精华 2013-2014安省小学排名
- 主题发起人 JX
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愤青再见
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EFI 的孩子 比MFI 孩子在法语口语上要略胜一筹。
nicyr
资深人士
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过来人说MFI好些。打好了英文基础，以后写作会好些。朋友孩子说 班上efi的孩子到后来写作不行 其他的也跟不上了。好学生好多都是MFI
不过这都是别人的经验。
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Niagara school boards slam Fraser study
Niagara’s two largest school boards are slamming the latest school rankings by the Fraser Institute.
The Report Card on Ontario’s Elementary Schools 2015, released Sunday, ranks 3,037 public and Catholic schools and some private schools. Its ratings are based on indicators from results on province-wide tests of reading, writing and mathematics skills.
The Fraser Institute is an independent public policy research organization. Its results show Niagara roughly in the middle of the pack compared to other schools’ rankings across the province, with St. Catharines schools nudging ahead.
A District School Board of Niagara official bluntly dismissed the lists.
“This report misuses (the province’s Education Quality and Accountability Office) data to rank schools, which is not why the data was collected,” said John Dickson, superintendent of school support services.
He said report results are based on a single test written on a single day and cannot offer a “complete picture of a student’s potential or a school’s effectiveness.”
“We do not consider the Fraser rankings valid. Its report card provides no useful information for schools and we do not recommend that parents make decisions based upon its findings,” he said.
Niagara Catholic District School Board education director John Crocco also offered a tough assessment.
“We don’t believe in, nor do we place value in ranking schools,” he said. “We believe in Niagara Catholic that all students succeed no matter where they’re located in the system, where they live or whatever is the earning level of their family.”
He said the school “equalizes the opportunities for success (and the Fraser study) is a snapshot of the school’s performance and it doesn’t evaluate such things as … social sciences, clubs, athletics and other experiences that are provided in schools.”
Crocco said the best barometer of a school’s effectiveness comes from speaking to the students, family and staff “that are part of that community.”
“Do we always look for continuous improvement? Yes we do, but we don’t place value in ranking schools,” he said.
“There has to be a context for analyzing results.”
Fraser Institute director of school performance studies Peter Cowley said the St. Catharines school average rating out of 10 was 6.5, which is above the 6.0 average for Ontario’s 3,037 schools that were rated.
“St. Catharines was a reasonable way above the provincial average,” Cowley said, adding Niagara’s 127 schools had an average overall rating of 6.2.
To add context, he said, the two highest-ranking areas were York north of Toronto at 7.2, and Mississauga at 7.0.
“You’re doing OK (in Niagara),” said Cowley, who is also the report co-author. “But it’s nowhere near the highest performer … and as for right across the province, there’s lots of room to improve.”
The report card is based on the province’s most recent EQAO standardized test scores for all Grade 3 and 6 students in reading, writing and math.
The Fraser Institute’s overall rating achieved for each school, uses only those EQAO results through nine indicators.
Those include the average test levels achieved, and the difference between male and female results in Grade 6 reading, and math.
Another factor is the proportion of tests written at the school that did not meet the provincial standard.
“We combine all those together in a statistically-valid way, into an overall rating out of 10,” Cowley said.
http://www.stcatharinesstandard.ca/2015/03/01/niagara-school-boards-slam-fraser-study
Niagara’s two largest school boards are slamming the latest school rankings by the Fraser Institute.
The Report Card on Ontario’s Elementary Schools 2015, released Sunday, ranks 3,037 public and Catholic schools and some private schools. Its ratings are based on indicators from results on province-wide tests of reading, writing and mathematics skills.
The Fraser Institute is an independent public policy research organization. Its results show Niagara roughly in the middle of the pack compared to other schools’ rankings across the province, with St. Catharines schools nudging ahead.
A District School Board of Niagara official bluntly dismissed the lists.
“This report misuses (the province’s Education Quality and Accountability Office) data to rank schools, which is not why the data was collected,” said John Dickson, superintendent of school support services.
