Education Indicators in Canada: An International Perspective, 2018
Table D.1.3.2
Proportion of 15-year-olds achieving at least a minimum proficiency level (PISA level 2)Table D.1.3.2 Note 1 in mathematics and in reading, Gender Parity Index, ESCS Parity Index, Location Parity Index, OECD, G20, Canada and provinces, 2015

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Table D.1.3.2
Proportion of 15-year-olds achieving at least a minimum proficiency level (PISA level 2)Table D.1.3.2 Note 1 in mathematics and in reading, Gender Parity Index, ESCS Parity Index, Location Parity Index, OECD, G20, Canada and provinces, 2015
Table summary
This table displays the results of Proportion of 15-year-olds achieving at least a minimum proficiency level (PISA level 2) in mathematics and in reading Mathematics and Reading (appearing as column headers).
MathematicsTable D.1.3.2 Note 2 ReadingTable D.1.3.2 Note 3
Gender Parity IndexTable D.1.3.2 Note 4 ESCS Parity IndexTable D.1.3.2 Note 5 Location Parity IndexTable D.1.3.2 Note 6 Gender Parity IndexTable D.1.3.2 Note 4 ESCS Parity IndexTable D.1.3.2 Note 5 Location Parity IndexTable D.1.3.2 Note 6
OECD average 1.00 0.70 0.80 1.10 0.70 0.70
G20 average 0.80 0.50 0.50 Note ..: not available for a specific reference period 0.60 0.50
Canada 1.00 0.82 0.90 1.10 0.90 0.90
Newfoundland and Labrador 0.96 0.78 0.92 1.07 0.87 0.95
Prince Edward Island 1.04 0.91 Note ..: not available for a specific reference period 1.12 0.95 Note ..: not available for a specific reference period
Nova Scotia 1.00 0.79 0.95 1.08 0.87 0.95
New Brunswick 1.00 0.79 0.94 1.09 0.86 0.95
Quebec 1.01 0.85 0.81 1.06 0.85 0.77
Ontario 0.99 0.80 0.93 1.08 0.85 0.95
Manitoba 0.96 0.80 0.92 1.07 0.83 0.96
Saskatchewan 0.97 0.78 0.99 1.09 0.84 0.97
Alberta 0.98 0.86 1.04 1.04 0.90 1.01
British Columbia 0.98 0.87 0.76 1.07 0.91 0.86
.. not available for a specific reference period
Note 1

Level 2 can be considered a baseline level of proficiency, at which students begin to demonstrate the competencies that will enable them to participate effectively and productively in life.

Return to note 1 referrer

Note 2

According to PISA, mathematics refers to an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.

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Note 3

According to PISA, reading refers to an individual’s capacity to understand, reflect on, and engage with written texts, in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in society.

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Note 4

Gender Parity Index (GPI) is the ratio between the values of a given indicator of boys and girls. This is calculated by dividing the female value of an indicator by the male value of the same indicator. A gender parity index (GPI) between 0.97 and 1.03 indicates parity between girls and boys. A value less than 0.97 indicates a disparity in favour of boys and a value more than 1.03 indicates a disparity in favour of girls.

Return to note 4 referrer

Note 5

Economic, Social and Cultural Status (ESCS) Index: was created on the basis of the following variables: 1) the International-Socio-Economic Index of Occupational Status (ISEI); 2) the highest level of education of the student’s parents, converted into years of schooling; 3) the PISA index of family wealth; 4) the PISA index of home educational resources and 5) the PISA index of possessions related to “classical” culture in the family home. This is calculated by dividing the bottom quartile of the ESCS index by the top quartile of the ESCS index of the same indicator. An ESCS Index between 0.97 and 1.03 indicates parity between those children from the bottom quartile of the ESCS index and those from the top ESCS quartile. A value less than 0.97 indicates a disparity in favour of children from the top quartile of the ESCS index and a value more than 1.03 indicates a disparity in favour of those from the bottom quartile of the ESCS index.

Return to note 5 referrer

Note 6

Location Parity Index measures progress towards parity in education participation and/or learning opportunities available for children, adolescents or youth living in rural areas in relation to those living in urban areas. This is calculated by dividing the rural value of an indicator by the urban value of the same indicator. A location parity index between 0.97 and 1.03 indicates parity between those living in urban and rural locations. A value less than 0.97 indicates a disparity in favour of those living in urban locations and a value more than 1.03 indicates a disparity in favour of those living in rural locations.

Return to note 6 referrer

Note: For definitions and background information about PISA in Canada, please refer to Measuring up: Canadian Results of the OECD PISA Study from the Council of Ministers of Education, Canada or visit the Council of Ministers of Education Web site at https://www.cmec.ca/251/Overview.html
Sources: Programme for International Student Assessment (PISA) and Organisation of Economic Co-operation and Development (OECD).
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