People for Education Annual Report
The AnnuAl
RepoRT on
onTARio’s
publicly
Funded
schools
2014
noTice oF copyRighT
And inTellecTuAl pRopeRTy
The People for Education tracking survey was developed by People for Education and the Metro Parent Network, in consultation with parents and parent groups across Ontario. People for Education owns the copyright on all intellectual property that is part of this project.
Use of any questions contained in the survey, or any of the intellectual property developed to support administration of the survey is strictly prohibited without the express written permission of People for Education.
Questions about the use of intellectual property should be addressed to the Research Director, People for Education, at 416-534-0100 or info@peopleforeducation.ca.
DocumEnt citation
This report should be cited in the following manner: People for Education (2014). Public Education: Our Best Investment (Annual Report on Ontario’s Publicly Funded Schools 2014). Toronto: People for Education.
Data from thE SurvEy
Specific research data from the survey can be provided for a fee. Elementary school data have been collected since 1997, and secondary school data have been collected since 2000. Please contact info@peopleforeducation.ca.
© People for Education, 2014
People for Education is a registered charity working to support public education in Ontario’s English, French and Catholic schools.
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donoRs And suppoRTeRs, Who mAke ouR WoRk possible.
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conTenTs
Acknowledgements
iv
Quick Facts 2014
2
introduction
3
The Arts in schools
4
healthy schools
7
digital learning
9
special education
11
First nations, métis and inuit education
15
early childhood education and care
21
choosing courses for high school
23
methodology
25
how Funding Works
27
surveys
28
AcknoWledgemenTs
People for Education is supported by thousands of individual donors, and the work and dedication of hundreds of volunteers. We also receive support from the Atkinson Foundation, the R. Howard Webster Foundation, MITACS Accelerate, the Ontario Trillium Foundation, RBC Financial, the Toronto Community Foundation, and the Ontario Ministry of Education.
Every year, parents and principals in schools across Ontario take the time to complete our surveys and share their stories with us. And every year, many volunteer researchers help us put the data we collect from schools into a context that helps us write our reports.
Emis Akbari Marion Battersby Tony Blair Sharon Bowes
Wanda Brascoupe Peters Claire Brett Julia Candlish Brooke Charlebois Susan Cook Anelia Coppes Susan Dion Paul Emond Geoff Feldman Joe Flessa John Hoffman Molly Kidder Carlana Lindeman Michele Locke Katie Lynes Marion Macdonald Amy Mack Martha Macneil Chris Markham Norah-Lynn McIntyre Amanda Merpaw Beth Mills Lisa Mooney Mary Nanavati Pamela Osmond Gillian Parekh Jennifer Parker Cathy Philpott Andre Potvin Greg Querel Ed Reed Karen Robson Susan Roy Cindy Sawyer Nancy Steinhauer Diane Wagner Candice Walker Isabelle Yeadon and, as always, Dennis
Research Director: Kelly Gallagher-Mackay Tracking coordinator: Laurie Matheson Research Manager: Kerrie Proulx Data Analyst Bodong Chen Writers: Bodong Chen Kelly Gallagher-Mackay Annie Kidder Kerrie Proulx Editor: Jacqui Strachan Layout: Megan Yeadon In particular, we thank:
public
educATion:
ouR besT
invesTmenT
Quick FAcTs 2014
thE artS in SchoolS
• 43% of elementary schools have a specialist music teacher, either full- or part-time; a decline from 49% in 2012. • in the past decade, the number of elementary schools that have an itinerant music teacher has risen from 21% to 40%. • in elementary schools with grade 7 and 8, only 16% have a visual arts teacher, and 9% have a drama teacher.
hEalthy SchoolS
• 47% of elementary schools have a specialist health and physical education (h&pe) teacher, either full- or part-time; an increase from 30% of schools in 2004.
• 74% of secondary schools and 45% of elementary schools have regular access to social workers, compared to 50% and 39% respectively in 2004.
• 47% of secondary schools and 31% of elementary schools have regular access to child and youth Workers.
Digital lEarning
• in 99% of ontario elementary and secondary schools, students have access to computers. • 79% of ontario elementary schools report students start using computers in kindergarten.
• in 36% of elementary and 25% of secondary schools, principals report that teachers are most likely to use free online resources when they need new learning resources.
SPEcial EDucation
• 17% of elementary students and 22% of secondary school students receive special education assistance, a proportion that has increased steadily over the last 15 years.
• in 44% of elementary schools and 33% of secondary schools, not all students have access to the assistive technology recommended in their assessments or individual education plans.
• 49% of elementary and 40% of secondary principals have had to recommend a student with special needs not attend school for the full day.
• only 39% of elementary schools and 32% of secondary schools have access to a regularly scheduled psychologist.
Early chilDhooD EDucation anD carE
• The average Fdk class has 24 children; 8% of classes have 30 or more children.
• 77% of elementary schools with high family incomes offer extended day program for kindergarten-age children, compared to 52% of schools with low family incomes.
firSt nationS, métiS anD inuit EDucation
• 82% of First nations, métis and inuit (Fnmi) students in ontario attend provincially-funded schools; the remainder attend band-operated schools either on-reserve or in some ontario municipalities.
• 96% of secondary and 92% of elementary schools have Fnmi students.
• This year, 66% of elementary schools, and 39% of secondary schools report that they have no Aboriginal education opportunities beyond the curriculum.
• compared to the provincial average, elementary schools with higher proportions of Fnmi students have more students with special education needs (23% vs. 17%), less access to regularly scheduled psychologists, and higher ratios of special education students to special education teachers. (44:1 vs. 37:1).
chooSing courSES for high School
• one recent study showed that only 21% of students who took applied math in grade 9 went on to college, and 3% registered for university.
• 2% of principals report that students “often” transfer between academic and applied courses; 48% say students “never” transfer or “not very often”.
inTRoducTion
ontario has a long history of commitment to publicly
funded education, and 95% percent of ontario’s
stu-dents attend publicly funded schools. These stustu-dents
have an extraordinarily wide range of backgrounds,
interests, strengths and needs.
In the 1840s when Ontario’s public education system was first designed, its goal was to educate students so that they had the capacity to participate in the fledgling democracy. Since then, the job of schools has become much more com-plex and our expectations much higher.
