精华 2011-2012高中排名。

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  • Flawed process skews Fraser Institute’s school rankings, claims U of O education expert
    By Teresa Smith, OTTAWA CITIZEN March 17, 2013

    OTTAWA — Three Ottawa-area schools made the top 10 in the Fraser Institute’s most recent provincial high school “Report Card,” released Sunday, however a University of Ottawa education expert says the report card should be taken with a big grain of salt.

    Colonel By in Gloucester and St Joseph’s in Renfrew tied for third place in the province with 9.2/10. West Carleton High School came in eighth place out of 725 public, private and Catholic high schools with 9/10, and Earl of March in Kanata came in at No. 22, down five spots from last year, but maintaining its score of 8.6/10.

    The right-leaning Fraser Institute, which has been providing the analysis for five-years, says the annual rankings allow parents and educators to measure improvement year over year to see “evidence of change (or lack thereof) over time.”

    In order to rank the schools, the institute analyses grade 9 literacy and math test scores provided by the Ministry of Education.

    Every grade 9 student is required to take the same standardized tests managed by Ontario’s Education Quality and Accountability Office (EQAO) which, the Fraser Institute says, provides valuable data about how individual schools — and teachers — are instructing the province’s teens.

    But, Joel Westheimer, University Research Chair in Democracy and Education at the University of Ottawa, calls the rankings “dangerous” and urges parents, educators and students to ignore it entirely.

    “The problem is that those numbers are based on such a small fraction of what makes up a good school,” he said Sunday. “They’re enormously misleading.”

    Westheimer said the root of the problem lies in the testing methods which focus on memorizing facts, instead of processing information.

    “Testing technology is in its infancy and we don’t know very much about how to measure the things that are important to a lot of educators and parents” such as critical thinking skills, citizenship and an ability to sift through the incredible amount of information now available through every smart phone.

    “Because we can’t actually measure what we care about, we start caring about what we can measure,” said Westheimer noting that analyses such as the Fraser Institute’s annual report force lower-ranked schools to spend even more resources teaching to these tests, to the detriment of other subjects.

    The report, prepared by Peter Cowley and Stephen T. Easton, also takes into account the socio-economic makeup of the school population, including parents’ average income, the percentage of students who speak English as a second language, and the number of students with special needs who attend.

    This socio-economic measurement identifies schools “that are successful despite adverse conditions faced by their students at home,” says the report.

    The authors say the ranking allows schools that are lower on the list to learn from “more effective” schools at the top by studying their teaching techniques.

    However, Westheimer says the schools which rank the highest are almost always those from higher-income neighbourhoods.

    Instead of concentrating on standardized testing, Westheimer recommends assessing schools by the best examples of a student’s work.

    “Portfolio assessment” requires high school students to gather examples of their best work in a variety of required subjects and present it at an exhibition in front of parents, teachers, community-members and other students.

    “Rather than testing that’s focused on trying to catch kids not knowing things, portfolio assessment tries to find out what they know,” said Westheimer. “It’s a whole different approach.”

    “Of course,” acknowledges the report, “the choice of a school should not be made solely on the basis of a single source of information.” It suggests parents should consult EQAO and ministry websites, discuss choices with parents whose children already schools in the neighbourhood, and set up meetings with representatives from the local school board.

    http://www.ottawacitizen.com/life/Three+Ottawa+area+schools+made+Fraser+Institute+most+recent/8111830/story.html
     

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    哥早就指出, 等八村学校一上榜, 神马抠了败李思旮全没戏.

    There must be something in the Barrhaven water. ....
    信就好。:D
     

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    对的,我也看好呢。就在学区内,能坐校车,学校也很好,我家娃们就表坐一小时公车去城里了吧,一天省两小时,一小时拿来睡觉,一小时拿来打球:D:D:D
    半小时拿去学习就不错啦。:p
     

    kanata

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    除了那个整体下陷是真的,其他都不对. 离河还有十几公里,和高尔夫球场隔着条铁路.

    我以后卖房一定把您这段话copy一下,写得这里太attractive了:)
    相比下来,MARCH ROAD东边的BROOKSIDE就很少听说有氡气的,那大批地当初都是农用地,风景也比中国湖和MG好很多的,近能看到高尔夫球场和渥太华河,远能看到河北的山峦,方圆多少里内没有垃圾场;缺点是土层有点软,听说数年前有一家房整体下陷,车道要高出车库2公分多,后来建筑商把车道扒去一层。
     

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    除了那个整体下陷是真的,其他都不对. 离河还有十几公里,和高尔夫球场隔着条铁路.

    我以后卖房一定把您这段话copy一下,写得这里太attractive了:)
    车道和靠墙的地皮下陷,这个怎么看?
     

    dsss

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    所在地
    渥太华
    Flawed process skews Fraser Institute’s school rankings, claims U of O education expert
    By Teresa Smith, OTTAWA CITIZEN March 17, 2013


    Joel Westheimer, University Research Chair in Democracy and Education at the University of Ottawa, calls the rankings “dangerous” and urges parents, educators and students to ignore it entirely.
    试着翻译:渥太华大学《民主与教育〉大学研究主席,这是多大的砖家?很厉害是咋地?为什么采访他?他比村长还明白?想不明白。
     

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    试着翻译:渥太华大学《民主与教育〉大学研究主席,这是多大的砖家?很厉害是咋地?为什么采访他?他比村长还明白?想不明白。
    渥太华大学《民主与教育〉研究小组组长。:D
     

    简单简单

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    铁道一直在用,都是9-5的时间,周末不跑,晚上不跑,铁路过去近10年不会开发,另外一侧,是农场。没听说下陷
     

    小地主

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    Woodroffe HS would be a good candidate for IB program in Ottawa Central/West..


    Report Card for Woodroffe High School 2011-12 Rank 624/725
    Rank in the most recent five years 572/691
    School Information
    OSSLT count 354
    ESL (%) 39.3
    Special needs (%) 20.1
    Parents' average income ($) 62,600
    Actual rating vs. predicted based on parents' avg. inc. -1.4
    Academic Performance 2008 2009 2010 2011 2012 Trend
    Avg. level Gr 9 Math (Acad) 2.5 2.6 2.6 2.7 2.5 —
    Avg. level Gr 9 Math (Apld) 1.6 1.9 1.7 1.3 1.6 —
    OSSLT passed (%)-FTE 80.3 87.2 82.5 75.8 76.9 —
    OSSLT passed (%)-PE 57.1 66.1 52.3 50.0 55.9 —
    Tests below standard (%) 38.6 29.4 36.2 39.3 38.8 —
    Gender gap (level)-Math M 0.3 M 0.1 E M 0.1 M 0.4 —
    Gender gap OSSLT F 11.5 F 6.8 M 3.4 M 3.1 F 1.2
    Gr 9 tests not written (%) 3.4 8.7 7.4 6.5 10.7
    Overall rating out of 10 4.5 6.1 4.9 4.5 4.2 —
     

    windfinder

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    哥早就指出, 等八村学校一上榜, 神马抠了败李思旮全没戏.

    The burgeoning community has become a haven for sharp young minds, with four of its high schools securing top 15 spots in the Fraser Institute’s Report on Ontario Secondary Schools.
    但是,colonel by还是第一名,:p
     
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