Keyword search
Filter results by
Search HelpKeyword(s)
Subject
- Children and youth (9)
- Crime and justice (1)
- Education, training and learning (15)
- Families, households and marital status (1)
- Health (3)
- Immigration and ethnocultural diversity (3)
- Income, pensions, spending and wealth (1)
- Indigenous peoples (4)
- Labour (7)
- Older adults and population aging (1)
- Society and community (1)
Type
Year of publication
Survey or statistical program
- Indigenous Peoples Survey (3)
- Canadian Survey on Disability (3)
- Youth in Transition Survey (2)
- Survey of Labour and Income Dynamics (1)
- Census of Population (1)
- Longitudinal Survey of Immigrants to Canada (1)
- Youth in Transition Survey, 15 year-olds (Reading Cohort) (1)
- Programme for International Student Assessment (1)
Results
All (31)
All (31) (0 to 10 of 31 results)
- Articles and reports: 81-595-M2011090Geography: CanadaDescription:
Not all high school graduates who attend a post-secondary institution go immediately after completing their diploma. An ever-increasing number of Canadian youth choose to remain out of the education system for a period of time prior to re-entering. A great deal of what we know about a gap year comes from other countries, particularly the United Kingdom. Who delays and for how long are, however, two questions that remain to be answered in the Canadian context. The current paper uses all five cycles of the Youth in Transition Survey (YITS) to address the scant attention paid in the Canadian literature to the delay of the start of a post-secondary degree or diploma. Kaplan Meier results show that the median length of time between high school graduation and start of the first post-secondary (PSE) program is 4 months; however, this appears to be substantially longer for males, First Nations youth, Anglophones, youth from Ontario and youth whose parents have low levels of educational attainment. Equally influential were characteristics during the high school years. For example, youth with low marks, who worked many hours in paid employment while in high school, who skipped classes regularly, who took part in a lot of extracurricular activities not organized by the school, and whose close friends said they were not planning on going to PSE had median gap times between high school graduation and the start of postsecondary studies that were much longer than the average. Cox Proportional Hazard models confirm the robustness of several of the descriptive findings, including the effects of gender, province of high school, parental education, working during high school, marks, extracurricular activities, and the education plans of close friends.
Release date: 2011-05-25 - Profile of a community or region: 89-638-XGeography: CanadaDescription:
This product is a series of profiles for a number of census metropolitan areas, census agglomerations and communities across Canada with a large Aboriginal population, either in numbers or share of the area's total population. The series aims to present a demographic and socio-economic profile of the total Aboriginal population living in these areas. Demographic Data as well as information on living arrangements of children, education, labour, income, mobility, housing, and health are highlighted. While most of the focus is on adults, there is also limited information provided on children. Data showing comparisons between Aboriginal groups are provided for selected variables, as are comparisons with the non-Aboriginal population. Findings are based on the 2006 Census and the 2006 Aboriginal Peoples Survey.
Release date: 2010-11-30 - 3. Facts on Hearing Limitations ArchivedStats in brief: 89-628-X2009012Geography: CanadaDescription:
The following fact sheet is a profile of Canadians 15 years of age and older, who reported having a hearing limitation. It is important to note that this includes people who are completely deaf, deafened , hard of hearing or have some hearing loss. This fact sheet examines the areas of education, employment, computer usage, and aids and assistive devices.
Release date: 2009-02-26 - 4. Facts on Seeing Limitations ArchivedStats in brief: 89-628-X2009013Geography: CanadaDescription:
The following fact sheet is a profile of Canadians 15 years of age and older, who reported having a seeing limitation. It is important to note that this includes people who are legally blind, have low vision or have milder seeing conditions. This fact sheet examines the areas of education, employment, computer usage, aids and assistive devices, and transportation.
Release date: 2009-02-26 - 5. Facts on Learning Limitations ArchivedStats in brief: 89-628-X2009014Geography: CanadaDescription:
The following fact sheet is a profile of Canadians 15 years of age and older, who reported having a learning limitation. The respondents' answers to the limitation questions represent their perception of the situation and are therefore subjective. This fact sheet examines education, employment, help received, aids and assistive devices, and Internet usage. While the information provided in this fact sheet pertains to adults, a brief overview of children with learning limitations is also provided.