Our schools now provide 1,970,880 students with a wide range of learning experiences: arts education; chances to learn through on-the-job experiences; access to technology; and support for their mental and physical health. Almost one-fifth of students make use of special education services, and many students receive support learning English or French. Society has come to recognize the long-term impor-tance of early childhood education and care, and the vast majority of 4- and 5-year-olds now attend full day kinder-garten, while more than 60% of elementary schools offer extended day programs for children from 4 to 12 years old. After generations of ignoring or misrepresenting the culture, history and valuable contributions of First Nations, Métis and Inuit (FNMI) peoples—and many decades of denying the needs of FNMI students—we now have Aboriginal education policy based on improving the relationship between Aborig-inal peoples and other Canadians. Schools are initiating some ground-breaking programs, and 40% of secondary schools now offer credit courses in Native Studies. Many boards have First Nations Trustees, and most have endorsed the Charter of Commitment on First Nations, Métis and Inuit Education. While we are making progress, we still have a long way to go.
Despite the fact that over 90% of our provincially funded schools have FNMI students, only a quarter of elementary schools and 34% of secondary schools offer professional development for staff about Aboriginal cultural issues. Schools with higher proportions of FNMI students (at least 7.5%) are much less likely to have health and physical education or music teachers, and less likely to have teacher-librarians. Only 11% of elementary schools with a high percentage of FNMI students have regularly scheduled access to a psychologist—compared to a provincial average of 39%. These schools also have higher than average proportions of students with special education needs, and higher ratios of special education students to special education teachers (44 to 1, compared to the provincial average of 37 to 1).
In other areas, we can see progress. This year, more elemen-tary schools have health and physical education teachers, and more schools have itinerant music teachers (though the percentage of schools with specialist music teachers has declined). School boards are expressing hope in announced changes to special education funding, and some high schools are initiating programs that will support more students to succeed in academic courses.
The 1,349 principals who participated in the survey this year expressed immense pride in their schools, their teachers and their communities. They are working hard to ensure that all students have a chance for success.
Public education has the capacity to change children’s lives, and shape the future of our country. It is one of our most valuable assets—an essential opportunity for learning, leadership, and inspiration for our children and youth, and a down-payment on our future. As a society, Ontarians pay more than $20 billion for strong publicly funded schools, and the evidence is clear that this collective investment not only provides unparalleled returns, but it opens the door to possibilities we have not yet imagined.
There is no better place than our publicly funded
schools to ensure that every child has regular access
to the arts.
Learning in the arts builds the positive skills, habits and attitudes that are required for success in school and beyond, including the ability to think critically and creatively, solve problems and communicate.1
comPlEX artS curriculum a challEngE
for many claSSroom tEachErS
much of the arts, other than music, is taught by the classroom teacher. the program depends on their exper-tise or lack of it.
Elementary school, Hamilton-Wentworth DSB
Ontario has detailed and compulsory arts curriculum for dance, drama, music, and visual arts up to grade 8, but no specific funding for the arts. In fact, principals report that having a music teacher is part ‘good luck’ and fortunate circumstances.
Ontario’s elementary arts curriculum includes many tech-nical aspects, including teaching students to read music, analyze fine art composition, execute choreography and understand theatrical forms. Delivering the arts curriculum can be difficult for teachers without an arts specialization.
there are no teachers being hired that have a music background. i have a music room full of instruments that none of us know how to play.
Elementary school, Upper Canada DSB
Only 43% of Ontario elementary schools have a specialist music teacher, the lowest proportion of any province in Canada. By contrast, in Quebec and the Atlantic provinces, most schools have a specialist music teacher (87% and 86% respectively).2
In elementary schools that have a specialist music teacher, students are significantly more likely to have the chance to learn an instrument in school hours and be part of a choir, band or orchestra, and to perform or display their art in public.3 Elementary schools with specialists are also more
likely to report that their students see live performances.
We are able to run a healthy music program, But only because i happen to have music teachers on staff. this is simply pure luck.
Elementary School, Kawartha Pine Ridge DSB
The percentage of schools with music teachers has declined fairly steadily from peak levels of nearly 60% in 1998, when the provincial funding formula was introduced.
Half of the schools without specialist music teachers have itinerant teachers (who can be certified teachers or musicians with or without certification), but 29% of elementary schools have neither a specialist music teacher, nor an itinerant. This is an improvement from 2007, when 41% of schools had no music teacher—either on staff or itinerant.
The ARTs in schools
Quick factS for 2014
• 43% of elementary schools have a specialist music
teacher, either full- or part-time; a decline from
49% in 2012.
• in the past decade, there has been a rise—from 21%
to 40%—in the number of elementary schools that
have an itinerant music teacher.
• 29% of elementary schools have neither a specialist
music teacher nor an itinerant music teacher.
• in elementary schools with grade 7 and 8, only 16%
have a visual arts teacher, and 9% have a
drama teacher.
• in 81% of elementary schools, students have the
opportunity to participate in a choir, orchestra or
band, compared to 65% last year.
Small minority of ElEmEntary SchoolS
havE Drama or art tEachErS
Schools with grades 7 and 8 are more likely to have other arts specialists such as drama or fine arts teachers, but even there, the numbers are very low:
•
Only 16% of elementary schools with grades 7 and 8 have a visual arts teacher.•
9% have a drama teacher.SmallEr SchoolS at a DiSaDvantagE
teachers who are advocates will, at the very least, try to provide a richer arts program. usually one person in a small school will take a role.
Elementary school, Kawartha Pine Ridge DSB
Funding for specialist music teachers is generated by teacher preparation time. When a regular classroom teacher has preparation time, another teacher—usually a specialist— takes the class. Schools with larger populations have more teachers, more preparation time, and thus a greater chance of having a specialist arts teacher. Smaller schools tend to be at a disadvantage:
•
Only 32% of schools in eastern Ontario, and 18% of schools in northern Ontario have a full- or part-time specialist music teacher, compared to 57% of elementary schools in the GTA. (See Figure 1)For rural schools, the high costs of transportation for students to see performances, and challenges in recruiting specialist art teachers can also be barriers to providing rich arts programs.
It is a challenge to find a qualified instrumental music teacher who is willing to come to mid-western ontario for a 0.25 position.
Elementary school, Avon Maitland DSB
uSing itinErantS to SuPPort muSic ProgramS
There has been a steady increase in the percentage of elementary schools with itinerant music teachers—from 21% in 2004 to 40% this year.These teachers may lead bands or choirs, or teach students to play specific instruments. They perform a vital role—in many cases bringing specialized instruction where there was none before—but because they are not school-based, it is often difficult for them to support integrating arts into regular classes and curriculum, or take a leadership role in building arts into the school community.
our school has band instruments, but no teacher on staff has the qualifications to teach band. Our school has been on a wait list for an itinerant instructor for two years.
