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Colonel By Secondary gets top rating from Fraser Institute for fifth year in a row
Jacquie Miller, Ottawa Citizen
Published on: February 28, 2016 | Last Updated: February 28, 2016 5:43 PM EST
The Fraser report has spotlighted a Nepean school for its improvement. Mike Carroccetto
Omer-Deslauriers, a French-language public school in Nepean, has improved the most quickly of all the Ontario secondary schools rated in a Fraser Institute report.
That’s one of the more intriguing findings in the annual Fraser Institute ranking of schools. École secondaire publique Omer-Deslauriers shot from a rating of 3.1 out of 10 in 2011 to 6.6 out of ten in 2014-15, said the report, released Sunday. That’s the fastest rate of improvement among schools included in the report.
It’s hard to pinpoint one reason, said Christian-Charle Bouchard, a superintendent at the Conseil des écoles publiques de l’Est de l’Ontario, who was principal at Omer-Deslauriers during that time. But it’s a “wonderful, positive school” where staff work together as a team and students have many program choices to indulge their passions, he said.
The Fraser Institute think-tank, developed its school ranking system using data from provincewide math and literacy tests in Grades 9 and 10 overseen by the Education Quality and Accountability Office.
The annual rankings are a popular source of information — there were about two million hits to the website ontario.compareschoolrankings.org last year.
Colonel By Secondary School was the top rated among Ottawa high schools for the fifth straight year. It had a score of 9.2 in 2014-15, followed by Earl of March, which had the same rating but came second because its five-year average was lower. The two schools tied for fourth-place ranking among Ontario schools that were included in the report.
Colonel By’s rating is perhaps not surprising given that more than half the students at the school are enrolled in the International Baccalaureate, an intellectually rigorous program that attracts top students from across the city.
The lowest rated of the 42 Ottawa secondary schools in the report was Sir Guy Carleton, which caters to students with special needs. It received a rating of 1.1.
The average rating across the province was 6.
The rankings were truncated this year because labor disruptions cancelled some of the EQAO testing. No report on elementary schools was produced, and only 676 secondary schools were ranked, compared to 750 last year. Ten high schools from the Ottawa-Carleton District School Board were not ranked.
The highest-ranked school in Ontario was St. Michael’s Choir Catholic, in Toronto.
Report author Peter Cowley says a variety of factors account for differences in test scores. Family background plays a role, since children whose parents have a high income tend to do better academically. That alone could account for about 20 to 30 per cent of the difference in scores, says Cowley.
And some schools have a higher percentage of students with special needs or who don’t speak English or French.
But even after taking such factors into consideration, it’s possible that some schools simply do a better job, says Cowley. He’s used to critics who say the ratings provide an incomplete snapshot of schools and don’t reflect the efforts of students who may not excel on tests but are working to their potential.
Cowley says he agrees there are other components that make up a good school, such as whether students are encouraged to develop an active, healthy lifestyle.
But the rankings provide useful information about academic achievement and help parents and educators determine trends, he says. School boards, for instance, might want to investigate why some schools do better than might be expected, or improve over time, while for others the reverse is true.
Jennifer Adams, director of education for the Ottawa-Carleton District School Board, says the best thing about rankings is that they “get communities talking about education. It’s a starting point for a conversation.”
Schools are difficult to rank because they are so complex, cater to the needs of different students, and offer a range of programs, she says. “When parents are making decisions about the value of their school, what we want them to look at is something much broader than what is typically looked at in the rankings … Because really great schools are about kids, about the staff, and about the community partners.”
Ottawa high schools that have improved in their rating over the last four years:
Omer-Deslauriers
Beatrice-Desloges
Glebe
St. Mark
Sacred Heart
St. Patrick’s
Holy Trinity
Ottawa high schools that have declined in their rating over the last four years:
Gisèle-Lalonde
Published on: February 28, 2016 | Last Updated: February 28, 2016 5:43 PM EST
The Fraser report has spotlighted a Nepean school for its improvement. Mike Carroccetto
Omer-Deslauriers, a French-language public school in Nepean, has improved the most quickly of all the Ontario secondary schools rated in a Fraser Institute report.