Release date: 2009-02-26 - Articles and reports: 89-637-X2009001Geography: CanadaDescription:
This article highlights initial findings from the 2006 Aboriginal Peoples Survey regarding the school experiences of First Nations children aged 6 to 14 who are living off reserve. The goal of this report is to provide a descriptive portrait of the early school experiences among First Nations children, as well as to gain an understanding of some of the contextual factors likely to be associated with their school achievement. To meet this end a number of factors are explored, including school experiences, socio-demographic characteristics, activity limitations and medical conditions, and out-of-school activities.
Release date: 2009-01-16 - Stats in brief: 89-637-X2009003Geography: CanadaDescription:
This is one of three fact sheets in the series using information from the 2006 Aboriginal Peoples Survey (APS) and 2006 Census. This fact sheet provides information on the school experiences among First Nations children aged 6 to 14 who are living off reserve, as well as some of the contextual factors which were found to be associated with their school achievement, as perceived and reported by parents who responded on behalf of their child in the Aboriginal Peoples Survey (APS) in 2006.
Release date: 2009-01-16 - Articles and reports: 11F0019M2008317Geography: CanadaDescription:
This study estimates the effect of an additional year of schooling (Grade 10) on academic performance, with the particular aim of understanding the role of schooling in shaping the gender and income divides in academic performance. To identify the returns to schooling, the study takes advantage of a setting whereby standardized tests were administered to large samples of students of very close age, but who were in different school grades as a result of school-entry laws, thus creating a sharp discontinuity in school grades. The findings suggest that one additional year of high school (Grade 10) is associated with a large improvement in overall reading and mathematics performance, and that it had a smaller improvement in science performance. However, the improvements are not equally distributed: mathematics scores improve more for boys than for girls, and reading and science scores improve more for lower than for higher income youth. Most importantly, we find no evidence that girls or higher income youth benefit more from an additional year of high school in any test area. These findings suggest that the key to understanding the weaker academic performance of boys and lower income youth may lie in earlier school years, the home or at birth.
Release date: 2008-11-07 - Articles and reports: 11F0019M2008316Geography: CanadaDescription:
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 - 10. High School Dropouts Returning to School ArchivedArticles and reports: 81-595-M2008055Geography: CanadaDescription:
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
Data (1)
Data (1) ((1 result))
- Profile of a community or region: 89-638-XGeography: CanadaDescription:
This product is a series of profiles for a number of census metropolitan areas, census agglomerations and communities across Canada with a large Aboriginal population, either in numbers or share of the area's total population. The series aims to present a demographic and socio-economic profile of the total Aboriginal population living in these areas. Demographic Data as well as information on living arrangements of children, education, labour, income, mobility, housing, and health are highlighted. While most of the focus is on adults, there is also limited information provided on children. Data showing comparisons between Aboriginal groups are provided for selected variables, as are comparisons with the non-Aboriginal population. Findings are based on the 2006 Census and the 2006 Aboriginal Peoples Survey.
Release date: 2010-11-30
Analysis (30)
Analysis (30) (0 to 10 of 30 results)
- Articles and reports: 81-595-M2011090Geography: CanadaDescription:
Not all high school graduates who attend a post-secondary institution go immediately after completing their diploma. An ever-increasing number of Canadian youth choose to remain out of the education system for a period of time prior to re-entering. A great deal of what we know about a gap year comes from other countries, particularly the United Kingdom. Who delays and for how long are, however, two questions that remain to be answered in the Canadian context. The current paper uses all five cycles of the Youth in Transition Survey (YITS) to address the scant attention paid in the Canadian literature to the delay of the start of a post-secondary degree or diploma. Kaplan Meier results show that the median length of time between high school graduation and start of the first post-secondary (PSE) program is 4 months; however, this appears to be substantially longer for males, First Nations youth, Anglophones, youth from Ontario and youth whose parents have low levels of educational attainment. Equally influential were characteristics during the high school years. For example, youth with low marks, who worked many hours in paid employment while in high school, who skipped classes regularly, who took part in a lot of extracurricular activities not organized by the school, and whose close friends said they were not planning on going to PSE had median gap times between high school graduation and the start of postsecondary studies that were much longer than the average. Cox Proportional Hazard models confirm the robustness of several of the descriptive findings, including the effects of gender, province of high school, parental education, working during high school, marks, extracurricular activities, and the education plans of close friends.
Release date: 2011-05-25 - 2. Facts on Hearing Limitations ArchivedStats in brief: 89-628-X2009012Geography: CanadaDescription:
The following fact sheet is a profile of Canadians 15 years of age and older, who reported having a hearing limitation. It is important to note that this includes people who are completely deaf, deafened , hard of hearing or have some hearing loss. This fact sheet examines the areas of education, employment, computer usage, and aids and assistive devices.
