精华 2014-2015高中排名

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  • WEJ 在Ottawa今年第一?
    小学排名今年排不成了。

    School rankings raise many questions
    By Antonella Artuso, Queen's Park Bureau Chief

    First posted: Sunday, February 28, 2016 06:30 AM EST


    Loretto College Grade 9 students use tablets to do their math lessons in class. (Jack Boland/Toronto Sun/Postmedia Network)
    Check out the Fraser Institute’s rankings www.compareschoolrankings.org

    The annual Fraser Institute ranking of schools raises more questions than it answers.

    And that’s a good thing, says Peter Cowley, the think-tank’s director of school performance studies.

    Why are 67 Ontario secondary schools showing steady and significant improvement in student performance on standardized EQAO tests?

    Why are 58 Ontario high schools in unchecked decline?

    Why are so many schools in northern Ontario and in smaller communities performing worse year after year than their urban counterparts?

    Why are girls improving in math, and boys dropping so far behind in literacy?

    Good educators aren’t afraid to go looking for the answers to these and other tough questions raised by the annual list that ranks schools against each other, Cowley says.

    “This whole ranking system, if it did nothing else but document improvement, it would be well worth doing,” he said. “I could not be more evangelical about this. It does not matter where a school starts, it simply doesn’t matter ... if you’re moving up, that’s the only thing you can do.

    “Every single school in the country should be looking at ways to improve student outcome. It’s as simple as that.”

    Yet, teacher unions and many educators argue it’s wrong to compare one school against another in a ranking system.

    The Elementary Teachers’ Federation of Ontario (ETFO) has called the ranking “confusing” and an inaccurate assessment of the learning environment in any individual school.

    Education Minister Liz Sandals said the information that flows from EQAO testing is already put to good use by the system to share best practices and improve student outcomes.

    Boards are expected to look carefully at which schools have shown progress, which schools are slipping, and analyze what factors are at play, she said.

    “But to rank the schools based on the results actually doesn’t make any sense,” Sandals said. “Because it could be that you’ve got a school that’s not done well at all and has made a significant improvement year over year, or over the course of two or three years, but they may still not be very high in the rankings because they’ve come from really struggling to doing OK.”

    The value in standardized testing is looking carefully at the results and dissecting them, she said.

    “Just don’t think by stringing them up in rank order that you’ve actually learned something — that’s my problem,” she said.

    Doretta Wilson, executive director of the Society for Quality Education, sees value in the Fraser Institute’s rankings and analysis.

    “It does give some other contextual information ... to look for those outliers and ask further questions,” Wilson said. “Why are some of those schools that seem that they should be performing poorly actually performing very well?”

    There are exceptional teachers who make a difference in the classroom, but it’s not obvious that “best practices” are being studied and shared across the education system, she said.

    For all the criticism of school rankings by the “usual suspects,” parents routinely check the list to see how their local school is doing, she said.

    The school rankings website gets two million hits a year across the country, Cowley said.

    One Toronto real estate agent posted last September that the Fraser Institute’s report is like a “cheat sheet” for parents when house shopping.

    “Agree with it or not, the stark reality is that many Gen X and Gen Y buyers today refuse to see a house because it falls outside of a desirable school district. Case in point: I’ve had clients (clients without children even) decline the showing on a perfectly nice house because it fell outside of what they considered a good school district,” the agent said on her website. “Which says to me that it’s not enough to just be a beautiful house anymore. Now the demand is for the beautiful house IN the top scoring school districts. Don’t get mad at me.”

    Cowley said the rankings are a tool for parents as well as educators, but one would have to be “nuts” to buy a house based on one year’s result — that’s why the Fraser ranking looks at five-year trends.

    The ranking is the only independent school-to-school measure available to parents, he said.

    “If parents find themselves in a situation where their children are either in consistently low performing schools and/or they’re not improving, then they should be asking really tough questions of the principal,” Cowley said.

    If school boards are using EQAO results to learn best practices, like Wilson, Cowley hasn’t seen it in action.

    Some problems have gotten worse, instead of better, he said.

    EQAO testing has shown a large and persistent gender gap in Ontario schools.

    While girls are now almost at parity with boys in math — they had previously trailed — the number of boys passing the Grade 10 literacy test on their first try compared to girls keeps dropping.

    “If we look at 2011, for instance, there was a 7.7% difference in the percentage of kids who passed on their first attempt for the girls and for the guys,” Cowley said. “That’s quite a large percentage even then. That percentage point difference has moved from 7.7% up to 9.2% over the last five school years.”

    “All this report does is produce the measures ... and it’s important to ask with the gap, ‘Do we care?’ And we might,” Cowley said.

