bishop reding - 2010 - 2011 - grade 9 assessment of …€¦ · · 2013-12-12using eqao data as...

WHERE TO FIND . . . PAGE

Applied AcademicPercentages of all students at or above the provincial standard

· 2010–2011...................................................................... 1 1· Over time........................................................................ 2 2

Tips for using this report................................................................ 3 3

Contextual information: 2010–2011............................................... 4 7

Results for groups of students: 2010–2011· All students.................................................................... 5 8· Participating students................................................... 5 8· Students by gender....................................................... 6 9

Contextual information: Over time................................................. 10 12

Results for all students: Over time................................................. 11 13

Results for all students: Over time by gender............................... 14 15

Student questionnaire results......................................................... 16–22 23–29

Explanation of terms........................................................................ 30 30

PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4), 2010–2011

On behalf of EQAO, I am pleased to provide you with this report on the results of the 2010–2011 Grade 9 Assessment of Mathematics. Enclosed you will find student results for both the 2010–2011 school year and previous years, so that you can gauge progress over time. You will also find demographic and attitudinal information about the student population assessed, which will support deeper analysis and provide an important context for these results.

Since the creation of this agency, EQAO data have been a catalyst for improving student learning and achievement at all levels of the education system. From Ontario’s classrooms and staff rooms to its school boards and Ministry, educators and education professionals from across the province have become increasingly sophisticated at using EQAO data as an integral part of their continuous improvement efforts.

Within schools, EQAO data are used regularly to guide school improvement initiatives by helping to identify areas of strength and areas needing improvement and by helping to support changes in instructional practices that may be required. The provincial test results can also help schools engage in meaningful discussions about student achievement with their parent community. We all know that parents can and do exert a powerful influence on their children’s work habits, behaviour, attitudes toward school and, ultimately, learning and achievement. EQAO is pleased to help strengthen the partnership between home and school by offering a series of resources for parents and educators, available on the agency’s Web site, to help school communities engage in the kind of meaningful, data-based dialogue that supports student success.

Of course, EQAO data are only one of the sources of information that should be used to assess student achievement. Provincial testing results should always be considered alongside other school and school board-based information.

At EQAO, we are proud to deliver powerful information that supports Ontario’s parents, educators and administrators in their efforts to improve student achievement. I trust that this report will provide you with a valuable set of tools to further support the drive toward excellence in your school community. I am confident that the information in the report will contribute to our shared commitment and purposeful actions toward helping each student reach his or her highest potential.

Sincerely,

Marguerite JacksonChief Executive OfficerEducation Quality and Accountability Office

School: Bishop Paul Francis Reding SS (689726)

Board: Halton Catholic DSB (67113)

Grade 9 Assessment of Mathematics, 2010–2011

School Report

ProvinceBoardSchoolProvinceBoardSchool

58 5742

90 88 83

APPLIED COURSE ACADEMIC COURSE

Bishop Paul Francis Reding SS (689726)School Report

1 of 30September 14, 2011


PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME


APPLIED MATHEMATICS

39 4148 48

Board

25 26

43 47

School

35 34 38 40

Province

2006–2007 2007–2008 2008–2009 2009–2010

42

5758

2010–2011

47 566

577

116

2009–2010

48 482

538

96

2008–2009

47 817

482

73

2007–20082006–2007

87

500

49 056Province

Board

School

Total Number of Students

44 095

528

102

2010–2011

ACADEMIC MATHEMATICS

7180 83 86

Board

5768

7889

School

71 75 77 82

Province

2006–2007 2007–2008 2008–2009 2009–2010

838890

2010–2011

101 268

1 817

263

2009–2010

100 992

1 738

215

2008–2009

100 823

1 716

227

2007–20082006–2007

219

1 775

103 011Province

Board

School

Total Number of Students

99 278

1 769

260

2010–2011



TIPS

The applied and academic mathematics courses are different and should be considered separately.

Note: Students in locally developed courses do not participate in these assessments.

�Each school or board is unique. To appreciate the distinctive character of a school or board, look at the contextual information to understand the features and characteristics of the community it serves.

�This assessment captures the performance of students at one point in time each year. Consider the results along with other information about students’ achievement in mathematics.