That’s one of the more intriguing findings in the annual Fraser Institute ranking of schools. École secondaire publique Omer-Deslauriers shot from a rating of 3.1 out of 10 in 2011 to 6.6 out of ten in 2014-15, said the report, released Sunday. That’s the fastest rate of improvement among schools included in the report.
It’s hard to pinpoint one reason, said Christian-Charle Bouchard, a superintendent at the Conseil des écoles publiques de l’Est de l’Ontario, who was principal at Omer-Deslauriers during that time. But it’s a “wonderful, positive school” where staff work together as a team and students have many program choices to indulge their passions, he said.
The Fraser Institute think-tank, developed its school ranking system using data from provincewide math and literacy tests in Grades 9 and 10 overseen by the Education Quality and Accountability Office.
The annual rankings are a popular source of information — there were about two million hits to the website ontario.compareschoolrankings.org last year.
Colonel By Secondary School was the top rated among Ottawa high schools for the fifth straight year. It had a score of 9.2 in 2014-15, followed by Earl of March, which had the same rating but came second because its five-year average was lower. The two schools tied for fourth-place ranking among Ontario schools that were included in the report.
Colonel By’s rating is perhaps not surprising given that more than half the students at the school are enrolled in the International Baccalaureate, an intellectually rigorous program that attracts top students from across the city.
The lowest rated of the 42 Ottawa secondary schools in the report was Sir Guy Carleton, which caters to students with special needs. It received a rating of 1.1.
The average rating across the province was 6.
The rankings were truncated this year because labor disruptions cancelled some of the EQAO testing. No report on elementary schools was produced, and only 676 secondary schools were ranked, compared to 750 last year. Ten high schools from the Ottawa-Carleton District School Board were not ranked.
The highest-ranked school in Ontario was St. Michael’s Choir Catholic, in Toronto.
Report author Peter Cowley says a variety of factors account for differences in test scores. Family background plays a role, since children whose parents have a high income tend to do better academically. That alone could account for about 20 to 30 per cent of the difference in scores, says Cowley.
And some schools have a higher percentage of students with special needs or who don’t speak English or French.
But even after taking such factors into consideration, it’s possible that some schools simply do a better job, says Cowley. He’s used to critics who say the ratings provide an incomplete snapshot of schools and don’t reflect the efforts of students who may not excel on tests but are working to their potential.
Cowley says he agrees there are other components that make up a good school, such as whether students are encouraged to develop an active, healthy lifestyle.
But the rankings provide useful information about academic achievement and help parents and educators determine trends, he says. School boards, for instance, might want to investigate why some schools do better than might be expected, or improve over time, while for others the reverse is true.
Jennifer Adams, director of education for the Ottawa-Carleton District School Board, says the best thing about rankings is that they “get communities talking about education. It’s a starting point for a conversation.”
Schools are difficult to rank because they are so complex, cater to the needs of different students, and offer a range of programs, she says. “When parents are making decisions about the value of their school, what we want them to look at is something much broader than what is typically looked at in the rankings … Because really great schools are about kids, about the staff, and about the community partners.”
Ottawa high schools that have improved in their rating over the last four years:
Omer-Deslauriers
Beatrice-Desloges
Glebe
St. Mark
Sacred Heart
St. Patrick’s
Holy Trinity
Ottawa high schools that have declined in their rating over the last four years:
Gisèle-Lalonde
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教师罢工，那几所学校没有考EQAO。
The rankings were truncated this year because labor disruptions cancelled some of the EQAO testing. No report on elementary schools was produced, and only 676 secondary schools were ranked, compared to 750 last year. Ten high schools from the Ottawa-Carleton District School Board were not ranked.
- 注册
- 2003-04-13
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- 荣誉分数
- 37,375
- 声望点数
- 1,393
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)
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.
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)
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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老大，这么多年你受委屈啦。。坎北不但有村里并列第一的高中，还有个第一的小学。。学区房那是杠杆地。。