Release date: 2009-02-26 - 3. Facts on Seeing Limitations ArchivedStats in brief: 89-628-X2009013Geography: CanadaDescription:
The following fact sheet is a profile of Canadians 15 years of age and older, who reported having a seeing limitation. It is important to note that this includes people who are legally blind, have low vision or have milder seeing conditions. This fact sheet examines the areas of education, employment, computer usage, aids and assistive devices, and transportation.
Release date: 2009-02-26 - 4. Facts on Learning Limitations ArchivedStats in brief: 89-628-X2009014Geography: CanadaDescription:
The following fact sheet is a profile of Canadians 15 years of age and older, who reported having a learning limitation. The respondents' answers to the limitation questions represent their perception of the situation and are therefore subjective. This fact sheet examines education, employment, help received, aids and assistive devices, and Internet usage. While the information provided in this fact sheet pertains to adults, a brief overview of children with learning limitations is also provided.
Release date: 2009-02-26 - Articles and reports: 89-637-X2009001Geography: CanadaDescription:
This article highlights initial findings from the 2006 Aboriginal Peoples Survey regarding the school experiences of First Nations children aged 6 to 14 who are living off reserve. The goal of this report is to provide a descriptive portrait of the early school experiences among First Nations children, as well as to gain an understanding of some of the contextual factors likely to be associated with their school achievement. To meet this end a number of factors are explored, including school experiences, socio-demographic characteristics, activity limitations and medical conditions, and out-of-school activities.
Release date: 2009-01-16 - Stats in brief: 89-637-X2009003Geography: CanadaDescription:
This is one of three fact sheets in the series using information from the 2006 Aboriginal Peoples Survey (APS) and 2006 Census. This fact sheet provides information on the school experiences among First Nations children aged 6 to 14 who are living off reserve, as well as some of the contextual factors which were found to be associated with their school achievement, as perceived and reported by parents who responded on behalf of their child in the Aboriginal Peoples Survey (APS) in 2006.
Release date: 2009-01-16 - Articles and reports: 11F0019M2008317Geography: CanadaDescription:
This study estimates the effect of an additional year of schooling (Grade 10) on academic performance, with the particular aim of understanding the role of schooling in shaping the gender and income divides in academic performance. To identify the returns to schooling, the study takes advantage of a setting whereby standardized tests were administered to large samples of students of very close age, but who were in different school grades as a result of school-entry laws, thus creating a sharp discontinuity in school grades. The findings suggest that one additional year of high school (Grade 10) is associated with a large improvement in overall reading and mathematics performance, and that it had a smaller improvement in science performance. However, the improvements are not equally distributed: mathematics scores improve more for boys than for girls, and reading and science scores improve more for lower than for higher income youth. Most importantly, we find no evidence that girls or higher income youth benefit more from an additional year of high school in any test area. These findings suggest that the key to understanding the weaker academic performance of boys and lower income youth may lie in earlier school years, the home or at birth.
Release date: 2008-11-07 - Articles and reports: 11F0019M2008316Geography: CanadaDescription:
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 - 9. High School Dropouts Returning to School ArchivedArticles and reports: 81-595-M2008055Geography: CanadaDescription:
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 - Articles and reports: 11F0019M2006276Geography: CanadaDescription:
Based on a sample drawn from Statistics Canada's Survey of Labour and Income Dynamics (SLID: 1993 to 1998 and 1996 to 2001), the study finds that young (17 to 34 years old) and single workers were more likely than older (35 to 59 years old) and married and divorced workers to participate in adult schooling and to obtain a post-secondary certificate. Workers with less than a high school education who might have the greatest need to increase their human capital investment were less likely to participate in adult education than workers with high school or more education.
The study shows that male workers who obtained a post-secondary certificate while staying with the same employer generally registered higher wage and earnings gains than their counterparts who did not go back to school, regardless of age and initial level of education. On the other hand, men who obtained a certificate and switched jobs generally realized no significant return to their additional education, with the exception of young men (17 to 34 years old) who would receive significant returns to a certificate, whether they switched employer or stayed with the same employer.
Obtaining a certificate generated significant wage and earnings returns for older women (aged 35 to 59) who stayed with the same employer, and significant wage returns for young women who switched employers.
Release date: 2006-03-24
Reference (0)
Reference (0) (0 results)
No content available at this time.
- Date modified: