school report - tcdsb

School Report Blessed Trinity Sep S (690660)

Results as of September 6, 2018 1 of 41

School Report

Assessments of Reading, Writing and MathematicsPrimary Division (Grades 1–3) and Junior Division (Grades 4–6), 2017–2018

School: Blessed Trinity Sep S (690660)Board: Toronto Catholic District School Board (67059)

WHERE TO FIND… PAGEGrade 3 Grade 6

Percentages of all students at or above the provincial standard: 2017–2018 ………………………………………………………… 1 1 Over time …………………………………………………………... 2 3

Tips for using this report ……………………………………….……… 4 4Contextual information: 2017–2018 ………………………………….. 5 9Results for groups of students: 2017–2018

All students ….……….……………………………………………. 6 10 Participating students …………………………………………… 7 11 Students by gender ………………………………………………. 8 12

Contextual information: Over time …………………………………… 13 17Results for all students: Over time …………………………………... 14 18Results for all students: Over time by gender ……………………... 21 22Student questionnaire results ………………………………………… 23 32Explanation of terms ……………………………………………………. 41 41

PERCENTAGE OF ALL STUDENTS AT OR ABOVE THEPROVINCIAL STANDARD (LEVELS 3 AND 4), 2017–2018

Grade 3

Grade 6

On behalf of EQAO, I am pleased to present the results of the 2017–2018 Assessments of Reading, Writing and Mathematics for the primary (Grades 1–3) and junior (Grades 4–6) divisions. This report includes results from 2017–2018 as well as from previous years, so you can track progress over time. You will additionally find demographic and attitudinal information, which provides context for interpreting achievement results.

By assessing each student in relation to the learning expectations outlined in The Ontario Curriculum, EQAO is able to offer objective data at the individual, school, board and provincial levels to support the professional practice of the education community. Using EQAO’s independent data, in addition to classroom and board information, helps the education community consider the focus for collaborative inquiries and to make evidence-informed decisions when developing and monitoring plans that foster equitable and inclusive learning environments. Achievement, contextual, attitudinal and behavioural data all offer valuable insights into student learning and support educators as they continue to meet the needs of every student.

We look forward to continuing our work with you in support of the children and youth of Ontario, so that all students are positioned for success in their futures, regardless of background or circumstances.

Kind Regards,

Norah MarshChief Executive OfficerEducation Quality and Accountability Office

School Board Province



2017–2018

Assessments of Reading, Writing and Mathematics, 2017–2018

RESULTS FOR ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME

PERCENTAGE OF STUDENTS: Grade 3Reading Writing Mathematics

SCHOOL

BOARD

PROVINCE

Total Number of Grade 3 Students2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

School 20 18 NP 23 18Board 6 051 6 010 NP 6 146 6 267Province 127 505 EC 125 484 132 992 132 656

2013–2014 2014–2015 2015–2016 2016–2017




RESULTS FOR ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME

PERCENTAGE OF STUDENTS: Grade 6Reading Writing Mathematics

SCHOOL

BOARD

PROVINCE

Total Number of Grade 6 Students2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

School 17 23 NP 20 22Board 5 988 6 235 NP 6 321 6 363Province 127 286 EC 123 685 130 775 132 766

2013–2014 2014–2015 2015–2016 2016–2017 2017–2018




TIPS

Each school or board is unique. To appreciate the distinctive character of a school or board, look at the contextual information to understand the features and characteristics of the community it serves.

Every assessment captures the performance of students at one point in time each year. Consider the results along with other information about students’ achievement in reading, writing and mathematics.

Exercise caution wheninterpreting results for small schools or boards. Resultsmay vary considerably fromyear to year, and differences may look exaggerated. Forexample, in a school of 20students, a difference of10% represents only two students.

Trends may be difficult toidentify or to interpret. This isespecially true in smallschools or boards, or inschools where there is ahigh turnover in the student population.

EQAO values students' privacy. Results are not reported publicly for schools or boards where fewer than 10 students participated because it might be possible to identify individual students.

ABOUT THIS SCHOOL OR BOARD REPORT

This report shows how well students have met curriculum expectations to the end of the Primary Division and the end of the Junior Division. Students complete a set of test booklets that allow them to show what they have learned in reading, writing and mathematics. The assessments are based on The Ontario Curriculum.

This report includes results for this year; a comparison of results of the current and previous administrations to aid in

monitoring improvement; information about the characteristics of the students who participated; summary graphs showing the percentage of students achieving the provincial

standard in reading, writing and mathematics; detailed tables and graphs showing results for all levels of achievement, results

by gender and participation information; student questionnaire results; and an explanation of all terms used in this report.

HOW TO USE THIS REPORT Examine the contextual information to understand the similarities and

differences between the school, the board and the province; the board and the province. Consider the challenges that any differences might present.

Examine the results for reading, writing and mathematics.• Are these results consistent with what you would expect?• How do the school results compare to the board and the province; the board

results compare to the province?• How do these results compare over time?• What influence might students' attitudes have on student performance (refer to

the questionnaire results)?

Speak to school or board staff about the goals for school improvement related to reading, writing and mathematics.

The Education Quality and Accountability Office is an independent agency that gathers information about student achievement through province-wide assessments. Each year, all Grade 3 and Grade 6 students across Ontario take part in these assessments of reading, writing and mathematics. Individual results are reported to students and to parents and guardians. School, board and provincial results are released publicly.

Learn more about us at www.eqao.com.

http://www.eqao.com/















Contextual Information: Grade 3*This information provides a context for interpreting the school’s results.

Demographic Information School Board Province

Enrolment

Number of Grade 3 students 18 6 267 132 656

Number of classes with Grade 3 students 5 489 10 171

Number of schools with Grade 3 classes Not applicable 164 3 289

Number Percent Number Percent Number Percent

Gender

Female 4 22% 3 004 48% 64 587 49%

Male 14 78% 3 263 52% 68 069 51%

Gender not specified 0 0% 0 0% 0 0%

Student Status

English language learners** 3 17% 610 10% 17 484 13%

Students with special education needs (excluding gifted)** 5 28% 1 083 17% 23 789 18%

Place of Birth

Born in Canada 14 78% 5 146 82% 118 700 89%

Born outside Canada 4 22% 1 120 18% 13 543 10%

In Canada less than one year 1 6% 62 1% 935 1%

In Canada one year or more but less than three years 1 6% 337 5% 3 469 3%

In Canada three years or more 2 11% 721 12% 8 392 6%

Language

First language learned at home was other than English 7 39% 1 212 19% 28 529 22%

Year Student Entered Current School

Year of the assessment 7 39% 687 11% 16 810 13%

Year prior to the assessment 1 6% 526 8% 14 057 11%

2 years prior to the assessment 0 0% 630 10% 17 803 13%

3 or more years prior to the assessment 10 56% 4 419 71% 83 848 63%

Data not available 0 0% 5 <1% 138 <1%

Year Student Entered Current Board





Data not available 0 0% 5 <1% 304 <1%* Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school and board are based on

information provided by schools and/or boards through the Student Data Collection process. ** See the Explanation of Terms.




