Articles and reports: 81-595-M2008069
Geography: Canada
Description:
"Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006" is the third paper in a series of reports written by the Learning Policy Directorate of Human Resources and Social Development Canada (HRSDC) and the Centre for Education Statistics of Statistics Canada. Each report presents an overview of doctoral education covering annual data from the Survey of Earned Doctorates (SED) from each of the three years of the survey's existence (2003/2004, 2004/2005 and 2005/2006).
The Survey of Earned Doctorates is a key source of information regarding the training of doctoral graduates in Canada. It provides information on the pathways of these highly qualified graduates through the education system and sheds light into the expectations of graduates as they transition into employment and postdoctoral education.
In this 2005/2006 report, special attention has been given to the foreign born among the doctoral graduates. Foreign-born graduates represent more than one in every five graduates in the 2005/2006 academic year, and over half of all doctoral graduates living in Canada in 2006. Canada's immigration policy, with its emphasis on educational attainment, ensures that the foreign born will continue to account for a large proportion of Canada's doctorate degree holders. Furthermore, attracting foreign-born talent to Canada will be important if Canada is to increase the number of doctoral degree holders, since growth in the graduates from Canadian institutions has been minimal. One of the key challenges will be to retain graduates, both foreign-born and Canadian-born, in Canada upon the completion of their degree.
Also unique to this third report, is the ability to discuss trends over the three years of survey data.
Release date: 2008-10-17
22. Intergenerational Education Mobility Among the Children of Canadian Immigrants Archived
Articles and reports: 11F0019M2008316
Geography: Canada
Description:
We analyse the intergenerational education mobility of Canadian men and women born to immigrants. A detailed portrait of Canadians is offered, as are estimates of the degree of intergenerational mobility among the children of immigrants. Persistence in the years of schooling across the generations is rather weak between immigrants and their Canadian-born children, and one third as strong as for the general population. Parental earnings are not correlated with years of schooling for second-generation children and, if anything, are negatively correlated. Finally, we find that the intergenerational transmission of education has not changed across the birth cohorts of the post-war period.
Release date: 2008-10-02
23. The Children of Older First-time Mothers in Canada: Their Health and Development Archived
Articles and reports: 89-599-M2008005
Geography: Canada
Description:
This study uses data from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the relationship between late childbearing (at or after age 35) among first-time mothers in Canada and three facets of development: physical health, behaviour and cognitive development. The following research questions were addressed: do the developmental characteristics of children born to older mothers differ from those of children born to younger mothers? And do other factors, such as demographic characteristics and parenting practices, account for differences in child development by maternal age at birth? For this analysis, first-born children were identified from among all interviewed children whose year of birth was between 1998 and 2005.
Release date: 2008-09-24
24. Group Differences in Educational Attainment Among the Children of Immigrants Archived
Articles and reports: 11F0019M2008308
Geography: Canada
Description:
Using the 2002 Ethnic Diversity Survey, this article examines the group differences by national origin in university educational attainment among the children of immigrants in Canada. We found that children of immigrant parents in most source region groups achieve higher university completion rates than children of Canadian-born parents, partly due to higher education levels of their parents. Children of Chinese and Indian immigrants particularly attain higher academic achievements than children of Canadian-born parents. Parental education was also important in explaining the relatively low university completion rates among the second-generation Portuguese.
Release date: 2008-09-22
25. International Adult Literacy Survey [Series] Archived
Journals and periodicals: 89-552-M
Geography: Canada
Description:
The International Adult Literacy Survey (IALS) was a seven-country initiative conducted in the fall of 1994. Its goal was to create comparable literacy profiles across national, linguistic and cultural boundaries. Successive waves of the survey now encompass close to 30 countries around the world. This monograph series features detailed studies from the IALS database by literacy scholars and experts in Canada and the United States. The research is primarily funded by Human Resources Development Canada. Monographs focus on current policy issues and cover topics such as adult training, literacy skill match and mismatch in the workplace, seniors' literacy skills and health, literacy and economic security, and many others.
Release date: 2008-07-21
26. Kids' Sports Archived
Articles and reports: 11-008-X200800110573
Geography: Canada
Description:
This article will examine trends in organized sports participation of children aged 5 to 14, and the important role that the family plays. It will also look at the factors that influence children's participation in sports including parental involvement in sports, socio-demographic characteristics of the family, and geography.
Release date: 2008-06-03
27. Cities and Growth: In Situ Versus Migratory Human Capital Growth Archived
Articles and reports: 11-622-M2008019
Geography: Canada
Description:
University degree holders in large cities are more prevalent and are growing at a more rapid pace than in smaller cities and rural areas. This relatively high rate of growth stems from net migratory flows and/or higher rates of degree attainment in cities. Using data from the 1996 and 2001 Censuses, this paper tests the relative importance of these two sources of human capital growth by decomposing degree-holder growth across cities into net migratory flows (domestic and foreign) and in situ growth: that is, growth resulting from higher rates of degree attainment among the resident populations of cities. We find that both sources are important, with in situ growth being the more dominant force. Hence, it is less the ability of cities to attract human capital than their ability to generate it that underlies the high rates of degree attainment we observe across city populations.
Release date: 2008-06-02
28. Why are the majority of university students women? Archived
Articles and reports: 81-004-X200800110561
Description:
Over the last 30 years or so, a dramatic reversal has taken place on Canadian university campuses. According to the 1971 Census, 68% of 25 to 29 year-old university graduates were male. By 2006, women accounted for 60% of university graduates between the ages of 25 and 29.
This article summarizes the results of recent research that set out to explain the large gender gap in university participation. The focus of the analysis is on the extent to which differences in the characteristics of boys and girls at age 15 account for the gender gap in university participation at age 19. Factors found to play a key role include differences in school marks at age 15; in standardized test scores in reading at age 15; in study habits; in parental expectations; and in the earnings advantage of university graduates over those with no more than a high school education. The analysis is based on data from the Youth in Transition Survey (YITS), Cycle 3 which collected information from YITS participants in 2003, when they were 19 years old.
Release date: 2008-04-29
29. High School Dropouts Returning to School Archived
Articles and reports: 81-595-M2008055
Geography: Canada
Description:
Dropout rates, defined as the proportion of 20 to 24 year-olds without a high school diploma and not attending school, have been trending downward. Data from the Labour Force Survey shows that the rate for men fell from 21% in 1990/1991 to 14% in 2004/2005; for women, the rates were 16% in 1990/1991 and 9% in 2004/2005. Many dropouts later return to school, taking advantage of the 'second-chance' educational opportunities offered by provinces and institutions across Canada.
This report uses data from the Youth in Transition Survey to analyze the determinants of the return-to-school. The analysis finds that dropout rates are lower among young women than among young men and that, if they do dropout before completing high school, young women are also more likely to return to school than young men.
Young male and female dropouts are influenced by different factors in their decision to return to school. For young male dropouts, two of the strongest predictors of the decision to return to school are their parents' education and having taken, in high school, a mathematics course designed to prepare them for postsecondary studies. Young men who dropped out in their last year of high school were more likely to return to school than their counterparts who had dropped out earlier. For young women, time elapsed since leaving school is the most influential factor. However, young women who left school due to personal reasons (most often, pregnancy) are 30% more likely to return than other female dropouts.
Release date: 2008-04-09
30. 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

Reference (1)

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1. Preliminary Interview Questionnaire: January 2001 Survey of Labour and Income Dynamics Archived
Surveys and statistical programs – Documentation: 75F0002M2002003
Description:
This paper presents the questions, possible responses and question flows for the 2001 Survey of Labour and Income Dynamics (SLID) preliminary questionnaire.
Release date: 2002-12-04

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