Elementary school, Toronto DSB
artS—for artS’ SakE
Ontario has a strong arts curriculum, and teachers and prin-cipals consistently demonstrate support for arts programs. But funding constraints and narrowly focused achievement targets often mean the arts are treated simply as enrichment. As a result, students’ access to arts programs is often dependent on the motivation and generosity of teachers or volunteers, which in turn makes the programs vulnerable to fundraising inequities, labour disputes and time pressures. This is evident in the increase this year in the percentage of elementary schools reporting that students have the oppor-tunity to participate in a choir, orchestra or band. Last year— at least in part as a result of labour issues which saw many teachers withdraw participation in voluntary activities—only 65% of elementary schools reported that students had the opportunity to participate in a choir, band or orchestra. This year, 81% of schools report that students had those opportunities.
art is an add-on and not taken seriously as a viable sub-ject. all the other exposures to arts…is at the generosity of a teacher giving up his lunch time.
Elementary school, Simcoe Muskoka CDSB
concluSion
Ontario students are fortunate to have dedicated educators who ensure they have exposure to arts. Given the importance of arts-based learning, this commitment should be matched with strong policy and funding support to ensure arts con-tinue to be integral to our definition of successful schools.
health and education are interdependent: healthy
students are better prepared to learn, and schools can
encourage students to lead healthy lives.
To achieve their greatest impact, health programs in schools must be comprehensive—integrating a range of physical, mental, and emotional health programs and supports.4
Daily PhySical activity—
a challEngE in many SchoolS
In Canada, 84% of 3- to 4-year-olds meet recommended levels of daily physical activity. But by the time they are teen-agers, only 4% of Canadians are active for the recommended amount of time per day.5 To address the decline in students’
physical activity, in 2005 the Ministry of Education made it mandatory for elementary schools to provide all students with at least 20 minutes of sustained daily physical activity (DPA) during the instructional day.
In December 2013, the Auditor General released a report on Ontario’s Healthy Schools strategy. It found that neither the Ministry of Education nor school boards monitor schools to ensure that students get the required amount of DPA. The Auditor recommended the province “set specific goals and targets for increasing physical activity in schools, and periodically monitor, measure and publicly report on the progress made.”6
We asked principals to let us know about successes and chal-lenges in implementing the DPA. Principals in some schools report the policy is working well, particularly when school-wide initiatives are adopted, such as having all students participate in dance sessions or yoga. But for the most part, principals report that implementing DPA is a challenge, citing a lack of time, low priority compared to academic sub-jects, limited space, and teacher resistance. In some schools DPA is not provided at all.
getting teachers to take DPa seriously and not have it be just ‘play’ is an issue.
Elementary school, Kawartha Pine Ridge
Increasing children’s physical activity not only has an impact on their physical health, but it is also associated with improvements in self-concept, well-being, the ability to cope with stress, better concentration and more focused learning.7
tEaching hEalth anD PhySical EDucation (h&PE)
rEQuirES EXPErtiSE
Studies indicate that specialist H&PE teachers not only ensure students have more hours of physical education, but they also provide higher quality physical education.8 Principals
in schools with H&PE specialists are more likely to say their schools are delivering a good or excellent integrated health curriculum.9
•
47% of elementary schools have specialist H&PE teachers; but most are part-time and do not teach all grades or stu-dents. This is an increase from 30% in 2004. (See Figure 2)•
74% of elementary schools in the Greater Toronto Area(GTA) have an H&PE teacher; compared to only 24% of northern elementary schools.
In most schools classroom teachers fulfill the H&PE teaching role. Often they have little or no training on delivering the H&PE curriculum, which includes sensitive and personal topics like sexual health and mental health. For untrained teachers this can be a cause of discomfort.
heAlThy schools
Quick factS for 2014
• 47% of elementary schools have a specialist health
and physical education (h&PE) teacher, either full- or
part-time, an increase from 30% of schools in 2004.
• 74% of secondary schools and 45% of elementary
schools have regular access to social workers,
compared to 50% and 39% respectively in 2004.
• 47% of secondary schools and 31% of elementary
schools have regular access to child and
youth workers.
Moreover, for specialist and generalist teachers alike, quality H&PE education relies on having an updated curriculum. Some components of Ontario’s elementary H&PE curriculum have not been updated since 1998, and the entire secondary H&PE curriculum has not been revised since 1999.10
teachers do a good job with the preparation that they have, but certainly do not have the resources that a [h&PE] specialist would bring to the classroom.
Elementary school, Thunder Bay CDSB
it’S aBout morE than PhySical hEalth—
mEntal hEalth mattErS
Experts agree that to be effective, health programs in schools must focus on all aspects of health, including healthy eating, risky behaviours, addiction, and mental health.11
Ontario’s mental health policy, Open Minds, Healthy Minds, calls for improving access to high quality mental health ser-vices.12 As a part of the policy, every school board now has a
Mental Health Leader to help facilitate collaboration between the school board and community organizations to promote an integrated system of care.
as children’s mental health is a priority...i would like to see social workers or mental health services for a full day (or two) every week!
Elementary school, Toronto DSB
Supporting students with counselling and helping them through crises often calls for expertise beyond that of prin-cipals or teachers. For this reason, many schools have access to social workers and child and youth workers (CYWs). CYWs may also provide support to students with special education needs.
•
74% of secondary and 45% of elementary schools have regular access to social workers. This marks a significant improvement from 2004, when 50% of secondary and 39% of elementary schools reported regular access.•
47% of secondary schools and 31% of elementary schools have regular access to CYWs, compared to 2004, when 30% of secondary and 32% of elementary schools reported regular access.•
In northern Ontario, only 18% of elementary schools have access to a regularly scheduled social worker. In remote areas, almost all social workers and CYWs are available on an on-call basis only.our social worker, psychologist and cyW do amazing work with the little time that they have. they…struggle to find time to counsel, guide and support students.
Secondary school, Greater Essex DSB
concluSion
Ontario school health policies—which recognize that health is about more than exercise and that schools are the best places to “build” healthy kids—have supported positive change in schools. There is more to be done: classroom teachers require more professional development, there must be more consistency in the delivery of DPA, and an updated H&PE curriculum needs to be released and implemented. Gaps in resources, in particular for northern schools, must be addressed.
The newest student generation, sometimes called
“New Millennial Learners,”
13is growing up surrounded
by digital media and technologies. For them, the ability
to access information and communication
technolo-gies (icT) is increasingly important to effectively
partici-pate in the economic, political, and social aspects of
the so-called knowledge society.
14Digital literacies, which include information literacy (ability to find, evaluate and manage information), media literacy (evaluate media and create media products), and ICT literacy (ability to use technology effectively),15 have been highlighted
as a pillar of “21st century skills” in many influential
interna-tional initiatives.16
Technology is also changing the life of schools—it plays an increasingly important role in teaching and learning. New technologies can extend learning to spaces beyond classrooms, allow for new curriculum that bring real-world problems into schools, and support new forms of assessment for learning that are both formative and immediate. In many cases, it is already transforming the role of teachers.17 When
ICT use is tied to good teaching, and informed by research on how people learn, research shows possibilities for substantial benefits for student learning.18
Early intEgration of tEchnology
in ontario SchoolS
In 99% of Ontario elementary and secondary schools, stu-dents have access to computers in school. Principals in 79% of elementary schools report that students start using com-puters as an integrated part of their learning in kindergarten. Some researchers have raised concerns that technology is not always well-integrated into teaching and learning.19
Com-ments from the surveys suggest that many educators are aware of this issue, and some even report an improvement in the quality of use of computers. For example, a principal in Thunder Bay Catholic DSB said, “We are beginning to inte-grate the technology more into our teaching and learning, as opposed to it being a subject to itself. Students and staff are seeing it more as a tool as opposed to a magical machine.”
tEchnology in EvEry claSSroom
In Ontario’s elementary schools, the most common place for students to access technology today is their own classrooms (often on ‘mobile labs’ or carts of laptops), followed by libraries, computer labs, and—in 58% of schools—students’ own devices.
Peel DSB encourages its 153,000 elementary school students to bring their smartphones, iPads, tablets and laptop com-puters to class so that their access to technologies does not end when they step out of computer labs. In addition, the board has invested in wireless and bandwidth upgrades, and purchased devices to ensure equity of access among stu-dents.20 Ottawa Catholic, Upper Grand, and Waterloo Region
DSBs all have “bring your own device” initiatives.
We have purchased iPads for the school to address the inequities of access. We also have classes who use the ByoD model so everyone has a device to use, between school and student-owned devices.
Elementary school, Hastings and Prince Edward County DSB
Quick factS for 2014
• in 99% of ontario elementary and secondary schools,
students have access to computers.
• 79% of ontario elementary schools report students
start using computers in kindergarten.
• in 36% of elementary and 25% of secondary schools,
principals report that teachers are most likely to use
free online resources when they need new
learning resources.
• only 17% of elementary schools report that most or
all teachers are using a blog to communicate with
parents or students.
uSing tEchnology in high School claSSroomS
In secondary schools, 43% of principals report that most or all of their teachers use videos or YouTube for instruction, and 33% report that most or all teachers use external web-sites for instruction.Far fewer schools report their teachers use technologies such as gaming or social networking, despite the fact that these forms of ICT are widely seen as holding significant pedagog-ical potential.21 Only 4% of principals reported most or all of
their teachers use gaming, and only 8% report that most or all of their teachers use social networking tools for instruction. A number of principals commented on useful strategies that made a difference in improving ICT use: resource staff at the board level to help identify ways to use technology, and mentorship between teachers within the school.
the school is in a rural community where access to high speed [internet] is expensive, so many families have dial-up or nothing.
Elementary school, Kawartha Pine Ridge DSB
homE–School communication
There is growing research suggesting that digital communi-cations are an important aspect of improving home–school communication.22
Teacher blogs are a particularly important form of online communication because they help prompt conversations at home about school—one of the forms of parent involvement most clearly linked to achievement.23 Blogs are beginning to
catch on across Ontario, but only 17% of elementary schools report that most or all teachers are using a blog to communi-cate with parents or students, and more than half of schools report that none or only a few teachers are using it.
coSt cutting affEcting accESS to
canaDian rESourcES
Digital technologies are not only about communication and teaching methods: access to technology is also having a significant impact on the materials used in schools. We asked what teachers are most likely to do when they need new learning resources:
•
36% of elementary and 25% of secondary schools report that teachers are most likely to use free online resources.•
31% of elementary and 33% of secondary schools reportthat teachers would acquire print textbooks or materials.
As one principal noted, “textbooks are not purchased very often anymore.”24
Cost is a major driver in the move to free online materials. The Ministry of Education has cut funding for learning resources and textbooks by 15% over the last five years.25
According to one principal, “Each year we purchase text-books and materials as needed—but we do prioritize what we purchase due to budget constraints.”26
Teachers’ professional judgment is the main resource for vetting the quality of the free online materials, but they may not have the time or training for this complex and special-ized task.
There are thousands of companies across North America who see a lucrative market in providing new apps, software, more integrated resources, multimedia learning content, and new “learning management systems” to schools and boards.27
The issue now is how teachers, principals and school boards evaluate and select the resources flooding in from the educa-tion technology market.
concluSion
Information and Communications Technologies are changing the world in which students live, and changing schools. However, the use of technology continues to vary consider-ably across schools and classrooms. To ensure system-level equity, quality and value, this important resource must be supported with appropriate professional development, quality controls, and infrastructure.
“Special education is not a dispensable luxury… it is
the ramp that provides access to the statutory
commit-ment to education made to all children.”
28supreme court of canada, 2012
In Ontario’s publicly funded schools, 17% of elementary stu-dents and 22% of secondary school stustu-dents receive special education assistance—proportions which have increased steadily over the last two decades.Students with special education needs may get extra support from their homeroom teacher, or a variety of “accommoda-tions” (e.g. laptops, more time for tests) or modifications set out in an Individual Education Plan (IEP). They can be with-drawn for all or part of the day to learn in a special educa-tion class or resource room. They may be supported—at least part of the time—by a special education educational assis-tant, or they can receive support from other specialists.
We have 1062 iEPs to write. coordinating this and meeting the 30 day deadline is an annual challenge. as well, Identification, Placement and Review Committee (IPRC) reviews for each identified student pose a chal-lenge when there are over 1000 identified students in the building.
Secondary school, Toronto DSB
This year, the provincial budget for special education is $2.72 billion; more than 10% of the total K–12 education budget. But even that may be insufficient: 57 of Ontario’s 72 school boards spend more on special education than they receive from the province.29
meeting the needs of these students is incredibly over-whelming. there are so many needs and they are so diverse. the range of needs and diagnosis of needs con-tinues to expand. there are not nearly enough resources to support our needs but we do amazingly well with what we have.
Secondary school, Algonquin and Lakeshore Catholic DSB
SPEcial EDucation SuPPortS arE
kEy to StuDEnt SuccESS
Special education teachers
Special education teachers can work with individual students for part of the school day, provide support to classroom teachers, or teach congregated classes of special education students.
In elementary schools, there is an average ratio of 37 stu-dents with special education needs per special education teacher. While this number has remained relatively stable for the last four years, it is a substantial increase from ratios before 2010. The ratios range across the province, from a low of 26 to 1 in the GTA, to a high of 52 to 1 in Eastern Ontario. (see Figure 3)
In secondary schools the average ratio is 74 students for every one teacher.
speciAl educATion
Quick factS for 2014
• 17% of elementary students and 22% of secondary
school students receive special education assistance,
a proportion that has increased steadily over the last
15 years.
• in 44% of elementary schools and 33% of secondary
schools, not all students have access to the assistive
technology recommended in their assessments or
individual Education Plans.
• 49% of elementary and 40% of secondary principals
have had to recommend a student with special needs
not attend school for the full day.
• only 39% of elementary schools and 32% of
second-ary schools have access to a regularly scheduled
psychologist.
Educational assistants
Educational assistants (EAs, Special Needs Assistants, or Teacher Assistants) provide individual support to students with special needs. The assistance can range from supporting students with very high needs with things like eating, per-sonal care, or supports and strategies to modify behaviour, to providing academic support to students during the school day.
meeting the needs of all students is a challenge. We are told that Eas are “generated” through behaviour or medical reasons. With so many students with academic needs and so little support personnel, it is difficult to ensure everyone gets what they need.
Elementary School, Thames Valley DSB 30
The ratio of students to EAs in elementary school has remained relatively constant at 22 to 1. Principals continue to report that this ratio is insufficient to meet demand. In secondary schools, the ratio is much higher at 58 to 1. Assistive Technology
Technology has made a considerable difference in the lives of some students with special education needs, and has been shown to have a direct impact on their achievement.31 But
access to these critical technologies is not consistent. In 44% of elementary schools and 33% of secondary schools, principals report that not all students have access to the assistive technology recommended in their IEPs or psycho-educational assessments. (See Figure 4)
Speech and language support
Early language development can have an impact on every-thing from academic achievement to adult mental health.32
Speech and language therapists work with students—particu-larly young students—supporting their language develop-ment both directly and by coaching their teachers. Only 45% of elementary schools have regularly scheduled access to a speech language therapist.
Figure 3
StuDEntS aSkED to Stay homE
Forty-nine percent of elementary principals and 40% of sec-ondary principals report they have recommended students not attend school for the full day.
Principals’ comments show that the decision to recommend students stay home falls into three categories:
•
Short-term: If a special education student’s required sup-port is temporarily unavailable, the principal may recom-mend the student stay home.33•
Transitional: A principal may recommend a student stay home as a provisional measure in order to ease a major change or disruption. Transitions may occur as a student starts school, “Some of our developmental disability students start on .5 day schedules;”34 changes schools,“we needed to put a safety plan in place for a new student that presented some unanticipated challenges;”35 or
enters into a specialized program.
•
Ongoing: In extreme cases, if a school is unable to provide adequate care or safety provisions for the student, a prin-cipal may recommend a student be removed from school for most or all of the day.[We have a] violent student who requires two EAs at all times. he is able to attend 1.5 hours a day.
Elementary school, Ottawa Catholic DSB
In some cases, the recommendations may relate to a princi-pal’s concern that a student may not be capable of dealing with a full day of school. Principals reported things such as: “students not successful in p.m.,”36 or, “anxiety continues to
play a significant role in determining the length of a school day a student can manage…not all kids can attend a full day of school due to various mental health issues.”37
We have one student who struggles to manage for a full day in the Early Learning Program, and he requires one-to-one support for his safety and the safety of the other children. i lack the resources to be able to allocate an Ea to this student for a full day.
Many principals report the decision for a student to stay home is made in cooperation with, or at the request of par-ents. But the People for Education parent helpline receives calls regularly from parents who are concerned that they have been asked to keep their children home for part of the school day.
thE onramP to SuPPort
Forty-one percent of students with special education needs receive supports or accommodations through recommenda-tions set out in an IEP.38 While this doesn’t require a formal
review by other school board staff, it does require parents to sign off on the recommendations.
The majority of students (59%) with special education needs access support through a formal process called an Identifica-tion, Placement and Review Committee (IPRC).39
The first step in the IPRC process is for the student to undergo an assessment by a professional—usually a psycho-educational assessment performed by a psychologist. Only 39% of elementary schools and 32% of secondary schools have access to a regularly scheduled psychologist. In many schools, psychologists work on-call, but 12% of elemen-tary schools and 12% of secondary schools report they have no access to a psychologist.
Principals in some schools continue to report that their board caps the number of assessments they are able to recommend.
rEaSonS PrinciPalS havE rEcommEnDED a
StuDEnt With SPEcial EDucation nEEDS not
attEnD School full Day
Elementary
Secondary
Safety
81%
67%
Student health
27%
55%
PrivatE aSSESSmEntS
It is possible to avoid the waiting lists for assessments—and thus, in many cases, speed up access to an IPRC and ser-vices—by paying to have your child assessed privately. These private assessments can cost $2000–$3000.
This year:
•
25% of elementary school principals report that some, most, or all parents use private assessments;•
52% of schools report that “a few” parents use private assessments; and•
24% report no families use them.There is a strong relationship between the average family income per school and the likelihood that parents will use private assessments in the special education process. (See Figure 5)
changES to SPEcial EDucation funDing may
allEviatE iSSuES
This year, the province is continuing to make changes to special education funding.40
When fully implemented, the new model is intended to be flexible enough to recognize differences among boards. It will be based on statistical data that calculates the prob-ability of students having different special education needs. The changes will result in funding cuts in some boards and increases in others.41
For more details on special education funding, see People for Education report, Special Education 2014.
concluSion
Currently, there are few system-wide standards governing the quality of special education programs or outcomes, and vast differences among boards in their special education identification processes, access to supports and services, and outcomes for students who have learning challenges.
Changes to the funding formula for special education may result in a better match between the distribution of special education funds and level of student need within each board. But without more information on the effectiveness of a range of special education programs and supports, and without more consistent standards across school boards, it may be difficult to judge.
canada’s First nations, métis and inuit (Fnmi) peoples
represent the fastest growing population in canada.
42Over one-fifth of Canadian Aboriginal
43people live
in ontario.
44While the challenge of ensuring equitably funded, high-quality and culturally responsive education in Canada’s band-operated schools (most of which are on-reserve) is urgent and well-recognized, the story of the vast majority (82%) of FNMI students who attend provincially funded schools in Ontario is less well-known.45
incrEaSing knoWlEDgE anD imProving SuPPort
Nearly every Ontario school (96% of secondary and 92% of elementary) has at least some First Nations, Métis and/or Inuit students.46Based on results from our surveys, it is clear that not all principals and teachers are aware of the number of FNMI stu-dents in their schools, and that schools continue to struggle to provide effective FNMI education, despite Ontario’s FNMI policy framework.
There are two key challenges:
•
Effective support is needed to ensure that FNMI students have the same opportunities for success as non-Aborig-inal students. These include stronger cultural support programs, more effective support for school–commu-nity relationships, and funding to address inequities for schools with higher proportions of Aboriginal students.•
All of Ontario’s students need a deeper educationcon-cerning First Nations, Métis and Inuit peoples’ culture, his-tory, perspectives and experience. To support long-lasting change, to build more respectful relationships between Aboriginal people and other Canadians, and to ensure students can learn in welcoming, respectful classrooms, Ontario’s provincially-funded schools must make a real commitment to changing how and what all students are taught about Canada’s FNMI people.
FiRsT nATions, méTis And
inuiT educATion
Quick factS for 2014
• 82% of first nations, métis and inuit (fnmi) students
in ontario attend provincially-funded schools; the
remainder attend Band-operated schools, usually
on-reserve.
• 96% of secondary and 92% of elementary schools
have fnmi students.
• this year, 66% of elementary schools, and 39% of
secondary schools report that, beyond the ontario
curriculum, they have no aboriginal education
oppor-tunities (e.g. professional development, speakers, or
cultural support programs).
• 33% of provincially-funded secondary schools report
students transfer from on-reserve schools; 54% of
those have formal connections or planning with the
on-reserve schools.
• compared to the provincial average, elementary
schools with higher proportions of fnmi students
have more students with special education needs
(23% versus 17%), less access to regularly scheduled
psychologists, and higher ratios of special education
students to special education teachers. (44:1
versus 37:1).
Provincial Policy commitmEntS
In 2005, the provincial government introduced Ontario’s New Approach to Aboriginal Affairs.47 The new policy promised to
chart “a new course for a constructive, co-operative relation-ship with the Aboriginal peoples of Ontario,” and included significant goals for education. In 2007, the province intro-duced the Ontario First Nations, Métis and Inuit Policy Frame-work,48 which included commitments to:
•
ensure the education system responds to the learning and cultural needs of FNMI students;•
provide quality programs, services, and resources to improve academic achievement among FNMI students;•
facilitate learning for all students, school board staff, teachers, and elected trustees to build knowledge and understanding about contemporary and traditional First Nation, Métis, and Inuit cultures, histories, and perspec-tives; and•
implement strategies that facilitate increased participa-tion by FNMI students, communities, and organizaparticipa-tions.In 2012, Ontario’s First Nations Trustees’ Council drafted a Charter of Commitment on First Nations, Métis and Inuit Edu-cation. The Charter sets out a range of commitments—from welcoming schools to culturally responsive pedagogy and employment of FNMI educators—that reflect school boards’ support for Aboriginal knowledge systems and learning models, and their recognition of the importance of lan-guage and culture in well-being. The Charter has since been adopted by the Ontario Public School Board Association,49
and endorsed by most public boards in Ontario.
timE to cloSE thE “knoWlEDgE gaP”
•
66% of elementary schools and 39% of secondary schools report that they have no Aboriginal educationopportuni-ties beyond the Ontario curriculum.
Advocates for FNMI education point to a “knowledge gap”50
about Aboriginal cultures, past and present, and about the history of colonialism—a gap mostly on the part of non-Aboriginal people in Ontario, but also a factor for FNMI peoples whose connection to their culture and language have been disrupted.
Ontario grade 1 to 12 curriculum in a range of subjects— from history to business—includes expectations for learning about FNMI histories, cultures and perspectives,51 but many
teachers report feeling unprepared to teach it.52
A well-informed understanding of FNMI cultures and his-tories is a key part of building reconciliation between FNMI peoples and other Canadians, and a key part of ensuring that every school is a welcoming place for FNMI students
and families.
This understanding can be built through a range of Aborig-inal education opportunities, including professional develop-ment for teachers, cultural support programs, and consulta-tion with FNMI community members.
tEaching tEachErS
•
Only a quarter of elementary schools and 34% of sec-ondary schools report that they have professional devel-opment for staff about Aboriginal cultural issues.A key aspect of closing ‘the knowledge gap’ is having teachers who are knowledgeable about FMNI issues. According to the Ministry of Education, many educators lack “the requisite knowledge for teaching Aboriginal subject material.”53 In a 2013 survey, new teachers reported that, of
all aspects of their job including special education, they were “least well-prepared” for teaching Aboriginal perspectives and histories.54
Teacher education programs do not have a core course for Aboriginal education. There is a recommendation that the new two-year teacher education programs include courses focused on First Nations, Métis and Inuit issues, but it has not been made mandatory.55
Training in Aboriginal issues helps teachers gain confidence in tackling what can be challenging subject matter, and helps identify successful strategies for integrating this content. A number of schools confirmed the value of having a “cham-pion teacher” who gets professional development and brings back resources to the school.
We will be offering aboriginal activities to students next year due to a new teacher having knowledge and experi-ence—she wants to integrate these studies.
Elementary school, Peel DSB
making SchoolS WElcoming for firSt nationS,
métiS anD inuit StuDEntS
•
24% of secondary and 11% of elementary schools have cultural support programs. They are twice as likely to be found in northern and eastern Ontario as in GTA schools.In the schools that do have cultural support programs, principals described remarkable initiatives that are making schools more welcoming for FNMI students, and improving their chances for success.
Weechiwaygamik (the helping place) and our lac Seul programs provide academic-focused support areas for students so they “see themselves” in the school and create a sense of belonging. our retention rates have improved over the past 10 years from 35% to 85%.
Secondary school, Keewatin-Patricia DSB
One elementary school reports that, in addition to working with a curriculum coach to embed Aboriginal curriculum into subject areas for each grade level, they have a “Native Friend-ship Centre partnerFriend-ship and support for students, providing 1:1 reading conferences, a school wide breakfast and snack program, and ongoing learning for teachers.”56
In comments, a significant number of schools report having FNMI counsellors, either on staff or from First Nations or community organizations, or designated resource teachers who focus on the academic, cultural and social needs of Aboriginal students. These staff can also act as a resource for the whole school.
StrEngthEning School/community rElationShiPS
•
Students in 23% of elementary and 39% of secondaryschools have the opportunity to hear from FNMI guest speakers or participate in ceremonies that reflect dif-ferent Aboriginal cultures.
•
12% of elementary and 27% of secondary schools report consultation with FNMI community members.Many principals reported on initiatives where all students have opportunities to learn with and from First Nations, Métis and Inuit students and adults. One GTA secondary school partnered with a neighbouring First Nation to jointly develop an arts course;57 a school near Stratford holds
two-way exchange trips with FNMI communities in the north;58
and a group of grade 7 and 8 students in the Upper Grand DSB are working with a First Nations couple to build a full-size birch bark canoe.59
We take every opportunity to include cultural references whenever we can, i.e., singing o canada in ojibway; … through community events such as fall harvest; through our local historical site; through our community arts and heritage Education Program; and whenever else we can.
One principal reported that a “very active parent committee ensures that Aboriginal education opportunities are part of the school experience.”60 A number of principals in northern
schools reported pow-wows were regular parts of the school year.