Grade 3: All Students††

Grade 3: Reading*

Number of StudentsSchool

18Board5 989

Province125 213

# % % %Level 4 2 11% 18% 18%

Level 3 11 61% 57% 57%

Level 2 3 17% 20% 19%

Level 1 0 0% 2% 3%

NE1** 0 0% <1% 1%Participating

Students 16 89% 97% 97%

No Data 0 0% 1% 1%Exempt 2 11% 3% 2%At or Above Provincial Standard(Levels 3 and 4)†

72% 75% 75%

Percentage of All Grade 3 Students at All Levels: Reading*


Grade 3: Writing*


18Board5 989

Province125 213

# % % %Level 4 0 0% 4% 3%

Level 3 14 78% 71% 69%

Level 2 2 11% 20% 24%

Level 1 0 0% 1% 1%

NE1** 0 0% 1% <1%Participating

Students 16 89% 97% 97%


78% 75% 72%

Percentage of All Grade 3 Students at All Levels: Writing*


Grade 3: Mathematics*


18Board6 267

Province132 656

# % % %Level 4 3 17% 11% 12%

Level 3 6 33% 47% 49%

Level 2 6 33% 32% 30%

Level 1 0 0% 6% 5%

NE1** 1 6% 1% 1%Participating

Students 16 89% 97% 97%


50% 58% 61%

Percentage of All Grade 3 Students at All Levels: Mathematics*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.†† Some French Immersion students do not write all components of the assessment in Grade 3.



Assessments of Reading, Writing and Mathematics, 2017–2018Grade 3: Participating Students (excludes “no data” and “exempt” categories)

Grade 3: Reading*


16Board5 796

Province121 227

# % % %Level 4 2 12% 18% 19%

Level 3 11 69% 59% 59%

Level 2 3 19% 20% 19%

Level 1 0 0% 2% 3%

NE1** 0 0% <1% 1%

At or Above Provincial Standard(Levels 3 and 4)†

81% 77% 77%

Percentage of Participating Grade 3 Students at All Levels: Reading*


Grade 3: Writing*


16Board5 802

Province121 344

# % % %Level 4 0 0% 4% 3%

Level 3 14 88% 73% 71%

Level 2 2 12% 21% 24%

Level 1 0 0% 1% 1%

NE1** 0 0% 1% <1%


88% 77% 74%

Percentage of Participating Grade 3 Students at All Levels: Writing*




16Board6 093

Province128 792

# % % %Level 4 3 19% 12% 12%

Level 3 6 38% 48% 50%

Level 2 6 38% 33% 31%

Level 1 0 0% 6% 6%

NE1** 1 6% 1% 1%


56% 60% 62%

Percentage of Participating Grade 3 Students at All Levels: Mathematics*


* Because percentages in tables and graphs are rounded, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.



Assessments of Reading, Writing and Mathematics, 2017–2018Grade 3: Gender††

Grade 3: School*

Reading Writing Mathematics

Number of StudentsFemale

N/RMaleN/R

FemaleN/R

MaleN/R

FemaleN/R

MaleN/R

Level 4 N/R N/R N/R N/R N/R N/RLevel 3 N/R N/R N/R N/R N/R N/RLevel 2 N/R N/R N/R N/R N/R N/RLevel 1 N/R N/R N/R N/R N/R N/RNE1** N/R N/R N/R N/R N/R N/R

ParticipatingStudents N/R N/R N/R N/R N/R N/R

No Data N/R N/R N/R N/R N/R N/RExempt N/R N/R N/R N/R N/R N/RAt or Above Provincial Standard(Levels 3 and 4)†

N/R N/R N/R N/R N/R N/R

Percentage of All Grade 3 StudentsAt or Above Provincial Standard: School†

Female Male

Grade 3: Board*


Number of StudentsFemale2 853

Male3 136

Female2 853

Male3 136

Female3 004

Male3 263

Level 4 22% 13% 6% 2% 11% 12%Level 3 57% 57% 76% 67% 47% 47%Level 2 17% 22% 15% 25% 34% 31%Level 1 1% 2% 1% 1% 5% 6%NE1** <1% <1% <1% 1% 1% 1%

ParticipatingStudents 97% 96% 98% 96% 98% 97%

No Data 1% 1% 1% 1% 1% 1%Exempt 2% 3% 2% 3% 1% 3%At or Above Provincial Standard(Levels 3 and 4)†

79% 71% 81% 69% 58% 58%

Percentage of All Grade 3 StudentsAt or Above Provincial Standard: Board†

Female Male

Grade 3: Province*



Male64 720

Female60 493

Male64 720

Female64 587

Male68 069

Level 4 22% 14% 4% 2% 11% 13%Level 3 57% 57% 73% 65% 49% 49%Level 2 16% 21% 19% 28% 31% 29%Level 1 2% 3% 1% 1% 5% 5%NE1** <1% 1% <1% <1% 1% 1%

ParticipatingStudents 98% 96% 98% 96% 98% 97%

No Data 1% 1% 1% 1% 1% 1%Exempt 2% 3% 2% 3% 2% 3%At or Above Provincial Standard(Levels 3 and 4)†

79% 71% 78% 67% 60% 61%

Percentage of All Grade 3 StudentsAt or Above Provincial Standard: Province†

Female Male

* Because percentages in tables are rounded, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.†† Results include only students for whom gender data were available.



Assessments of Reading, Writing and Mathematics, 2017–2018Contextual Information: Grade 6*This information provides a context for interpreting the school’s results.

Demographic Information School Board Province

Enrolment

Number of Grade 6 students 22 6 363 132 766

Number of classes with Grade 6 students 2 399 8 644

Number of schools with Grade 6 classes Not applicable 164 3 122

Number Percent Number Percent Number Percent

Gender

Female 10 45% 3 099 49% 64 627 49%

Male 12 55% 3 264 51% 68 138 51%

Gender not specified 0 0% 0 0% 1 <1%

Student Status

English language learners** 8 36% 701 11% 14 532 11%

Students with special education needs (excluding gifted)** 5 23% 1 245 20% 28 757 22%

Place of Birth

Born in Canada 12 55% 4 822 76% 116 090 87%

Born outside Canada 10 45% 1 540 24% 16 461 12%

In Canada less than one year 2 9% 66 1% 822 1%

In Canada one year or more but less than three years 3 14% 377 6% 3 099 2%

In Canada three years or more 5 23% 1 097 17% 11 860 9%

Language

First language learned at home was other than English 8 36% 1 674 26% 30 206 23%






Data not available 0 0% 5 <1% 95 <1%






Data not available 0 0% 9 <1% 1 208 1%* Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school and board are based on information

provided by schools and/or boards through the Student Data Collection process. ** See the Explanation of Terms.