He said report results are based on a single test written on a single day and cannot offer a “complete picture of a student’s potential or a school’s effectiveness.”
“We do not consider the Fraser rankings valid. Its report card provides no useful information for schools and we do not recommend that parents make decisions based upon its findings,” he said.
Niagara Catholic District School Board education director John Crocco also offered a tough assessment.
“We don’t believe in, nor do we place value in ranking schools,” he said. “We believe in Niagara Catholic that all students succeed no matter where they’re located in the system, where they live or whatever is the earning level of their family.”
He said the school “equalizes the opportunities for success (and the Fraser study) is a snapshot of the school’s performance and it doesn’t evaluate such things as … social sciences, clubs, athletics and other experiences that are provided in schools.”
Crocco said the best barometer of a school’s effectiveness comes from speaking to the students, family and staff “that are part of that community.”
“Do we always look for continuous improvement? Yes we do, but we don’t place value in ranking schools,” he said.
“There has to be a context for analyzing results.”
Fraser Institute director of school performance studies Peter Cowley said the St. Catharines school average rating out of 10 was 6.5, which is above the 6.0 average for Ontario’s 3,037 schools that were rated.
“St. Catharines was a reasonable way above the provincial average,” Cowley said, adding Niagara’s 127 schools had an average overall rating of 6.2.
To add context, he said, the two highest-ranking areas were York north of Toronto at 7.2, and Mississauga at 7.0.
“You’re doing OK (in Niagara),” said Cowley, who is also the report co-author. “But it’s nowhere near the highest performer … and as for right across the province, there’s lots of room to improve.”
The report card is based on the province’s most recent EQAO standardized test scores for all Grade 3 and 6 students in reading, writing and math.
The Fraser Institute’s overall rating achieved for each school, uses only those EQAO results through nine indicators.
Those include the average test levels achieved, and the difference between male and female results in Grade 6 reading, and math.
Another factor is the proportion of tests written at the school that did not meet the provincial standard.
“We combine all those together in a statistically-valid way, into an overall rating out of 10,” Cowley said.
http://www.stcatharinesstandard.ca/2015/03/01/niagara-school-boards-slam-fraser-study
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Exclusive: 2015 Fraser Institute Elementary School Report Card
By Jenny Yuen, Toronto Sun
TORONTO - Moving at a snail’s pace.
Reading and writing skills at Grade 3 and 6 levels in Ontario schools are slowly improving while math scores are sliding down the scale, according to the most recent provincial standardized tests.
However, the changes are so statistically miniscule the numbers haven’t even shifted a decimal point.
This year’s Fraser Institute Elementary School Report Card – based on data from annual province-wide tests results in literacy and numeracy administered by the Education Quality and Accountability Office – reveals an alarming trend, showing test scores appear stagnant and are not about to quickly improve.
“It’s a continuation of a trend we’ve seen for several years,” said Fraser Institute’s Peter Cowley, who co-authored the report. “In general, the results are slowly getting better. Sometimes it’s hard to see.”
A passing grade, according to the provincial standard, is a 3 out of 4 (or a B). In all categories of reading, writing and math, Grades 3 and 6 were both below the mark set in 2014.
And if there was improvement, it wasn’t noticeable on paper.
The level of achievement for Grade 3 writing, according to the report card, is 2.8 this year and has remained at that level the past five years. That being said, one category that has made the biggest gain is Grade 3 reading. Over a five-year period of provincial standardized testing, students first achieved a 2.6 and it has since jumped to 2.8.
Numeracy, though, is a different story.
“The two exclusions (of improvement) are math, both in Grade 3 and Grade 6, where the opposite is the case,” Cowley explained. “There’s a very gradual, but statistically significant decline in math. When you look at it overall, there’s not very large change over this period. It’s just that it’s a continuous trend.”
Numeracy scores for Grade 3 students have been pegged at 2.8 for the past five years and roughly around 2.6 for Grade 6 students.