    Progressive Conservative Leader Patrick Brown, whose mother is a retired school principal, said the provincial government is reluctant to embrace any measurement of performance, including in education, where it doesn’t have a “winning story.”

    “Frankly, every government department should have performance measurements so I’m not adverse to having them in education at all,” Brown said.

    ***********************************

    Parents who want to see how their local school stacks up can check out Fraser Institute’s rankings at compareschoolrankings.org.

    But this year’s rankings — based on Education Quality and Accountability Office (EQAO) standardized tests — won’t cover Ontario elementary schools.

    A work-to-rule campaign by the Elementary Teachers’ Federation of Ontario led to the cancellation of EQAO’s Grade 3 and 6 reading, writing and math tests last year in English public schools.


    Peter Cowley, the think-tank’s director of school performance studies, said that loss meant that about two-thirds of the schools in the ranking were eliminated.

    The decision was made not to publish the rankings for just Catholic and francophone elementary schools, he said.

    “That might be very misleading,” Cowley said.

    Fraser Institute combines the results of the standardized Grade 9 math test and Grade 10 Ontario Secondary School Literacy Test to determine high school rankings.

    The Grade 9 math assessment wasn’t administered in the Durham, Peel and Rainbow (Sudbury area) district school boards because of an Ontario Secondary School Teachers’ Federation job action.

    Some schools in the Ottawa-Carleton District School Board also didn’t participate in the testing.


    There were enough results to proceed with the high school rankings although some large boards are missing, Cowley said.

    The rankings also provide five-year trends at each school, but those will be impacted in future years because of the missing data, he said.
     
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    肥猫

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    老二就上咱这片的John Mccrae 了。
     

    laurie

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    教授如何知道学生work hard的程度,两个学生整天都在他眼皮底下work?
    村长别在这抬杠了,最美校园您投票了么?:D
     

    ccc

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    老二就上咱这片的John Mccrae 了。
    这学校整体很好。特别是旁边的体育馆,多好。
     

    fatbrain

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    这学校整体很好。特别是旁边的体育馆,多好。
    这学校跟旁边的图书馆是连着的,图书馆二楼一部分还划给了学校。这学校是不错。
     

    ert0000

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    这学校跟旁边的图书馆是连着的,图书馆二楼一部分还划给了学校。这学校是不错。
    John Mccraes 也是好学校。
     

    Chewy

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    教授如何知道学生work hard的程度,两个学生整天都在他眼皮底下work?
    村长,
    对于本科生的录取,教授们参与很少的。录取时看的高中成绩, well, 大学对高中有一个自己的排名,不公开的,而且跟我们看到的这个排名有出入的。老校的名气不是一年建立起来的,也不是一年两年就毁掉的----我只能说到这里了, ;)
    我上面的这个比较,是针对本科高年级和graduate的,教授对学生的资质和努力程度,自然有一定了解。
     

    笃悠悠

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    Potential 和兴趣。
    举个例子说,学生A, work really really hard, 成绩98%; 学生B, work hard enough but not that hard, 结果成绩在90%. 在大多数教授眼里(不敢说所有啊),学生A其实没有任何优势的。
    中国家长这么看重成绩,纠结来纠结去,其实是高估了成绩的分量--这里并不是说70%的成绩比90%的强。
    以我个人的观察,但凡在研究生里最后能在本专业领域走得比较远的大多数都是最用功的,最刻苦,有点一根筋儿,而那些很聪明的,不费多大劲儿就能拿高分的往往脑袋太活,兴趣转移得很快,到真不一定能走多远。感觉教授选学生和谷歌招人着眼点还是不同的。当然在学界也有像滑铁卢大学王若度那样的情商智商非常了得的玩家教授。
     

    LifeIsBeautiful

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    以我个人的观察,但凡在研究生里最后能在本专业领域走得比较远的大多数都是最用功的,最刻苦,有点一根筋儿,而那些很聪明的,不费多大劲儿就能拿高分的往往脑袋太活,兴趣转移得很快,到真不一定能走多远。感觉教授选学生和谷歌招人着眼点还是不同的。当然在学界也有像滑铁卢大学王若度那样的情商智商非常了得的玩家教授。
    本来就是的,哈哈,你观察的百分之百对
     

    LifeIsBeautiful

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    以我个人的观察,但凡在研究生里最后能在本专业领域走得比较远的大多数都是最用功的,最刻苦,有点一根筋儿,而那些很聪明的,不费多大劲儿就能拿高分的往往脑袋太活,兴趣转移得很快,到真不一定能走多远。感觉教授选学生和谷歌招人着眼点还是不同的。当然在学界也有像滑铁卢大学王若度那样的情商智商非常了得的玩家教授。
    你若觉得王教授不用功,那肯定错啦。
     
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