The results of a pan-Canadian evaluation on early childhood education (ECE) released by the Ontario Institute for Studies in Education (OISE) demonstrate how provinces and territories have made progress since the OECD’s assessment in 2004, which found Canada to be laggard on international comparisons and ranking last place across several indicators. Analyzing five key areas – governance, funding, access, quality of learning environment, and accountability – the report indicates that more than half of Canadian children attend an early education program before beginning school. The report positions P.E.I. first in Canada, and indicates that only Ontario and Quebec spend more than 3% of their annual budgets on ECE programs, versus 5-6% in the majority of OECD countries. The report reveals a patchwork of varying ECE access and quality across the country and a need to expand early learning services offered by education ministries. Read more
The results of a MediaSmarts survey on ‘sexting’ – sending and receiving sexually explicit media via mobile and digital devices – indicates that, of 800 Canadian youth ages 16-20 who were surveyed, 40% had sent a ‘sext’ and over 60% had received one. While the survey found that the majority of ‘sexts’ remained between the sender and their intended recipient, 40% of those who had sent ‘sexts’ in the past stated that their intimate photos had been shared without their consent. Results also point to a disparity between how boys’ and girls’ reputations can be damaged by the non-consensual sharing of sexts, with girls bearing a heavier burden. Read more
This report outlines the Toronto District School Board’s action plan for improving access and opportunities to positive learning outcomes for all students, including how structures, processes, and practices could better support equity and well-being. A task force was established in November 2016 and engaged in dialogue with students and parents, revealing that many students within the district face systemic barriers, especially within underserved and traditionally marginalized communities. In response, this report outlines key action steps, including continuing to offer choice while improving access to specialized schools and programs, continuing to support students with special education needs, and continuing evaluation of district structures and processes that impact student achievement and well-being. Read more
This policy brief published by the C.D. Howe Institute uses 2016 census data on Indigenous high school completion rates, including data from provincial assessments on student outcomes, to build a case for reforming data collection in ways that identify students’ Indigenous heritage and allow for inter-provincial and international comparisons, specifically via PISA test scores. This brief cites census data indicating that the disparity between Indigenous and non-Indigenous student outcomes persists, with only 48% of First Nations students living on-reserve between the ages of 20-24 having obtained their high school diploma. It also recommends that data collection distinguishes between First Nations, Inuit, and Métis students. Overall, the policy brief suggests that data collection on Indigenous ancestry will help fuel curricula and learning programs that integrate culturally relevant content while prioritizing initiatives that raise Indigenous student success. Read more
February's French Research Highlights
This survey conducted among 1,009 Quebecers aged 18-34 years-old published by Léger offers a portrait of school dropouts, including a description of their family life experiences and how they dealt with bullying, alcohol, and drugs. It reveals that 65% of respondents – who had dropped out or who had considered dropping out – were between the ages of 13-16 years-old, 59% were boys, and 71% were raised in a family that earned less than $40,000 yearly. Inversely, of those who had thought about dropping out – but didn’t – 70% stated that their parents or tutors were regularly aware and in the loop with their academic standing. Read more