�Exercise caution when interpreting results for small schools or boards. Results may vary considerably from year to year, and differences may look exaggerated. For example, in a school of 30 students, a difference of 10% represents only three students.

�Trends may be difficult to identify or to interpret. This is especially true when groups are small or in schools where there is a high turnover in the student population.

�EQAO values students’ privacy. Results are not

reported publicly for schools where fewer than 15 students participated, because it might be possible to identify individual students.

ABOUT THIS SCHOOL OR BOARD REPORT

This report shows how well students have met curriculum expectations for either the applied or academic mathematics program to the end of Grade 9. Students complete two booklets that allow them to show what they know in mathematics. The assessment is based on The Ontario Curriculum: Mathematics, Grades 9 and 10.

This report includes

¨ results for this year;

¨ a comparison of results of the current and previous administrations to aid in monitoring improvement and

¨ information about the characteristics of the students who participated.

Specifically, you will find

¨ summary graphs showing the percentage of students achieving the provincial standard in either applied or academic mathematics;

¨ detailed tables and graphs showing results for all levels of achievement, participation information and results for gender

¨ student questionnaire results and

¨ an explanation of all terms used in this report.

HOW TO USE THIS REPORT

¨ Examine the contextual information to understand the similarities and differences between this school, the board and the province; the board and the province. Consider the challenges that any differences might present.

¨ Examine the results for applied and academic mathematics.

· Are these results consistent with what you would expect?

· How do the school results compare to the board and province; the board results compare to the province?

· How do these results compare over time?

· What influence might students’ attitudes have on student performance (refer to the questionnaire results)?

¨ Speak to the school or board staff about the goals for school improvement related to mathematics.

The Education Quality and Accountability Office is an independent agency that gathers information about student achievement through province-wide assessments. Each year, all Grade 9 students in applied and academic mathematics take part in this assessment across Ontario. Individual results are reported to students and to parents and guardians. School, board and provincial results are released publicly.

Learn more about us at www.eqao.com.



Number of Respondents:

Contextual Information

This information provides a context for interpreting the school’s applied mathematics course results.

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data

may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be

missing because they were not provided by the students.

School Board Province

Participating students who received one or more accommodations*

0 0% 155 30% 10 464 25%

Participating students who received one or more special provisions*

0 0% 7 1% 1 616 4%

Students who did not complete any part of the assessment (no data)*

4 4% 8 2% 2 102 5%

0 0% 0 0% 0 0%

Second-semester course 39 38% 256 48% 20 155 46%

Full-year course 0 0% 0 0% 4 146 9%

Male 64 63% 313 59% 24 374 55%

Gender not specified

Enrolment

17 17% 201 38% 14 436 33%

Grade 9 Assessment of Mathematics, 2010–2011, Applied Course

Language and School Background††

Based on Student Questionnaire data

95 490 38 230

First-semester course 63 62% 272 52% 19 794 45%

Speak another language as often as English at home 17 18% 71 14% 5 050 13%

Speak only or mostly a language other than English at home 7 7% 31 6% 2 970 8%

Students with special education needs (excluding gifted)*

Gender† Based on number of students enrolled

Female 38 37% 215 41% 19 721 45%

Student Status† Based on number of students enrolled

English language learners* 2 2% 15 3% 2 894 7%

Semester/Full Year Based on number of students enrolled

Number of students in applied mathematics course 102 528 44 095

Number of classes with students in applied mathematics course 5 31 2 751

Number of schools with applied mathematics classes Not applicable 8 704

Number Percent Number Percent Number Percent

Participation in the Assessment

Students who participated in the assessment 98 96% 520 98% 41 993 95%

Attended three or more elementary schools from kindergarten to Grade 8

46 48% 167 34% 15 653 41%



Results for All Students

Results for Participating Students (excludes "no data" category)