There is funding for every school board in the province to have a FNMI lead educator. In addition, many boards have First Nations trustees who act as advocates for First Nations students coming from on-reserve, as well as for FNMI stu-dents throughout the board. In their comments, many prin-cipals talked about how helpful it was to have support from the school board in facilitating ongoing communication.
our school board has a secondary program resource teacher for first nations who regularly meets with our First Nations students and organizes field trips. We also teach native history and native arts.
Secondary school, Upper Canada DSB
groWing EnrolmEnt in nativE StuDiES
•
40% of secondary schools now offer credit Native Studies courses, and 10% of elementary schools have Native studies classes.In high school, FNMI and non-Aboriginal students can reg-ister for a credit course which uses integrated approaches (drawing from history, art, literature) to provide students “with a broad range of knowledge related to Aboriginal peo-ples, to help them better understand Aboriginal issues of public interest discussed at the local, regional, and national levels.”61
In last year’s progress report on the FNMI education strategy, the Ministry of Education pointed to a huge growth in enrol-ment in Native Studies classes—from 5,343 students in 2007 to 19,345 students in 2012.62
thE challEngE of SElf-iDEntification
Self-identification has been a very serious challenge. very few students will formally self-identify as aboriginal, but a much larger number will report on confidential student surveys that they are.
Secondary school, Limestone DSB
Ontario’s education policy includes a commitment to ensuring that FNMI students “receive the highest possible quality of education.” To accomplish this, the province needs accurate data, and has instituted a program encouraging FNMI students to self-identify.
The importance of this is apparent in the disconnect between reality and perception: over 90% of Ontario’s schools have FNMI students, but many schools report they do not need Aboriginal education programs because they do not have FNMI students.
All boards now have a confidential, voluntary self-identi-fication policy, but as of 2012, only 28,079 students—44% of those who show up in the National Household Survey as Aboriginal—have chosen to share that information with the school board.63
We are just starting a self-identification process—at this point, i assume we have some first nations students but i don’t know for sure. it is a challenge, not knowing who is first nations and therefore not being able to program. Secondary school, Peel DSB
Many FNMI parents are reluctant to identify their children because the benefits of doing so are not always clear. Many also express concerns—heightened by a broader history of discrimination at school64—that self-identification might
expose a student to extra scrutiny or risk. Others may reject the terminology of the self-identification process altogether (e.g. identifying as Haudenosaunee, not Aboriginal or even First Nations).
Nevertheless, some school boards, such as Lakehead DSB, have been highly successful at building the trust and com-munication required to effectively implement the self-identi-fication policy.65
fEWEr rESourcES in SchoolS With high aBoriginal
StuDEnt PoPulationS
The province provides extra funding to school boards based on the percentage of FNMI students in the board. The per-pupil amount increases for boards with more than 7.5% FNMI students, and increases again at 15%.66
According to demographic data from the EQAO, 11% of Ontario elementary schools have 7.5% or more FNMI stu-dents per school. The average enrolment in these elementary schools is 186—compared to the provincial average of 340. Because most education funding is determined by numbers of students, these smaller schools are chronically short of ‘enrichment’ resources that are strongly associated with student engagement, health, and well-being—like physical and health education teachers, specialist arts teachers, and librarians.67 (See Figure 6)
The challenges in these smaller schools are often com-pounded by distance, which makes access to specialists such as psychologists or social workers more challenging.
morE SPEcial EDucation StuDEntS anD lESS SuPPort
Principals in schools with a high proportion of FNMI students have long reported a higher than average rate of students with special education needs. This year’s data bear that out. In elementary schools with higher proportions of FNMI stu-dents, 23% of students have special education needs, com-pared to the provincial average of 17%.Only 11% of schools with a high percentage of FNMI students report regularly-scheduled access to a psychologist—com-pared to a provincial average of 39%. Psychologists assess students’ potential special education needs, and help plan accommodations and modifications to be carried out by teachers. Schools with many FNMI students are less than half as likely to have regularly scheduled services of a social worker—20%, compared to the provincial average of 45% of schools.
On average, each special education teacher in these schools is responsible for 44 students, compared to the provincial average of 37.
SuPPorting StuDEntS from on-rESErvE SchoolS
While the vast majority of FNMI students in Ontario’s provin-cially-funded schools do not live on-reserve, more than 5,000 students who do live on reserves attend provincially funded schools under Tuition Agreements.68These agreements are negotiated with the individual First Nations, who pay school boards a set tuition fee for each student.69
The Chiefs of Ontario and Ontario’s Auditor General have reported a number of issues with these Agreements, including a lack of consistent process for reaching agree-ments on the amount of tuition charged, difficulty deter-mining which special education expenses are covered by the board as part of tuition, and, in some cases, a lack of tuition agreement altogether.70
One-third of secondary principals report that they have some students who have transferred from a Band-operated school. Of those, just over half report having formal connections or planning with the First Nations school or community.
the Board has tuition agreements with four first nations communities. Principals of schools with first nations students attend monthly native advisory council meetings. [our school] is part of a ministry of Education initiative called first nations métis inuit School Support initiative in which an “instructional coach,” teacher, and a “caring adult” have been hired [for part of the week].
Secondary school, Lambton Kent DSB
Where Tuition Agreements are working well, principals report they can have direct benefits for students: “Agree-ments are in place to provide supports for students. These have evolved over the past 40 years and have greatly improved success for our students!”71
A number of principals said they have positive working relationships with educational counsellors from First Nations communities who visit the school regularly and provide sup-port to First Nations students.72
Several schools have formal partnerships, where, for example “full-time Aboriginal support workers work in our Culture Room.”73 A few schools report regular, formal meetings
between school staff and First Nations representatives to facilitate communication and problem-solving: “The board coordinates a monthly meeting with the four First Nations. Principals from the appropriate schools attend. It is a round table discussion for any concerns.”74
a contact from the first nations community works with the vice principal during registration and for on-going support or educational pathway planning. communica-tion about school progress is also expected by the community.
Secondary school, Limestone DSB
concluSion
The past several years have seen significant progress in addressing the challenges of FNMI education, but it is clear that more must be done. It will require targeted educational and social supports—both within and beyond the school—to close current knowledge, resource and achievement gaps. It will also require sustained efforts to ensure that FNMI stu-dents and their classmates learn about their cultures.
Funding for small, mainly northern, schools with high pro-portions of FNMI students should be reviewed to ensure that these students receive effective special education support and have access to strong arts and health programs. It is a concern that FNMI education is not a required com-ponent of the new two-year teacher education program. Faculties of education must recognize that more than 90% of Ontario’s schools have at least some FNMI students and new teachers must be equipped to teach all students about FNMI
history, cultures and perspectives.