Assessments of Reading, Writing and Mathematics, 2017–2018Grade 6: All Students

Grade 6: Reading*


22Board6 359

Province132 766

# % % %Level 4 0 0% 11% 13%

Level 3 14 64% 68% 69%

Level 2 7 32% 18% 14%

Level 1 0 0% 1% 1%

NE1** 0 0% <1% <1%Participating

Students 21 95% 98% 97%


64% 79% 82%

Percentage of All Grade 6 Students at All Levels: Reading*


Grade 6: Writing*


22Board6 359

Province132 766

# % % %Level 4 2 9% 21% 20%

Level 3 10 45% 59% 60%

Level 2 8 36% 15% 16%

Level 1 1 5% 1% 1%

NE1** 0 0% <1% <1%Participating

Students 21 95% 97% 97%


55% 81% 80%

Percentage of All Grade 6 Students at All Levels: Writing*




22Board6 361

Province132 766

# % % %Level 4 0 0% 11% 13%

Level 3 8 36% 35% 36%

Level 2 5 23% 30% 31%

Level 1 8 36% 20% 17%

NE1** 0 0% 1% 1%Participating

Students 21 95% 97% 97%


36% 47% 49%

Percentage of All Grade 6 Students at All Levels: Mathematics*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.



Assessments of Reading, Writing and Mathematics, 2017–2018Grade 6: Participating Students (excludes “no data” and “exempt” categories)

Grade 6: Reading*


21Board6 203

Province129 120

# % % %Level 4 0 0% 11% 13%

Level 3 14 67% 69% 71%

Level 2 7 33% 18% 15%

Level 1 0 0% 1% 1%

NE1** 0 0% <1% <1%


67% 80% 84%

Percentage of Participating Grade 6 Students at All Levels: Reading*


Grade 6: Writing*


21Board6 200

Province129 095

# % % %Level 4 2 10% 22% 21%

Level 3 10 48% 61% 61%

Level 2 8 38% 16% 17%

Level 1 1 5% 1% 1%

NE1** 0 0% <1% <1%


57% 83% 82%

Percentage of Participating Grade 6 Students at All Levels: Writing*




21Board6 200

Province129 043

# % % %Level 4 0 0% 12% 13%

Level 3 8 38% 36% 37%

Level 2 5 24% 31% 31%

Level 1 8 38% 21% 18%

NE1** 0 0% 1% 1%


38% 48% 50%

Percentage of Participating Grade 6 Students at All Levels: Mathematics*


* Because percentages in tables and graphs are rounded, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.




Grade 6: Gender††

Grade 6: School*


Number of StudentsFemale

10Male

12Female

10Male

12Female

10Male

12Level 4 0% 0% 0% 17% 0% 0%

Level 3 50% 75% 40% 50% 20% 50%

Level 2 50% 17% 50% 25% 20% 25%

Level 1 0% 0% 10% 0% 60% 17%

NE1** 0% 0% 0% 0% 0% 0%Participating

Students 100% 92% 100% 92% 100% 92%

No Data 0% 0% 0% 0% 0% 0%

Exempt 0% 8% 0% 8% 0% 8%


50% 75% 40% 67% 20% 50%

Percentage of All Grade 6 StudentsAt or Above Provincial Standard: School†

Female Male

Grade 6: Board*



Male3 261

Female3 098

Male3 261

Female3 097

Male3 264

Level 4 15% 8% 29% 14% 12% 10%

Level 3 69% 66% 58% 61% 36% 34%

Level 2 14% 21% 9% 21% 30% 31%

Level 1 1% 2% 1% 1% 19% 21%

NE1** <1% <1% <1% <1% <1% 1%Participating

Students 98% 97% 98% 97% 98% 97%

No Data 1% 1% 1% 1% 1% 1%

Exempt 1% 2% 1% 2% 1% 2%


84% 74% 88% 74% 49% 45%

Percentage of All Grade 6 StudentsAt or Above Provincial Standard: Board†

Female Male

Grade 6: Province*



Male68 138

Female64 627

Male68 138

Female64 627

Male68 138

Level 4 17% 9% 29% 12% 13% 13%

Level 3 69% 69% 59% 61% 37% 35%

Level 2 11% 18% 10% 22% 32% 30%

Level 1 1% 2% 1% 1% 16% 19%

NE1** <1% <1% <1% <1% <1% 1%Participating

Students 98% 97% 98% 97% 98% 97%

No Data 1% 1% 1% 1% 1% 1%

Exempt 1% 2% 1% 2% 1% 2%


86% 77% 87% 73% 49% 48%

Percentage of All Grade 6 StudentsAt or Above Provincial Standard: Province†

Female Male

* Because percentages in tables and graphs are rounded, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.†† Results include only students for whom gender data were available.



Assessments of Reading, Writing and Mathematics, 2017–2018Contextual Information over Time: Grade 3*This information provides a context for interpreting the school’s results of the current and previous administrations.

Grade 3 2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

Enrolment

Number of students 20 18 NP 23 18

Participation in the Assessment

Reading† 100% 100% NP 100% 89%

Writing† 100% 100% NP 100% 89%

Mathematics† 100% 100% NP 100% 89%

Gender

Female 50% 33% NP 35% 22%

Male 50% 67% NP 65% 78%

Student Status

English language learners** 10% 6% NP 17% 17%

Students with special education needs (excluding gifted)** 20% 44% NP 30% 28%

Place of Birth

Born in Canada 70% 94% NP 78% 78%

Born outside Canada 30% 6% NP 22% 22%

In Canada less than one year 0% 0% NP 0% 6%

In Canada one year or more but less than three years 5% 0% NP 17% 6%

In Canada three years or more 25% 6% NP 4% 11%

Language

First language learned at home was other than English 55% 28% NP 13% 39%


Year of the assessment 15% 6% NP 13% 39%

Year prior to the assessment 25% 17% NP 22% 6%

2 years prior to the assessment 10% 39% NP 22% 0%

3 or more years prior to the assessment 50% 39% NP 43% 56%

Data not available 0% 0% NP 0% 0%







* Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school are based on information provided by schools and/or boards through the Student Data Collection process.