“The most important question (is about) the apparent decline in math achievement levels in Grade 3 and 6 – what is it attributed to and what is being done to turn the trend around?” Cowley asked. “We do not ask the question because it is beyond the scope of the report card to say, ‘Let’s see why.’ But it is a very important question.”
The EQAO said that, since standardized testing came into the curriculum some 15 years ago, the Ministry of Education has concentrated its efforts around literacy over a number of years and it’s paid off.
EQAO chief executive officer Bruce Rodrigues said “some of those gains have been made because it’s been intentional, in terms of the work that’s gone on.
“Math has been targeted in this current year and so it’s been fairly intentional in terms of the work that we’re looking to do province-wide with the math piece,” said Rodrigues. “It would be our hope that we would see some gains.”
Rodrigues said education – especially in math – needs to continue at home after the school bell rings. And if that routine begins when the child is young, even better.
“We’ve heard many times, parents say, ‘I’m not good at math, we just don’t do math as a family,’ and that’s more a societal construct rather than an education construct,” he said. “Once you change those understandings, that will also help. Our research supports it – when students tend to their schooling at a young age, we find greater gains later on.”
There are 3,307 schools across the province – of which 1,131 are in the GTA – in this year’s study from the Vancouver-based public policy think tank.
The Toronto District School Board – the largest board in the Ontario with 279 elementary schools listed in the Fraser report – echoes the same provincial trends in its literacy and numeracy results.
TDSB chairman Shaun Chen said the board has “to strive to better and we have seen steady improvement in our EQAO results, which is encouraging
“Where we can improve becomes a conversation of looking at individual schools and see how we can further instructional leadership programs to help students achieve further,” said Chen.
Some education groups insist the trend in math has been plummeting for far longer than five years.
Doretta Wilson, executive director of The Society for Quality Education, said “the change from last year to this year is probably not even statistically significant.
The overall trend over the last decade has been considerably downward,” said Wilson. “It’s moving ever so slowly, but downward.”
Wilson believes children in early grades lack fundamental skills – “basic building blocks” – that cause problems down the road as math questions get more complicated.
“You can’t go back counting on your fingers when you’re in Grade 8 when math gets more complex,” she said. “Teaching methods are not prescribed by the curriculum at all. It’s the child-centred approach that children are multi-sensory learners and children need to individualized learning plans, which is ridiculous. It’s unrealistic.”
JUMP Math, a Toronto-based mathematics program meant to enhance curriculum learning, is being voluntarily applied to about 70,000 students in Ontario, including those with TDSB. They break down learning math into simple steps that make sense for kids.
Founder John Mighton said “sometimes kids suffer from what’s called ‘cognitive overload’ if they have to learn too many things at once without time to consolidate and practice
“Kids should figure out things by themselves and they should understand the concept deeply, but the teacher needs to provide guidance as it happens,” said Mighton. “That guidance should include breaking challenges down into more manageable steps so the kids can get excited about making the step themselves.”
Mighton said the most hopeful thing moving forward is that more schools are being allowed to try different approaches in teaching. He called it a “very positive thing” in response to the decline.
Chen attributes the slow achievement to a number of challenges within the TDSB system, including overseeing a large student population and socio-economic challenges.
“We can see how success is tied into family income,” said Chen. “In Toronto, we welcome a larger number of immigrant students and when you are testing for literacy and there are students who have been in the country for less time, then you do see those results lower.
“To examine the data through the proper lens is to consider things like socio-economic status, to consider your immigrant population, to consider your special education students, of which Toronto has a large proportion of,” he added “All those factors are there.”
Tory education critic Garfield Dunlop said the province needs to focus more resources on training teachers, especially in math.
In November, the Liberal government announced education funding cuts that will mean some schools in Ontario will be shut down to help remedy a $12.5-billion deficit in three years.