Self-identification is also a vital component of Ontario’s FNMI policy framework. Boards that have developed highly effective self-identification programs should be encouraged to share their approaches to self-identification so that more students will self-identify.
Most important, the province, school boards, school councils, FNMI associations and community groups must continue to work together to ensure that every Ontario child attends a school that is safe and welcoming, that recognizes and cel-ebrates his or her culture, and that teaches every student— Aboriginal and non-Aboriginal—about all of our peoples.
in 2009, the province released a new vision for the
education and care of ontario‘s young children. The
plan—With Our Best Future in Mind—was for families to
have access to schools with full-day kindergarten (Fdk)
and extended day programs that operate both before-
and after-school and during school breaks.
75Full-day kindergarten has been a major focus in the school system, but there has been less attention paid to extended day programs. These programs are intended to support seamless transitions for children between school and before- and after-hours childcare, recreation programs or tutoring support.76 The programs both benefit children and make it
easier for parents to work.
making EXtEnDED Day ProgramS
afforDaBlE anD EQuitaBlE
As part of the FDK implementation plan, schools are required to offer extended care programs to students in FDK if there is sufficient demand; that is, if there are requests from the parents of 20 or more children.77 Surprisingly, we found
schools with FDK are no more likely to offer extended-day programs than schools without FDK.
This year, only 62% of elementary schools offer an extended day program for children in kindergarten. Of those, only 34% of the programs are open year round.
Children in grades 1 to 6 fare no better: 61% of schools have extended-day programs for children in grades 1 to 6, and only 32% are open year round.
Extended day programs have been shown to be especially beneficial for disadvantaged families,78 but this year’s data
show that, in Ontario, the programs are more likely to be in schools where average family incomes are higher. (See Figure 7) Thus, the families who are most likely to benefit are the least likely to have access to the programs.
[Extended day] is too expensive and parents resort to extended family or unlicensed day care for support.
Elementary school, Toronto Catholic DSB
The costs of the extended day program are covered by parent fees and typically range from $100–150 per week.79
Princi-pals say that the cost makes the program unaffordable for many families. Childcare subsidies for low-income families are available; however, waitlists are long and not all schools have subsidized spaces.
In elementary schools that do not offer an extended-day pro-gram, 35% of schools report that parents have requested one.
eARly childhood educATion
And cARe
Figure 7
Quick factS for 2014
• 62% of elementary schools offer extended day
programs (before- and after-school) for children in
kindergarten, and 34% offer the program year round.
• the average fDk class has 24 children; 8% of classes
have 30 or more children.
• 77% of elementary schools with high family incomes
offer extended day program for kindergarten-age
children, compared to 52% of schools with low
family incomes.
EXtEnDED Day: challEngES anD rEWarDS
In schools that do offer extended day, feedback from prin-cipals suggests the program is well received by parents, successful at creating seamless transitions, and beneficial to children. However, some principals commented that there are challenges for teachers with respect to sharing classroom space and materials with childcare providers.
Sharing of classroom space has been very stressful for teachers as there is limited time to prep the class for the next day’s program.
Elementary school, Ottawa-Carleton DSB
Early rESultS ShoW PromiSE for full Day
kinDErgartEn
The implementation of FDK for 4- and 5-year-olds is the biggest transformation in the Ontario education system in a decade.
This year, 78% of elementary schools offer FDK. By Sep-tember 2014, it will be offered in all Ontario schools, reaching 265,000 children.80 The FDK model is unique in
Canada and brings together a play-based curriculum and team-teaching approach with a certified teacher and an early childhood educator (ECE).81
Recent studies report both successes and challenges in Ontario’s early learning programs. While there are mixed results related to the impact of FDK on later outcomes in reading, writing and early numeracy,82 the program appears
to be getting stronger over time.
Children who participated in the third year of implementa-tion—compared to those who participated in the first year— show better outcomes on phonological awareness, number knowledge, and writing.83
The greatest advantages appear to have been to students’ social-emotional skills. Compared to children who attend regular half-day kindergarten, children who participate in FDK have a greater capacity for paying attention, greater control over their behaviour, and better self-regulation skills (capacity to stay calm, focused and alert). In addition, parents with children in FDK report reduced stress. 84
Among the challenges:
•
8% of classes have 30 or more children; the average FDK class has 24 children.85•
Many existing kindergarten classrooms have insuffi-cient classroom space for play-based learning. This is compounded by larger class sizes, which can lead to overcrowding and a stressful environment for young children.86•
Some students with special educational needs do not receive appropriate support.87•
The team teaching approach is not working as well as possible in all classes, and ECEs often report they are not being given appropriate roles or responsibilities.88concluSion
More research is needed to understand the long-term effect of the FDK program on children’s social and academic out-comes. It is also vital to evaluate the impact of the quality of the program on students’ success, including indicators such as overcrowding, supports for students with special educa-tion needs, and professional development for the teacher– early childhood educator teams. At the same time, we cannot lose sight of the importance of an effective overall early childhood strategy, including extended day programming that supports students’ development and parents’ work lives.
in ontario, students in grade 8 must choose between
taking applied or academic courses in their core
subjects for grade 9. The academic curriculum is
described as “theoretical and abstract,” while the
applied curriculum is intended to be “hands-on”, with
“concrete examples and practical applications.”
89The decisions students make about which kinds of courses to take affect their options during the rest of their years in high school, and after they graduate.
International evidence suggests forcing students to choose between academic or non-academic courses or tracks at an early age may contribute to greater achievement gaps and greater inequality.
StrEaming By any othEr namE
When the province officially eliminated streaming in 1999 and introduced applied and academic courses, the inten-tion was that students would mix and match academic and applied courses. But data from the Ministry of Education shows that rather than taking a combination of types of courses, the majority of students who take Grade 9 applied math take most of their core subjects in applied. Only 10% of students take applied math and no other applied courses.90
In almost all cases, students in applied courses are in different classrooms, receive instruction from different teachers, and study a different curriculum than those in academic courses.
International evidence shows that sorting students in this way (streaming)—based on academic achievement or pre-sumed career pathways—can depress achievement in lower-performing students.
In 2012, the OECD recommended that governments “avoid early tracking,” based on research showing it “fuels a vicious cycle in the expectations of teachers and students.”91
Sub-stantial evidence suggests that sorting students in this way tends to reinforce disadvantages faced by low-income and racialized groups, perpetuating inequalities over the course of their lives. 92
making thE aPPliED choicE StartS
in ElEmEntary School
The decision about course choices in grade 9 is made by stu-dents in grade 8 and their parents, often based on a recom-mendation from a teacher or a guidance counsellor. The final decision belongs to the family.
More than half of elementary schools report that informa-tion nights are the main source of