† Some French Immersion students do not write all components of the assessment in Grade 3.** See the Explanation of Terms.



2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

Assessments of Reading, Writing and Mathematics, 2017–2018Results over Time, 2014–2015 to 2017–2018♦

Grade 3: ReadingGrade 3 Reading: School*

Year '14–'15 '15–'16 '16–'17 '17–'18

Number of Students 18 NP 23 18

Level 4 0% NP 17% 11%Level 3 89% NP 57% 61%Level 2 11% NP 26% 17%Level 1 0% NP 0% 0%NE1** 0% NP 0% 0%

ParticipatingStudents 100% NP 100% 89%

No Data 0% NP 0% 0%Exempt 0% NP 0% 11%At or Above Provincial Standard†

89% NP 74% 72%

Percentage of All Grade 3 Students at All Levels in Reading: School*

Grade 3 Reading: Board*Year '14–'15 '15–'16 '16–'17 '17–'18

Number of Students 5 803 NP 5 893 5 989

Level 4 14% NP 19% 18%Level 3 56% NP 57% 57%Level 2 25% NP 18% 20%Level 1 3% NP 2% 2%NE1** 1% NP 1% <1%



69% NP 76% 75%

Percentage of All Grade 3 Students at All Levels in Reading: Board*

Grade 3 Reading: Province*Year '14–'15 '15–'16 '16–'17 '17–'18

Number of Students EC 118 838 126 016 125 213

Level 4 EC 16% 17% 18%Level 3 EC 56% 57% 57%Level 2 EC 21% 19% 19%Level 1 EC 3% 3% 3%NE1** EC 1% 1% 1%

ParticipatingStudents EC 97% 97% 97%

No Data EC 1% 1% 1%

Exempt EC 3% 3% 2%

At or Above Provincial Standard†

EC 72% 74% 75%

Percentage of All Grade 3 Students at All Levels in Reading: Province*

♦ Refer to the EQAO Web site (www.eqao.com) for data from previous years.* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.** See the Explanation of Terms.† The percentages of students at Levels 3 and 4 are rounded and may not add up to the percentage of students meeting the provincial standard.
















2016–20172014–2015 2015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

Results over Time, 2014–2015 to 2017–2018♦

Grade 3: WritingGrade 3 Writing: School*

Year '14–'15 '15–'16 '16–'17 '17–'18





100% NP 74% 78%

Percentage of All Grade 3 Students at All Levels in Writing: School*

Grade 3 Writing: Board*Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 7% NP 4% 4%Level 3 72% NP 74% 71%Level 2 17% NP 17% 20%Level 1 1% NP 1% 1%NE1** <1% NP 1% 1%


No Data 1% NP 1% 1%

Exempt 2% NP 2% 2%


79% NP 78% 75%

Percentage of All Grade 3 Students at All Levels in Writing: Board*

Grade 3 Writing: Province*Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 EC 4% 3% 3%Level 3 EC 70% 70% 69%Level 2 EC 22% 22% 24%Level 1 EC 1% 1% 1%NE1** EC <1% <1% <1%


No Data EC 1% 1% 1%Exempt EC 2% 2% 2%At or Above Provincial Standard†

EC 74% 73% 72%

Percentage of All Grade 3 Students at All Levels in Writing: Province*

















2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

Results over Time, 2014–2015 to 2017–2018♦

Grade 3: MathematicsGrade 3 Mathematics: School*

Year '14–'15 '15–'16 '16–'17 '17–'18




No Data 0% NP 0% 0%

Exempt 0% NP 0% 11%


89% NP 83% 50%

Percentage of All Grade 3 Students at All Levels in Mathematics: School*

Grade 3 Mathematics: Board*Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 13% NP 14% 11%Level 3 51% NP 49% 47%Level 2 30% NP 30% 32%Level 1 4% NP 4% 6%NE1** 1% NP <1% 1%


No Data 1% NP 1% 1%

Exempt 2% NP 2% 2%


64% NP 63% 58%

Percentage of All Grade 3 Students at All Levels in Mathematics: Board*

Grade 3 Mathematics: Province*Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 EC 12% 13% 12%Level 3 EC 51% 49% 49%Level 2 EC 28% 29% 30%Level 1 EC 5% 5% 5%NE1** EC 1% 1% 1%


No Data EC 1% 1% 1%

Exempt EC 2% 2% 2%


EC 63% 62% 61%

Percentage of All Grade 3 Students at All Levels in Mathematics: Province*

♦ Refer to the EQAO Web site (www.eqao.com) for data from previous years.* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.** See the Explanation of Terms.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
















Contextual Information over Time: Grade 6*This information provides a context for interpreting the school’s results of the current and previous administrations.

Grade 6 2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

Enrolment

Number of students 17 23 NP 20 22

Participation in the Assessment

Reading 100% 96% NP 100% 95%

Writing 100% 96% NP 100% 95%

Mathematics 100% 96% NP 100% 95%

Gender

Female 35% 35% NP 45% 45%

Male 65% 65% NP 55% 55%

Student Status

English language learners** 12% 4% NP 15% 36%

Students with special education needs (excluding gifted)** 18% 39% NP 15% 23%

Place of Birth

Born in Canada 71% 78% NP 65% 55%

Born outside Canada 24% 22% NP 35% 45%

In Canada less than one year 0% 0% NP 0% 9%

In Canada one year or more but less than three years 12% 0% NP 10% 14%

In Canada three years or more 12% 22% NP 25% 23%

Language

First language learned at home was other than English 47% 26% NP 30% 36%













* Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school are based on information provided by schools and/or boards through the Student Data Collection process.

** See the Explanation of Terms.



2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018


Grade 6: ReadingGrade 6 Reading: School*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 9% NP 20% 0%

Level 3 70% NP 70% 64%

Level 2 13% NP 10% 32%

Level 1 0% NP 0% 0%

NE1** 4% NP 0% 0%Participating

Students 96% NP 100% 95%

No Data 0% NP 0% 0%

Exempt 4% NP 0% 5%


78% NP 90% 64%

Percentage of All Grade 6 Students at All Levels in Reading: School*

Grade 6 Reading: Board*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 11% NP 13% 11%

Level 3 67% NP 67% 68%

Level 2 18% NP 17% 18%

Level 1 2% NP 1% 1%

NE1** <1% NP <1% <1%Participating


No Data 1% NP 1% 1%

Exempt 2% NP 2% 2%


78% NP 80% 79%

Percentage of All Grade 6 Students at All Levels in Reading: Board*

Grade 6 Reading: Province*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 EC 13% 13% 13%

Level 3 EC 68% 68% 69%

Level 2 EC 15% 15% 14%

Level 1 EC 2% 1% 1%

NE1** EC <1% <1% <1%Participating

Students EC 97% 97% 97%

No Data EC 1% 1% 1%

Exempt EC 2% 2% 2%


EC 81% 81% 82%

Percentage of All Grade 6 Students at All Levels in Reading: Province*
















2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018


Grade 6: WritingGrade 6 Writing: School*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 0% NP 25% 9%

Level 3 83% NP 70% 45%

Level 2 9% NP 5% 36%

Level 1 4% NP 0% 5%



No Data 0% NP 0% 0%

Exempt 4% NP 0% 5%


83% NP 95% 55%

Percentage of All Grade 6 Students at All Levels in Writing: School*

Grade 6 Writing: Board*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 17% NP 19% 21%

Level 3 63% NP 63% 59%

Level 2 17% NP 15% 15%

Level 1 1% NP 1% 1%

NE1** <1% NP <1% <1%Participating


No Data 1% NP 1% 1%

Exempt 2% NP 2% 2%


80% NP 82% 81%

Percentage of All Grade 6 Students at All Levels in Writing: Board*

Grade 6 Writing: Province*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 EC 18% 17% 20%

Level 3 EC 62% 62% 60%

Level 2 EC 16% 17% 16%

Level 1 EC 1% 1% 1%

NE1** EC <1% <1% <1%Participating


No Data EC 1% 1% 1%

Exempt EC 2% 2% 2%


EC 80% 79% 80%

Percentage of All Grade 6 Students at All Levels in Writing: Province*
















2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018

2014–2015 2016–20172015–2016 2017–2018


Grade 6: MathematicsGrade 6 Mathematics: School*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 9% NP 20% 0%

Level 3 43% NP 30% 36%

Level 2 35% NP 45% 23%

Level 1 0% NP 5% 36%



No Data 0% NP 0% 0%

Exempt 4% NP 0% 5%


52% NP 50% 36%

Percentage of All Grade 6 Students at All Levels in Mathematics: School*

Grade 6 Mathematics: Board*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 15% NP 12% 11%

Level 3 37% NP 37% 35%

Level 2 31% NP 31% 30%

Level 1 15% NP 18% 20%

NE1** <1% NP <1% 1%Participating


No Data 1% NP 1% 1%

Exempt 2% NP 2% 2%


52% NP 48% 47%

Percentage of All Grade 6 Students at All Levels in Mathematics: Board*

Grade 6 Mathematics: Province*

Year '14–'15 '15–'16 '16–'17 '17–'18


Level 4 EC 13% 12% 13%

Level 3 EC 37% 37% 36%

Level 2 EC 31% 30% 31%

Level 1 EC 16% 17% 17%

NE1** EC <1% 1% 1%Participating


No Data EC 1% 1% 1%

Exempt EC 2% 2% 2%


EC 50% 50% 49%

Percentage of All Grade 6 Students at All Levels in Mathematics: Province*

















RESULTS FOR ALL STUDENTS OVER TIME BY GENDER*

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4): Grade 3

2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

READING

WRITING

MATHEMATICS

Total Number of Grade 3 Students*2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

Female Male Female Male Female Male Female Male Female MaleSchool 10 10 6 12 NP NP 8 15 4 14

* Includes only students for whom gender data were available.

Female Male




RESULTS FOR ALL STUDENTS OVER TIME BY GENDER*

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4): Grade 6

2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

READING

WRITING

MATHEMATICS

Total Number of Grade 6 Students*2013–2014 2014–2015 2015–2016 2016–2017 2017–2018

Female Male Female Male Female Male Female Male Female MaleSchool 6 11 8 15 NP NP 9 11 10 12

* Includes only students for whom gender data were available.

Female Male



Sometimes


STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL: GRADE 3 (# = 16)

STUDENT ENGAGEMENTAbout reading: Percentage of Students*

Number of students who

answered “most of the time”

I like to read. 7

I am a good reader. 9

I am able to understand difficult reading passages. 3

I do my best when I do reading activities in class. 13

STUDENT ENGAGEMENTAbout writing:

I like to write. 11

I am a good writer. 8

I am able to communicate my ideas in writing. 9

I do my best when I do writing activities in class. 10

COGNITIVE STRATEGIES USED IN LANGUAGE

Before I start to read, I try to predict what the text will be about. 3

I make sure I understand what I am reading. 7

I slow down my reading if it is difficult. 8

When I come to a word I do not understand, I look for clues (e.g., punctuation, word parts, other words in the sentence). 8

When I am finished reading, I think about what I have read. 9

I organize my ideas before I start to write. 12

I edit my writing to make it better. 9

I check my writing for spelling and grammar. 11

* Percentages may not add up to 100, due to rounding or to missing responses. Where there is no number in a bar, the percentage of responses is smaller than four.

Never Most of the time



Sometimes



INSTRUCTIONAL TOOLS USED IN READING AND WRITINGHow often do you use the following when you read and write at school?

Percentage of Students*



A computer for reading activities 5

A computer for writing activities 3

Reading and writing tools (e.g., a dictionary, thesaurus, word wall, editing checklist) 9

STUDENT ENGAGEMENTAbout mathematics:

I like mathematics. 10

I am good at mathematics. 10

I am able to answer difficult mathematics questions. 7

I do my best when I do mathematics activities in class. 12

COGNITIVE STRATEGIES USED IN MATHEMATICSWhen I am working on a mathematics problem,

I read over the problem first to make sure I know what I am supposed to do. 8

I think about the steps I will use to solve the problem. 11

I ask for help if I don’t understand the problem. 10

I check my work for mistakes. 10

I check my answer to see if it makes sense. 11





Sometimes



INSTRUCTIONAL TOOLS USED IN MATHEMATICSHow often do you use the following during mathematics activities at school?



answered “most of the

time”

Manipulatives (e.g., base ten blocks, tiles) 4

A calculator 2

A computer to learn mathematics 5





Every day or almost every day



OUT-OF-SCHOOL ACTIVITIESHow often do you do the following when youare not at school?



answered “every day or

almost every day”

I participate in art, music or drama activities. 3

I participate in after-school clubs. 4

I participate in sports or other physical activities. 8

PARENTAL ENGAGEMENTHow often do you and a parent, a guardian or another adult who lives with you do the following?

We talk about the activities I do in school. 6

We talk about the reading and writing work I do in school. 5

We talk about the mathematics work I do in school. 7

We read together. 5

We look at my school agenda. 7

We use a computer together. 1


Never 1 to 3 times a week1 or 2 times a month



Another language (or other languages)as often as English



SCHOOLS ATTENDEDHow many schools did you attend before this one?