42%57%58%At or AboveProvincial Standard(Levels 3 and 4) †

5%2%4%4

95%98%96%98

5%1%0%0 Below Level 1

14%8%6%6 Level 1

35%33%32%33 Level 2

35%41%42%43 Level 3

%%%#

Province44 095

Board528

School102Number of Students

7%16%16%16 Level 4

All Students*

No Data

ParticipatingStudents

ProvinceBoardSchool

71616

354142

353332

1486510

Percentage of All Students in Applied MathematicsCourse at All Levels*

Below L1 Level 1 Level 2 Level 3 Level 4

44%

5%

14%

37%

36%

58%

1%

8%

33%

42%

60%

0%

6%

34%

44%

6

33

43

Level 1

Level 2

Level 3

At or AboveProvincial Standard(Levels 3 and 4) †

0 Below Level 1

%%%

Province41 993

Board520

7%16%16%

#

School98

16

Level 4

Number of Students

Participating Students**

ProvinceBoardSchool

71616

364244

373334

1486510

Percentage of Participating Students in Applied MathematicsCourse at All Levels**


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.



Results by Gender††


61%53%At or AboveProvincial Standard(Levels 3 and 4) †

2%18%3

98%6392%35

0%00%0

6%45%2 Level 1

31%2034%13 Level 2

45%2937%14 Level 3

%#%#

Male64

Female38Number of Students

16%1016%6 Level 4

No Data


Below Level 1

All Students: School by Gender*

MaleFemale

1616

4537

3134

6500

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: School*



1%42%4

99%30998%211

1%3<1%1

7%238%18 Level 1

33%10233%71 Level 2

39%12344%95 Level 3

%#%#

Male313


19%5812%26 Level 4

No Data


Below Level 1

All Students: Board by Gender*

MaleFemale

1912

3944

3333

781<1

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Board*



5%1 1795%923

95%23 19595%18 798

5%1 2675%977

13%3 08215%2 893 Level 1

34%8 19137%7 243 Level 2

36%8 65833%6 603 Level 3

%#%#

Male24 374

Female19 721Number of Students

8%1 9975%1 082 Level 4

No Data


Below Level 1

All Students: Province by Gender*

MaleFemale

85

36333437

131555

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Province*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.




Contextual Information

This information provides a context for interpreting the school’s academic mathematics course results.

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data

may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be

missing because they were not provided by the students.

School Board Province


0 0% 57 3% 4 012 4%


0 0% 28 2% 1 951 2%


1 <1% 3 <1% 797 1%

0 0% 0 0% 0 0%

Second-semester course 120 46% 798 45% 43 054 43%

Full-year course 0 0% 0 0% 12 715 13%

Male 130 50% 851 48% 48 464 49%


Enrolment

13 5% 82 5% 5 354 5%

Grade 9 Assessment of Mathematics, 2010–2011, Academic Course



245 1 709 93 257

First-semester course 140 54% 971 55% 43 509 44%

Speak another language as often as English at home 33 13% 186 11% 13 688 15%

Speak only or mostly a language other than English at home 18 7% 125 7% 8 372 9%



Female 130 50% 918 52% 50 814 51%


English language learners* 3 1% 44 2% 4 069 4%


Number of students in academic mathematics course 260 1 769 99 278

Number of classes with students in academic mathematics course

11 74 4 139

Number of schools with academic mathematics classes Not applicable 8 684

Number Percent Number Percent Number Percent


Students who participated in the assessment 259 100% 1 766 100% 98 481 99%


112 46% 512 30% 32 489 35%



Results for All Students

Results for Participating Students (excludes "no data" category)


83%88%90%At or AboveProvincial Standard(Levels 3 and 4) †

1%<1%<1%1

99%100%100%259

<1%<1%1%2 Below Level 1

4%2%3%8 Level 1

12%9%6%15 Level 2

72%76%76%197 Level 3

%%%#

Province99 278

Board1 769

School260Number of Students

11%12%14%37 Level 4

All Students*

No Data


ProvinceBoardSchool

111214

727676

1296423<1<11

Percentage of All Students in Academic MathematicsCourse at All Levels*


84%

<1%

4%

12%

73%

89%

<1%

2%

9%

76%

90%

1%

3%

6%

76%

8

15

197

Level 1

Level 2

Level 3

At or AboveProvincial Standard(Levels 3 and 4) †

2 Below Level 1

%%%

Province98 481

Board1 766

11%12%14%

#

School259

37

Level 4

Number of Students

Participating Students**

ProvinceBoardSchool

111214

737676

1296423<1<11

Percentage of Participating Students in Academic MathematicsCourse at All Levels**


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.



Results by Gender††



1%10%0

99%129100%130

1%11%1

2%34%5 Level 1

2%210%13 Level 2

81%10571%92 Level 3

%#%#

Male130


14%1815%19 Level 4

No Data


Below Level 1

All Students: School by Gender*

MaleFemale

1415

8171

210

2411

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: School*



<1%2<1%1

100%849100%917

<1%2<1%1

2%163%25 Level 1

7%6211%97 Level 2

78%66674%678 Level 3

%#%#

Male851


12%10313%116 Level 4

No Data


Below Level 1

All Students: Board by Gender*

MaleFemale

1213

7874

71123<1<1

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Board*



1%3901%407

99%48 07499%50 407

<1%164<1%109

4%2 0344%2 206 Level 1

11%5 13112%6 348 Level 2

73%35 18772%36 788 Level 3

%#%#

Male48 464

Female50 814Number of Students

11%5 55810%4 956 Level 4

No Data


Below Level 1

All Students: Province by Gender*

MaleFemale

1110

7372

111244<1<1

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Province*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.



This information provides a context for interpreting the school’s results of the current and previous administrations.

Contextual Information over Time: Applied Mathematics Course






Second-semester course

Full-year course

Male




Speak another language as often as English at home

Speak only or mostly a language other than English at home


Number of classes with students in applied mathematics course


2006–2007 2007–2008 2008–2009 2009–2010 2010–2011

Enrolment

Number of students in applied mathematics course 87 73 96 116 102

4 5 4 7 5

7% 24% 10% 0% 0%

0% 4% 0% 0% 0%


Students who participated in the assessment 99% 93% 91% 98% 96%

1% 7% 9% 2%

57% 51% 65% 58% 63%

0% 0% 0% 0% 0%


30% 23% 24% 32% 17%


English language learners*

48% 64% 50% 54% 38%

0% 0% 0% 0% 0%

First-semester course 52% 36% 50% 46% 62%

78 65 9584 108

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be

missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing

because they were not provided by the students.

4%

0% 4% 2% 3%

7%

18%

48%

9%

25%

59%


Female 43% 49% 35% 42% 37%

8%

19%

51%

6%

12%

52%

10%

10%

46%

2%



Applied Mathematics Course for All Students

Results over Time, 2007–2008 to 2010–2011

* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.

2009–20102008–20092007–2008

325

Percentage of All Students inApplied Mathematics Course at All Levels: School*


2010–2011

0

1914

19

6

42

3228

32

22

41 3942

4 2

9

16

58%47%43%26% At or Above Provincial Standard (Levels 3 and 4)†

4%2%9%7%No Data

96%98%91%93%Participating Students

0%3%2%5% Below Level 1

6%19%14%19% Level 1

32%28%32%42% Level 2

42%39%41%22% Level 3

16%9%2%4% Level 4

1021169673

'10–'11'09–'10'08–'09

Number of Students

'07–'08Year

School*

2009–20102008–20092007–2008

224

Percentage of All Students inApplied Mathematics Course at All Levels: Board*


2010–2011

1

13 11 10 8

4136 38

3336

42 40 41

5 6 8

16


2%2%3%2%No Data



8%10%11%13% Level 1

33%38%36%41% Level 2

41%40%42%36% Level 3

16%8%6%5% Level 4

528577538482

'10–'11'09–'10'08–'09

Number of Students

'07–'08Year

Board*

2009–20102008–20092007–2008

678

Percentage of All Students inApplied Mathematics Course at All Levels: Province*


2010–2011

5

15 14 14 14

36 35 35 3529

33 34 35

5 5 7 7


5%5%6%7%No Data



14%14%14%15% Level 1

35%35%35%36% Level 2

35%34%33%29% Level 3

7%7%5%5% Level 4

44 09547 56648 48247 817

'10–'11'09–'10'08–'09

Number of Students

'07–'08Year

Province*



This information provides a context for interpreting the school’s results of the current and previous administrations.

Contextual Information over Time: Academic Mathematics Course






Second-semester course

Full-year course

Male




Speak another language as often as English at home

Speak only or mostly a language other than English at home


Number of classes with students in academic mathematics course


2006–2007 2007–2008 2008–2009 2009–2010 2010–2011

Enrolment

Number of students in academic mathematics course 219 227 215 263 260

8 9 10 13 11

0% 4% <1% 0% 0%

0% 1% 0% 0% 0%


Students who participated in the assessment 100% 94% 98% 99% 100%

<1% 6% 2% 1%

47% 46% 45% 51% 50%

0% 0% 0% 0% 0%


2% 5% 1% 5% 5%


English language learners*

49% 53% 49% 43% 46%

0% 0% 0% 0% 0%

First-semester course 51% 47% 51% 57% 54%

199 208 245200 248

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be

missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing

because they were not provided by the students.

<1%

<1% 2% 1% 0%

7%

13%

46%

9%

14%

54%


Female 53% 54% 55% 49% 50%

10%

16%

54%

7%

12%

45%

7%

9%

43%

1%



Academic Mathematics Course for All Students

Results over Time, 2007–2008 to 2010–2011

* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.

2009–20102008–20092007–2008

000

Percentage of All Students inAcademic Mathematics Course at All Levels: School*


2010–2011

15 5

2 3

22

159

6

65

7377 76

36

12 14


<1%1%2%6%No Data



3%2%5%5% Level 1

6%9%15%22% Level 2

76%77%73%65% Level 3

14%12%6%3% Level 4

260263215227

'10–'11'09–'10'08–'09

Number of Students

'07–'08Year

School*

2009–20102008–20092007–2008

<1<1<1

Percentage of All Students inAcademic Mathematics Course at All Levels: Board*


2010–2011

<14 3 4 2

15 13 11 9

7376 76 76

7 710 12


<1%<1%1%1%No Data


<1%<1%<1%<1% Below Level 1

2%4%3%4% Level 1

9%11%13%15% Level 2

76%76%76%73% Level 3

12%10%7%7% Level 4

1 7691 8171 7381 716

'10–'11'09–'10'08–'09

Number of Students

'07–'08Year

Board*

2009–20102008–20092007–2008

<1<11

Percentage of All Students inAcademic Mathematics Course at All Levels: Province*


2010–2011

<17 6 5 4

16 1512 12

68 6972 72

8 8 10 11


1%1%1%1%No Data


<1%<1%<1%1% Below Level 1

4%5%6%7% Level 1

12%12%15%16% Level 2

72%72%69%68% Level 3

11%10%8%8% Level 4

99 278101 268100 992100 823

'10–'11'09–'10'08–'09

Number of Students

'07–'08Year

Province*



RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):

GRADE 9 APPLIED MATHEMATICS

SCHOOL

BOARD

Female Male

2006–2007 2007–2008 2008–2009 2009–2010

26 304

320

67

Male

2009–2010

Female

49

257

21 26226 730

297

62

Male

2008–2009

Female

34

241

21 75226 182

266

37

Male

2007–2008

Female

36

216

21 62626 926

271

50

Male

2006–2007

Female

37

229

22 126Province

Board

School

Total Number of Students in Applied Mathematics Course†

† Includes only students for whom gender data were available.

2010–2011

24 37419 721

215 313

6438

Female Male

2010–2011

PROVINCE

32

20 2230 32

48 45 49 5361

3542 43 39

48 4842

53 56 58

33 3731

36 3441

3644

3944



RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):

GRADE 9 ACADEMIC MATHEMATICS

SCHOOL

BOARD

Female Male

2006–2007 2007–2008 2008–2009 2009–2010

49 296

910

135

Male

2009–2010

Female

128

907

51 97249 438

852

97

Male

2008–2009

Female

118

886

51 55449 452

855

105

Male

2007–2008

Female

122

861

51 36750 122

911

104

Male

2006–2007

Female

115

864

52 887Province

Board

School

Total Number of Students in Academic Mathematics Course†

† Includes only students for whom gender data were available.

2010–2011

48 46450 814

918 851

130130

Female Male

2010–2011

PROVINCE

56 5866 70

78 7884

9385

95

69 7379 81 82 85 86 85 86 90

69 72 74 77 7580 81 83 82 84



STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 95)

I like mathematics. 31

I am good at mathematics. 35

I am able to answer difficult mathematics questions. 29

Mathematics is one of my favourite subjects. 20

I understand most of the mathematics I am taught. 62

Mathematics is an easy subject. 23

I try to do my best in mathematics class. 72

The mathematics I learn now is useful for everyday life. 48

The mathematics I learn now helps me do work in other subjects. 45

I need to do well in mathematics to study what I want later. 43

I need to keep taking mathematics for the kind of job I want after Ileave school.

46

Percentage of Students*

Number of studentswho answered

“agree” or “stronglyagree”

How much do you agree or disagree with the following statements?

STUDENTS’ ATTITUDES TOWARD MATHEMATICS

Strongly Disagree/Disagree Neither agree nor disagree Agree/Strongly agree

* Percentages may not add to 100, due to a lack of or ambiguous responses. Where there is no number in a bar, the percentage of responses is smaller than four.


33 35 33

23 40 37

25 43 31

58 21 21

9 24 65

37 38 24

5 19 76

18 32 51

21 32 47

15 39 45

21 31 48



I am not usually assigned any mathematics homework 11

30 minutes or less 46

Between 31 and 45 minutes 26

More than 45 minutes 7


Never or almost never 8

Sometimes 21

Often 42

Always 13

Never 5

One to four times 51

Percentage of Students* Number of studentsHow much time do you usually spend on mathematics homework (in or out of school) on any given day?

DOING MATHEMATICS


Percentage of Students* Number of studentsHow often do you complete your mathematics homework?

Percentage of Students* Number of students

Five to nine times 22

10 or more times 13


How often have you been absent from your Grade 9 mathematics class this year?


12

48

27

7

7

8

22

44

14

5

54

23

14




I read by myself. 14

I use the Internet. 65

I participate in sports or other physical activities. 32

I participate in art, music, dance or drama activities. 19

I participate in other clubs or organizations. 8

I play video games. 16

I volunteer in my community. 6

I work at a paid job. 11

I do mathematics-related activities (e.g., doing mathematicspuzzles, preparing for mathematics contests or competitions).

4

discuss the work I do in school with me 18

discuss my future studies with me 16



“everyday or almostevery day”

How often do you do the following when you are not at school?

OUT-OF-SCHOOL ACTIVITIES


Every day or almost every day1 to 3 times a week1 or 2 times a monthNever

Very oftenOftenSometimesNever or almost

never

Percentage of Students*Number of studentswho answered “very

often”

How often does a parent, a guardian or another adult at home do the following?

discuss the different activities I do in school with me 10

help me with my mathematics homework 8

encourage me to try my best at school

tell me what is expected of me in school (e.g., behaviour, effort)

44

39


31 24 26 15

7 17 68

9 21 32 34

32 24 19 20

38 26 23 8

23 24 31 17

38 35 16 6

53 15 16 12

56 24 11 4

16 33 25 19

12 38 26 17

24 35 22 11

26 37 22 8

6 15 25 46

6 18 25 41




Yes 70

No 2

Don’t know 16

Secondary-school diploma 7

Vocational or technical training (e.g., college of applied arts andtechnology)

23

Undergraduate university degree (e.g., bachelor’s degree) 9

Graduate or professional university degree (e.g., master’s, doctorateor medical degree)

16

Other 13

Don’t know 20

yes 34

no 6

Percentage of Students* Number of studentsDo your parents or guardians expect you to continue your education after you finish secondary school?


Percentage of Students* Number of studentsWhat is the highest level of education that you expect to complete?

Percentage of Students* Number of studentsWill your teacher count some or all parts of the Grade 9 Assessment of Mathematics as part of your class mark?

don’t know 46

EXPECTATIONS ABOUT YOUR FUTURE

USE OF THE ASSESSMENT IN CLASS MARKS


74

2

17

7

24

9

17

14

21

36

6

48



14%18%16%13%23%17%8%23%14%

28%30%29%28%38%32%45%43%44%

29%27%28%34%21%28%25%17%22%

8%9%8%6%10%8%3%14%7%

45%41%43%45%41%43%52%43%48%

51%48%50%50%44%48%48%40%45%I need to do well in mathematics to study what I want

later.

The mathematics I learn now helps me do work in othersubjects.

The mathematics I learn now is useful for everyday life.

I try to do my best in mathematics class.

Mathematics is an easy subject.

I understand most of the mathematics I am taught.

Mathematics is one of my favourite subjects.

I am able to answer difficult mathematics questions.

I am good at mathematics.

I like mathematics.

Ma

le*

(# =

60

)

School

Fe

ma

le*

(# =

35

)

All S

tud

en

ts(#

= 9

5)

Ma

le*

(# =

28

6)

Board

Fe

ma

le*

(# =

20

4)

All S

tud

en

ts(#

= 4

90

)

Ma

le*

(# =

20

92

4)

Province

Fe

ma

le*

(# =

17

30

6)

All S

tud

en

ts(#

= 3

8 2

30

)

STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE

(all students, female, male)

46%46%46%45%44%44%50%43%47%

44%38%41%48%33%42%58%37%51%

73%80%76%72%85%77%70%86%76%

25%15%20%26%14%21%28%17%24%

64%58%61%69%61%65%68%60%65%

24%17%21%23%18%21%23%17%21%

30%15%23%32%17%26%33%26%31%

42%28%36%44%29%38%43%26%37%

37%28%33%40%27%34%38%23%33%

Between 31 and 45 minutes

30 minutes or less

I am not usually assigned any mathematics homework

I need to keep taking mathematics for the kind of job Iwant after I leave school.

24%27%25%24%32%27%25%31%27%

42%41%42%49%47%48%47%51%48%

21%18%20%17%9%14%17%3%12%

* Only includes students for whom gender data were available.† Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”‡ Percentages may not add up to 100, due to a lack of or ambiguous responses.


DOING MATHEMATICS

More than 45 minutes

Sometimes

Never or almost never


13%9%11%11%11%11%8%9%8%

11%10%11%11%6%9%7%9%7%

Often

Always

Percentage of students indicating they “agree” or “strongly agree” with the following statements:†

Percentage of students indicating they complete their mathematics homework at the following frequencies:‡

Percentage of students indicating they usually spend the following amounts of time on mathematics homework(in or out of school) on any given day:‡




31%31%31%28%26%27%37%49%41%

43%49%46%41%50%45%42%54%46%

9%9%9%7%9%8%8%9%8%

10%10%10%9%9%9%12%9%11%

11%12%11%12%11%11%18%14%17%

4%2%3%3%2%3%3%6%4%

9%5%7%12%7%10%12%11%12%

6%4%5%5%5%5%3%11%6%

39%9%25%34%6%22%23%6%17%I play video games.

I participate in other clubs or organizations.

I participate in art, music, dance or drama activities.

I participate in sports or other physical activities.

I use the Internet.

I read by myself.

10 or more times

Five to nine times

One to four times

Never

Ma

le*

(# =

60

)

School

Fe

ma

le*

(# =

35

)

All S

tud

en

ts(#

= 9

5)

Ma

le*

(# =

28

6)

Board

Fe

ma

le*

(# =

20

4)

All S

tud

en

ts(#

= 4

90

)

Ma

le*

(# =

20

92

4)

Province

Fe

ma

le*

(# =

17

30

6)

All S

tud

en

ts(#

= 3

8 2

30

)



10%6%8%7%6%7%7%11%8%

13%22%17%12%13%13%18%23%20%

38%23%31%42%20%33%38%26%34%

60%71%65%63%78%69%65%74%68%

12%23%17%12%21%15%8%26%15%

14%16%15%13%18%15%8%23%14%

23%24%23%21%20%21%20%29%23%

44%44%44%52%53%53%58%46%54%

12%8%10%9%6%8%7%3%5%

discuss the work I do in school with me

I do mathematics-related activities (e.g., doingmathematics puzzles, preparing for mathematics contests

or competitions).

I work at a paid job.

I volunteer in my community.

12%12%12%11%13%12%18%20%19%

* Only includes students for whom gender data were available.† Percentages may not add up to 100, due to a lack of or ambiguous responses.‡ Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”§ Other response options were “never or almost never,” “sometimes” and “often.”