“I don’t know if cutting a half-billion from the education budget is the way to go, and yet the government brags and says it’s doing a great job,” said Dunlop. “The government has known for seven or eight years ... watching these math skills drop. I don’t think we can just turn our back and ignore it. Something has to be done.”
Comments
Elaine Murray • a day ago
Problem is the public schools have went from "you will learn," to "do you want to learn?" Catholic and private schools still teach with high expectations of their students. That is why they always rank higher. That is why charter schools would be successful. Competition which is taught to be a negative trait in public schools is actually conducive to academic learning.
Ontari-owe_Cana-duh!! Ontari-owe_Cana-duh!! • a day ago
Case in point... my friend and his family recently moved to Saskatoon from Ottawa.
His children are aged 4, 5 and 7. They all attend the same school now in Sask. The school in Sask expressed serious concerns over each childs lack of progress for their age group. Meanwhile, back in Ontario, each child was apparently excelling. Needless to say, this raised alarms with the parents. Mathew (my friend) in turn wrote to who was his MPP while living in Ottawa. Just happens that the MPP is Bob Chiarelli. When asked about the huge gap his children are facing in Sask, Chiarelli had no reply, and still has no reply to this day.
Welcome to Ontario... where your kids will be dumber than the rest of Canada, but our teachers are the highest paid.
Han Thrawn • a day ago
I always get so frustrated when I see the fact that math scores are reported as declining. It's much more serious than that. When you find out why, you should be outraged.
Approximately 10 years ago, the "new math" was unveiled. And, our math scores have been declining for 10 years. There's some math for ya! How did this happen? How is continuing to happen? Interesting story. The powers that be decided that Mirian Small was the math guru and they threw all their eggs into her basket. There is always the claim that there is "research" to back up her claims that her notion that kids make their own sense out of math concepts is so much better than basics, direct instruction, and algorithms we all grew up with. Has anyone seen this research? Anna Stokke, a math professor, has been asking to see valid research on the constructivist model for FIVE YEARS. Hasn't seen any yet. Mirian Small's research says that Mirian Small's methods work. International testing says otherwise. These approaches have been tried in the USA and they failed there too.
The EQAO is always cited in these things. The OECD runs a test called the PISA and it measures the math abilities of many countries and their provinces. Canada has been sliding down for about 10 years. What's concerning, is that this test measures basic math ability, the stuff you need for everyday life. And we're declining?
Han Thrawn passerby1969 • a day ago
If you do a search on Canada failing at math, or Ontario failing at math, or Manitoba new curriculum. You should find a lot. A search on PISA scores and trends for Canada will help you. Ask any teacher about Mirian Small and they will know all about her. My neighbor is a teacher and he filled me in about it all and showed me some articles. It's astonishing and heart breaking that this is a failed social experiment and that our kids are suffering for it. Not the first time either. There was something called "open concept schools" where it was one big room for all grades. Failed miserably in the 1970's I think. There was "whole language spelling" after that. The kids were not taught how to spell. The theory was they would pick it up as they went. You can imagine how well that went! The answer was always, "you didn't do it right." Truth is, good direct instruction from a good teacher will always trump the crazy theories.
By Jenny Yuen, Toronto Sun
TORONTO - Moving at a snail’s pace.
Reading and writing skills at Grade 3 and 6 levels in Ontario schools are slowly improving while math scores are sliding down the scale, according to the most recent provincial standardized tests.
However, the changes are so statistically miniscule the numbers haven’t even shifted a decimal point.
This year’s Fraser Institute Elementary School Report Card – based on data from annual province-wide tests results in literacy and numeracy administered by the Education Quality and Accountability Office – reveals an alarming trend, showing test scores appear stagnant and are not about to quickly improve.
“It’s a continuation of a trend we’ve seen for several years,” said Fraser Institute’s Peter Cowley, who co-authored the report. “In general, the results are slowly getting better. Sometimes it’s hard to see.”