Percentage of Students*Number of students

Only this school 5

1 other school 9

2 other schools 1

3 other schools 0

4 other schools or more 1

LANGUAGES SPOKEN Percentage of Students*


answered “only English” or “mostly English”

Languages student speaks at home 8

Languages in which people speak to student at home 7


Only English/Mostly English

Mostly another language (or other languages)/Only another language (or other languages)



Assessments of Reading, Writing and Mathematics, 2017–2018School Board Province

GRADE 3: STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE (all students, female, male)

All

(# =

16)

Fem

ale*

(# =

N/R

)

Mal

e*(#

= N

/R)

All

(# =

5 9

79)

Fem

ale*

(# =

2 8

87)

Mal

e*(#

= 3

092

)

All

(# =

126

312

)

Fem

ale*

(# =

61

939)

Mal

e*(#

= 6

4 37

3)

STUDENT ENGAGEMENTAbout reading: Percentage of students who answered “most of the time”†

I like to read. 44% N/R N/R 43% 47% 39% 46% 51% 41%

I am a good reader. 56% N/R N/R 60% 61% 60% 63% 65% 62%

I am able to understand difficult reading passages. 19% N/R N/R 27% 25% 28% 29% 27% 30%

I do my best when I do reading activities in class. 81% N/R N/R 70% 74% 66% 72% 76% 67%

STUDENT ENGAGEMENTAbout writing: Percentage of students who answered “most of the time”†

I like to write. 69% N/R N/R 50% 55% 45% 50% 58% 43%

I am a good writer. 50% N/R N/R 44% 49% 40% 49% 55% 43%

I am able to communicate my ideas in writing. 56% N/R N/R 41% 42% 41% 44% 46% 43%

I do my best when I do writing activities in class. 62% N/R N/R 68% 72% 65% 70% 75% 66%

COGNITIVE STRATEGIES USED IN LANGUAGE Percentage of students who answered “most of the time”†

Before I start to read, I try to predict what the text will be about. 19% N/R N/R 22% 22% 21% 19% 19% 20%

I make sure I understand what I am reading. 44% N/R N/R 63% 65% 61% 64% 67% 62%

I slow down my reading if it is difficult. 50% N/R N/R 49% 53% 46% 51% 55% 47%When I come to a word I do not understand, I look for

clues (e.g., punctuation, word parts, other words in the sentence.

50% N/R N/R 32% 36% 29% 34% 37% 32%

When I am finished reading, I think about what I have read. 56% N/R N/R 39% 40% 37% 37% 38% 35%

I organize my ideas before I start to write. 75% N/R N/R 43% 47% 40% 40% 43% 37%

I edit my writing to make it better. 56% N/R N/R 39% 42% 36% 41% 45% 38%

I check my writing for spelling and grammar. 69% N/R N/R 46% 48% 43% 44% 48% 41%


Percentage of students who answered “most of the time”†

A computer for reading activities. 31% N/R N/R 11% 10% 11% 16% 14% 17%

A computer for writing activities. 19% N/R N/R 12% 13% 12% 21% 19% 22%Reading and writing tools (e.g., a dictionary, thesaurus,

word wall, editing checklist). 56% N/R N/R 36% 40% 31% 34% 38% 30%

* Includes only students for whom gender data were available.† Other response options were “never” and “sometimes”.





All

(# =

16)

Fem

ale*

(# =

N/R

)

Mal

e*(#

= N

/R)

All

(# =

5 9

79)

Fem

ale*

(# =

2 8

87)

Mal

e*(#

= 3

092

)

All

(# =

126

312

)

Fem

ale*

(# =

61

939)

Mal

e*(#

= 6

4 37

3)

STUDENT ENGAGEMENTAbout mathematics: Percentage of students who answered “most of the time”†

I like mathematics. 62% N/R N/R 59% 52% 65% 58% 53% 63%

I am good at mathematics. 62% N/R N/R 53% 45% 60% 56% 49% 63%

I am able to answer difficult mathematics questions. 44% N/R N/R 33% 25% 40% 38% 31% 46%

I do my best when I do mathematics activities in class. 75% N/R N/R 77% 78% 76% 78% 80% 77%



I read over the problem first to make sure I know what I am supposed to do. 50% N/R N/R 65% 69% 61% 68% 72% 64%

I think about the steps I will use to solve the problem. 69% N/R N/R 42% 42% 42% 44% 45% 43%

I ask for help if I don’t understand the problem. 62% N/R N/R 50% 56% 44% 53% 59% 48%

I check my work for mistakes. 62% N/R N/R 49% 52% 47% 51% 53% 49%

I check my answers to see if it makes sense. 69% N/R N/R 58% 61% 56% 60% 63% 57%



Manipulatives (e.g., base ten blocks, tiles) 25% N/R N/R 30% 31% 29% 27% 30% 24%

A calculator 12% N/R N/R 13% 13% 14% 15% 15% 15%

A computer to learn mathematics 31% N/R N/R 16% 16% 16% 20% 19% 21%






All

(# =

16)

Fem

ale*

(# =

N/R

)

Mal

e*(#

= N

/R)

All

(# =

5 9

79)

Fem

ale*

(# =

2 8

87)

Mal

e*(#

= 3

092

)

All

(# =

126

312

)

Fem

ale*

(# =

61

939)

Mal

e*(#

= 6

4 37

3)

OUT-OF-SCHOOL ACTIVITIESHow often do you do the following when you are not at school?

Percentage of students who answered “every day or almost every day”†

I participate in art, music or drama activities. 19% N/R N/R 23% 29% 18% 25% 30% 19%

I participate in after-school clubs. 25% N/R N/R 15% 16% 14% 13% 14% 13%

I participate in sports or other physical activities. 50% N/R N/R 38% 33% 42% 39% 34% 44%



We talk about the activities I do in school. 38% N/R N/R 50% 56% 46% 48% 53% 44%We talk about the reading and writing work I do in

school. 31% N/R N/R 31% 34% 28% 30% 33% 27%

We talk about the mathematics work I do in school. 44% N/R N/R 42% 44% 40% 36% 38% 34%

We read together. 31% N/R N/R 30% 32% 29% 30% 33% 28%

We look at my school agenda. 44% N/R N/R 50% 51% 50% 47% 47% 46%

We use a computer together. 6% N/R N/R 14% 15% 14% 14% 13% 14%

* Includes only students for whom gender data were available.† Other response options were “never”, “1 or 2 times a month” and “1 to 3 times a week.”





All

(# =

16)

Fem

ale*

(# =

N/R

)

Mal

e*(#

= N

/R)

All

(# =

5 9

79)

Fem

ale*

(# =

2 8

87)

Mal

e*(#

= 3

092

)

All

(# =

126

312

)

Fem

ale*

(# =

61

939)

Mal

e*(#

= 6

4 37

3)


Percentage of students†

Only this school/1 other school 88% N/R N/R 80% 81% 80% 77% 78% 77%

2 other schools/3 other schools 6% N/R N/R 13% 13% 14% 16% 15% 16%

4 other schools or more 6% N/R N/R 4% 4% 3% 4% 4% 4%

LANGUAGES STUDENTS SPEAK AT HOME Percentage of students†

Only English/Mostly English 50% N/R N/R 58% 56% 61% 71% 70% 72%Another language (or other languages) as often as

English 19% N/R N/R 24% 26% 22% 16% 17% 15%

Mostly another language (or other languages)/Only another language (or other languages) 25% N/R N/R 15% 15% 14% 11% 11% 11%

LANGUAGES SPOKEN TO STUDENTS AT HOME


Only English/Mostly English 44% N/R N/R 49% 46% 52% 65% 64% 66%Another language (or other languages) as often as

English 38% N/R N/R 22% 23% 21% 13% 14% 13%

Mostly another language (or other languages)/Only another language (or other languages) 12% N/R N/R 24% 26% 23% 17% 17% 17%

* Includes only students for whom gender data were available.† Percentages may not add up to 100, due to rounding or to missing responses.



Sometimes



STUDENT ENGAGEMENTAbout reading: Percentage of Students*



I like to read. 7

I am a good reader. 11

I am able to understand difficult reading passages. 10

I do my best when I do reading activities in class. 13

STUDENT ENGAGEMENTAbout writing:

I like to write. 4

I am a good writer. 6

I am able to communicate my ideas in writing. 10

I do my best when I do writing activities in class. 14

COGNITIVE STRATEGIES USED IN LANGUAGE

Before I start to read, I try to predict what the text will be about. 8

I make sure I understand what I am reading. 15

I slow down my reading if it is difficult. 8

When I come to a word I do not understand, I look for clues (e.g., punctuation, word parts, other words in the sentence). 7

When I am finished reading, I think about what I have read. 8

I organize my ideas before I start to write. 6

I edit my writing to make it better. 9

I check my writing for spelling and grammar. 9





Sometimes







A computer for reading activities 4

A computer for writing activities 8

Reading and writing tools (e.g., a dictionary, thesaurus, word wall, editing checklist) 5

The Internet to find information 13

STUDENT ENGAGEMENTAbout mathematics:

I like mathematics. 11

I am good at mathematics. 12

I am able to answer difficult mathematics questions. 11

I do my best when I do mathematics activities in class. 15


I read over the problem first to make sure I know what I am supposed to do. 15

I think about the steps I will use to solve the problem. 10

I ask for help if I don’t understand the problem. 11

I check my work for mistakes. 9

I check my answer to see if it makes sense. 14





Sometimes






answered “most of the

time”

Manipulatives (e.g., base ten blocks, tiles) 4

A calculator 3

A computer to learn mathematics 7

The Internet to explore information related to mathematics 2





Every day or almost every day



OUT-OF-SCHOOL ACTIVITIESHow often do you do the following when youare not at school?



answered “every day or

almost every day”

I participate in art, music or drama activities. 4

I participate in after-school clubs. 4

I participate in sports or other physical activities. 9


We talk about the activities I do in school. 11

We talk about the reading and writing work I do in school. 3

We talk about the mathematics work I do in school. 8

We read together. 3

We look at my school agenda. 8

We use a computer together. 2


Never 1 to 3 times a week1 or 2 times a month



Another language (or other languages)as often as English




Percentage of Students*Number of students

Only this school 3

1 other school 12

2 other schools 1

3 other schools 4

4 other schools or more 0

LANGUAGES SPOKEN Percentage of Students*


answered “only English” or “mostly English”

Languages student speaks at home 12

Languages in which people speak to student at home 9


Only English/Mostly English

Mostly another language (or other languages)/Only another language (or other languages)





All

(# =

20)

Fem

ale*

(# =

9)

Mal

e*(#

= 1

1)

All

(# =

6 1

00)

Fem

ale*

(# =

2 9

91)

Mal

e*(#

= 3

109

)

All

(# =

126

424

)

Fem

ale*

(# =

62

073)

Mal

e*(#

= 6

4 35

0)

STUDENT ENGAGEMENTAbout reading: Percentage of students who answered “most of the time”†

I like to read. 35% 56% 18% 37% 43% 30% 43% 51% 36%

I am a good reader. 55% 67% 45% 63% 65% 61% 67% 71% 64%

I am able to understand difficult reading passages. 50% 67% 36% 38% 38% 39% 41% 41% 42%

I do my best when I do reading activities in class. 65% 78% 55% 70% 75% 66% 72% 77% 66%

STUDENT ENGAGEMENTAbout writing: Percentage of students who answered “most of the time”†

I like to write. 20% 44% 0% 40% 48% 32% 42% 54% 30%

I am a good writer. 30% 33% 27% 39% 44% 34% 42% 50% 34%

I am able to communicate my ideas in writing. 50% 44% 55% 48% 52% 44% 50% 55% 45%

I do my best when I do writing activities in class. 70% 78% 64% 69% 74% 65% 70% 77% 64%

COGNITIVE STRATEGIES USED IN LANGUAGE Percentage of students who answered “most of the time”†

Before I start to read, I try to predict what the text will be about. 40% 44% 36% 18% 18% 18% 16% 15% 16%

I make sure I understand what I am reading. 75% 100% 55% 69% 72% 66% 72% 75% 68%

I slow down my reading if it is difficult. 40% 44% 36% 56% 62% 49% 56% 62% 51%When I come to a word I do not understand, I look for

clues (e.g., punctuation, word parts, other words in the sentence).