A passing grade, according to the provincial standard, is a 3 out of 4 (or a B). In all categories of reading, writing and math, Grades 3 and 6 were both below the mark set in 2014.
And if there was improvement, it wasn’t noticeable on paper.
The level of achievement for Grade 3 writing, according to the report card, is 2.8 this year and has remained at that level the past five years. That being said, one category that has made the biggest gain is Grade 3 reading. Over a five-year period of provincial standardized testing, students first achieved a 2.6 and it has since jumped to 2.8.
Numeracy, though, is a different story.
“The two exclusions (of improvement) are math, both in Grade 3 and Grade 6, where the opposite is the case,” Cowley explained. “There’s a very gradual, but statistically significant decline in math. When you look at it overall, there’s not very large change over this period. It’s just that it’s a continuous trend.”
Numeracy scores for Grade 3 students have been pegged at 2.8 for the past five years and roughly around 2.6 for Grade 6 students.
“The most important question (is about) the apparent decline in math achievement levels in Grade 3 and 6 – what is it attributed to and what is being done to turn the trend around?” Cowley asked. “We do not ask the question because it is beyond the scope of the report card to say, ‘Let’s see why.’ But it is a very important question.”
The EQAO said that, since standardized testing came into the curriculum some 15 years ago, the Ministry of Education has concentrated its efforts around literacy over a number of years and it’s paid off.
EQAO chief executive officer Bruce Rodrigues said “some of those gains have been made because it’s been intentional, in terms of the work that’s gone on.
“Math has been targeted in this current year and so it’s been fairly intentional in terms of the work that we’re looking to do province-wide with the math piece,” said Rodrigues. “It would be our hope that we would see some gains.”
Rodrigues said education – especially in math – needs to continue at home after the school bell rings. And if that routine begins when the child is young, even better.
“We’ve heard many times, parents say, ‘I’m not good at math, we just don’t do math as a family,’ and that’s more a societal construct rather than an education construct,” he said. “Once you change those understandings, that will also help. Our research supports it – when students tend to their schooling at a young age, we find greater gains later on.”
There are 3,307 schools across the province – of which 1,131 are in the GTA – in this year’s study from the Vancouver-based public policy think tank.
The Toronto District School Board – the largest board in the Ontario with 279 elementary schools listed in the Fraser report – echoes the same provincial trends in its literacy and numeracy results.
TDSB chairman Shaun Chen said the board has “to strive to better and we have seen steady improvement in our EQAO results, which is encouraging
“Where we can improve becomes a conversation of looking at individual schools and see how we can further instructional leadership programs to help students achieve further,” said Chen.
Some education groups insist the trend in math has been plummeting for far longer than five years.
Doretta Wilson, executive director of The Society for Quality Education, said “the change from last year to this year is probably not even statistically significant.
The overall trend over the last decade has been considerably downward,” said Wilson. “It’s moving ever so slowly, but downward.”
Wilson believes children in early grades lack fundamental skills – “basic building blocks” – that cause problems down the road as math questions get more complicated.
“You can’t go back counting on your fingers when you’re in Grade 8 when math gets more complex,” she said. “Teaching methods are not prescribed by the curriculum at all. It’s the child-centred approach that children are multi-sensory learners and children need to individualized learning plans, which is ridiculous. It’s unrealistic.”
JUMP Math, a Toronto-based mathematics program meant to enhance curriculum learning, is being voluntarily applied to about 70,000 students in Ontario, including those with TDSB. They break down learning math into simple steps that make sense for kids.
Founder John Mighton said “sometimes kids suffer from what’s called ‘cognitive overload’ if they have to learn too many things at once without time to consolidate and practice
“Kids should figure out things by themselves and they should understand the concept deeply, but the teacher needs to provide guidance as it happens,” said Mighton. “That guidance should include breaking challenges down into more manageable steps so the kids can get excited about making the step themselves.”
Mighton said the most hopeful thing moving forward is that more schools are being allowed to try different approaches in teaching. He called it a “very positive thing” in response to the decline.