35% 44% 27% 41% 45% 36% 42% 46% 39%

When I am finished reading, I think about what I have read. 40% 67% 18% 37% 39% 35% 39% 41% 37%

I organize my ideas before I start to write. 30% 56% 9% 34% 38% 31% 34% 38% 30%

I edit my writing to make it better. 45% 44% 45% 49% 55% 43% 51% 58% 45%

I check my writing for spelling and grammar. 45% 67% 27% 53% 58% 47% 54% 59% 49%



A computer for reading activities 20% 33% 9% 9% 8% 11% 12% 10% 15%

A computer for writing activities 40% 44% 36% 26% 24% 27% 36% 34% 38%Reading and writing tools (e.g., a dictionary, thesaurus,

word wall, editing checklist) 25% 33% 18% 32% 34% 29% 28% 32% 25%

The Internet to find information 65% 89% 45% 52% 53% 51% 56% 56% 56%






All

(# =

20)

Fem

ale*

(# =

9)

Mal

e*(#

= 1

1)

All

(# =

6 1

00)

Fem

ale*

(# =

2 9

91)

Mal

e*(#

= 3

109

)

All

(# =

126

424

)

Fem

ale*

(# =

62

073)

Mal

e*(#

= 6

4 35

0)

STUDENT ENGAGEMENTAbout mathematics: Percentage of students who answered “most of the time”†

I like mathematics. 55% 33% 73% 50% 42% 57% 50% 42% 58%

I am good at mathematics. 60% 56% 64% 49% 43% 56% 52% 44% 60%

I am able to answer difficult mathematics questions. 55% 44% 64% 34% 27% 41% 38% 29% 47%

I do my best when I do mathematics activities in class. 75% 89% 64% 76% 75% 76% 78% 78% 78%



I read over the problem first to make sure I know what I am supposed to do. 75% 78% 73% 76% 79% 72% 80% 84% 76%

I think about the steps I will use to solve the problem. 50% 56% 45% 47% 49% 45% 51% 51% 50%

I ask for help if I do not understand the problem. 55% 67% 45% 55% 58% 52% 58% 61% 54%

I check my work for mistakes. 45% 44% 45% 45% 45% 44% 49% 50% 47%

I check my answers to see if it makes sense. 70% 89% 55% 61% 64% 59% 64% 67% 62%



Manipulatives (e.g., base ten blocks, tiles) 20% 33% 9% 15% 16% 14% 17% 19% 15%

A calculator 15% 33% 0% 49% 54% 44% 51% 56% 46%

A computer to learn mathematics 35% 56% 18% 8% 8% 9% 10% 9% 11%The Internet to explore information related to

mathematics 10% 11% 9% 12% 12% 12% 13% 11% 14%






All

(# =

20)

Fem

ale*

(# =

9)

Mal

e*(#

= 1

1)

All

(# =

6 1

00)

Fem

ale*

(# =

2 9

91)

Mal

e*(#

= 3

109

)

All

(# =

126

424

)

Fem

ale*

(# =

62

073)

Mal

e*(#

= 6

4 35

0)

OUT-OF-SCHOOL ACTIVITIESHow often do you do the following when you are not at school?


I participate in art, music or drama activities. 20% 44% 0% 15% 19% 12% 17% 21% 13%

I participate in after-school clubs. 20% 33% 9% 11% 11% 10% 10% 11% 10%

I participate in sports or other physical activities. 45% 44% 45% 37% 31% 43% 42% 36% 48%



We talk about the activities I do in school. 55% 78% 36% 45% 48% 41% 47% 51% 43%We talk about the reading and writing work I do in

school. 15% 33% 0% 21% 22% 20% 22% 25% 20%

We talk about the mathematics work I do in school. 40% 56% 27% 32% 33% 32% 34% 36% 33%

We read together. 15% 33% 0% 9% 7% 10% 8% 8% 9%

We look at my school agenda. 40% 44% 36% 21% 19% 23% 24% 24% 25%

We use a computer together. 10% 11% 9% 11% 10% 12% 10% 9% 11%

* Includes only students for whom gender data were available.† Other response options were “never”, “1 or 2 times a month” and “1 to 3 times a week.”





All

(# =

20)

Fem

ale*

(# =

9)

Mal

e*(#

= 1

1)

All

(# =

6 1

00)

Fem

ale*

(# =

2 9

91)

Mal

e*(#

= 3

109

)

All

(# =

126

424

)

Fem

ale*

(# =

62

073)

Mal

e*(#

= 6

4 35

0)



Only this school/1 other school 75% 67% 82% 77% 78% 77% 70% 70% 70%

2 other schools/3 other schools 25% 33% 18% 16% 16% 17% 22% 22% 22%

4 other schools or more 0% 0% 0% 4% 4% 4% 6% 6% 6%

LANGUAGES STUDENTS SPEAK AT HOME Percentage of students†

Only English/Mostly English 60% 44% 73% 61% 61% 62% 73% 73% 73%Another language (or other languages) as often as

English 15% 11% 18% 25% 26% 23% 17% 18% 16%

Mostly another language (or other languages)/Only another language (or other languages) 25% 44% 9% 12% 12% 12% 8% 8% 9%

LANGUAGES SPOKEN TO STUDENTS AT HOME


Only English/Mostly English 45% 33% 55% 48% 46% 50% 66% 66% 66%Another language (or other languages) as often as

English 25% 11% 36% 24% 25% 23% 15% 15% 14%

Mostly another language (or other languages)/Only another language (or other languages) 30% 56% 9% 24% 26% 23% 16% 16% 16%

* Includes only students for whom gender data were available.† Percentages may not add up to 100, due to rounding or to missing responses.




EXPLANATION OF TERMS

All Students Results are reported for all students in the grade.

ParticipatingStudents

Results are reported only for those students who took part in the assessment (excludes “no data” and “exempt” categories).

ProvincialStandard The Ministry of Education has set Level 3 as the provincial standard.

Level 4 The student has demonstrated the required knowledge and skills.Achievement surpasses the provincial standard.

Level 3 The student has demonstrated most of the required knowledge and skills.Achievement is at the provincial standard.

Level 2 The student has demonstrated some of the required knowledge and skills.Achievement approaches the provincial standard.

Level 1 The student has demonstrated some of the required knowledge and skills in limited ways.Achievement falls much below the provincial standard.

NE1 "Not enough evidence for Level 1" is used when students did not demonstrate enough evidence of knowledge and understanding to be assigned Level 1.

No Data Students who did not have a result due to absence or other reasons.

Exempt Students who were formally exempted from participation in one or more components of the assessment.

English LanguageLearners

Students who have been identified by the school in accordance with English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007).

Students withSpecial EducationNeeds (excluding

gifted)

Students who have been formally identified by an Identification, Placement and ReviewCommittee, as well as students who have an Individual Education Plan. Students whose sole exceptionality is giftedness are not included.

N/R“Not reported” indicates that the number of students participating (fewer than 10 in a group) or responding to the Student Questionnaire (fewer than six in a group) is so small that identification of individual student results might be possible; therefore, results are not reported.

N/D “No data available” is used to indicate that there were no students in the grade or subject for the group or year specified.

W Results are being withheld by EQAO. For further information, please contact the school principal.

EC Due to exceptional circumstances in 2015, provincial data are unavailable to report provincial results.

NP “Non-participating” indicates that due to exceptional circumstances, some or all of the school’s or board’s students did not participate.

school report - tcdsb

Documents