Chen attributes the slow achievement to a number of challenges within the TDSB system, including overseeing a large student population and socio-economic challenges.
“We can see how success is tied into family income,” said Chen. “In Toronto, we welcome a larger number of immigrant students and when you are testing for literacy and there are students who have been in the country for less time, then you do see those results lower.
“To examine the data through the proper lens is to consider things like socio-economic status, to consider your immigrant population, to consider your special education students, of which Toronto has a large proportion of,” he added “All those factors are there.”
Tory education critic Garfield Dunlop said the province needs to focus more resources on training teachers, especially in math.
In November, the Liberal government announced education funding cuts that will mean some schools in Ontario will be shut down to help remedy a $12.5-billion deficit in three years.
“I don’t know if cutting a half-billion from the education budget is the way to go, and yet the government brags and says it’s doing a great job,” said Dunlop. “The government has known for seven or eight years ... watching these math skills drop. I don’t think we can just turn our back and ignore it. Something has to be done.”
Comments
Elaine Murray • a day ago
Problem is the public schools have went from "you will learn," to "do you want to learn?" Catholic and private schools still teach with high expectations of their students. That is why they always rank higher. That is why charter schools would be successful. Competition which is taught to be a negative trait in public schools is actually conducive to academic learning.
Ontari-owe_Cana-duh!! Ontari-owe_Cana-duh!! • a day ago
Case in point... my friend and his family recently moved to Saskatoon from Ottawa.
His children are aged 4, 5 and 7. They all attend the same school now in Sask. The school in Sask expressed serious concerns over each childs lack of progress for their age group. Meanwhile, back in Ontario, each child was apparently excelling. Needless to say, this raised alarms with the parents. Mathew (my friend) in turn wrote to who was his MPP while living in Ottawa. Just happens that the MPP is Bob Chiarelli. When asked about the huge gap his children are facing in Sask, Chiarelli had no reply, and still has no reply to this day.
Welcome to Ontario... where your kids will be dumber than the rest of Canada, but our teachers are the highest paid.
Han Thrawn • a day ago
I always get so frustrated when I see the fact that math scores are reported as declining. It's much more serious than that. When you find out why, you should be outraged.
Approximately 10 years ago, the "new math" was unveiled. And, our math scores have been declining for 10 years. There's some math for ya! How did this happen? How is continuing to happen? Interesting story. The powers that be decided that Mirian Small was the math guru and they threw all their eggs into her basket. There is always the claim that there is "research" to back up her claims that her notion that kids make their own sense out of math concepts is so much better than basics, direct instruction, and algorithms we all grew up with. Has anyone seen this research? Anna Stokke, a math professor, has been asking to see valid research on the constructivist model for FIVE YEARS. Hasn't seen any yet. Mirian Small's research says that Mirian Small's methods work. International testing says otherwise. These approaches have been tried in the USA and they failed there too.
The EQAO is always cited in these things. The OECD runs a test called the PISA and it measures the math abilities of many countries and their provinces. Canada has been sliding down for about 10 years. What's concerning, is that this test measures basic math ability, the stuff you need for everyday life. And we're declining?
Han Thrawn passerby1969 • a day ago
If you do a search on Canada failing at math, or Ontario failing at math, or Manitoba new curriculum. You should find a lot. A search on PISA scores and trends for Canada will help you. Ask any teacher about Mirian Small and they will know all about her. My neighbor is a teacher and he filled me in about it all and showed me some articles. It's astonishing and heart breaking that this is a failed social experiment and that our kids are suffering for it. Not the first time either. There was something called "open concept schools" where it was one big room for all grades. Failed miserably in the 1970's I think. There was "whole language spelling" after that. The kids were not taught how to spell. The theory was they would pick it up as they went. You can imagine how well that went! The answer was always, "you didn't do it right." Truth is, good direct instruction from a good teacher will always trump the crazy theories.
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