DOING MATHEMATICS (CONTINUED)


discuss my future studies with me


help me with my mathematics homework

discuss the different activities I do in school with me

tell me what is expected of me in school (e.g., behaviour,effort)

Percentage of students indicating they have been absent from their mathematics class this year at the following frequencies:†

Percentage of students indicating they do the following “every day or almost every day” when they are not at school:‡

Percentage of students indicating a parent, a guardian or another adult at home do the following “very often”: §




48%48%48%43%50%46%48%49%48%

5%3%4%5%3%4%3%11%6%

37%38%37%45%42%44%38%31%36%yes

Don’t know

Other

Graduate or professional university degree (e.g., master’s,doctorate or medical degree)

Undergraduate university degree (e.g., bachelor’s degree)

Vocational or technical training (e.g., college of appliedarts and technology)

Secondary-school diploma

Don’t know

No

Yes

Ma

le*

(# =

60

)

School

Fe

ma

le*

(# =

35

)

All S

tud

en

ts(#

= 9

5)

Ma

le*

(# =

28

6)

Board

Fe

ma

le*

(# =

20

4)

All S

tud

en

ts(#

= 4

90

)

Ma

le*

(# =

20

92

4)

Province

Fe

ma

le*

(# =

17

30

6)

All S

tud

en

ts(#

= 3

8 2

30

)



19%23%21%20%23%21%18%26%21%

10%10%10%10%9%9%13%14%14%

13%22%17%14%27%19%10%29%17%

12%11%11%14%14%14%10%9%9%

28%18%23%28%18%24%27%20%24%

9%6%8%7%5%6%12%0%7%

18%12%16%14%9%12%20%11%17%

6%2%4%3%3%3%2%3%2%

67%77%72%77%84%80%68%83%74%

don’t know

no

* Only includes students for whom gender data were available.† Percentages may not add up to 100, due to a lack of or ambiguous responses.



Percentage of students indicating whether or not their parents or guardians expect them to continue their education after they finish secondary school:†

Percentage of students indicating the level of education they expect to complete:†

Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of their class mark:†





I like mathematics. 141

I am good at mathematics. 144

I am able to answer difficult mathematics questions. 118

Mathematics is one of my favourite subjects. 104

I understand most of the mathematics I am taught. 191

Mathematics is an easy subject. 74

I try to do my best in mathematics class. 214

The mathematics I learn now is useful for everyday life. 92

The mathematics I learn now helps me do work in other subjects. 120

I need to do well in mathematics to study what I want later. 157

I need to keep taking mathematics for the kind of job I want after Ileave school.

150



“agree” or “stronglyagree”

How much do you agree or disagree with the following statements?


Strongly Disagree/Disagree Neither agree nor disagree Agree/Strongly agree



16 26 58

11 30 59

16 36 48

36 22 42

4 18 78

30 39 30

10 87

28 34 38

22 29 49

10 26 64

13 26 61




30 minutes or less 62

Between 31 and 45 minutes 96

More than 45 minutes 72


Never or almost never 8

Sometimes 35

Often 93

Always 90

Never 23

One to four times 147

Percentage of Students* Number of studentsHow much time do you usually spend on mathematics homework (in or out of school) on any given day?

DOING MATHEMATICS


Percentage of Students* Number of studentsHow often do you complete your mathematics homework?

Percentage of Students* Number of students

Five to nine times 42

10 or more times 14


How often have you been absent from your Grade 9 mathematics class this year?


<1

25

39

29

2

3

14

38

37

9

60

17

6




I read by myself. 61

I use the Internet. 187

I participate in sports or other physical activities. 101

I participate in art, music, dance or drama activities. 46

I participate in other clubs or organizations. 23

I play video games. 42

I volunteer in my community. 6

I work at a paid job. 10

I do mathematics-related activities (e.g., doing mathematicspuzzles, preparing for mathematics contests or competitions).

8

discuss the work I do in school with me 39

discuss my future studies with me 42



“everyday or almostevery day”

How often do you do the following when you are not at school?



Every day or almost every day1 to 3 times a week1 or 2 times a monthNever

Very oftenOftenSometimesNever or almost

never

Percentage of Students*Number of studentswho answered “very

often”

How often does a parent, a guardian or another adult at home do the following?

discuss the different activities I do in school with me 33

help me with my mathematics homework 28


tell me what is expected of me in school (e.g., behaviour, effort)

125

86


16 27 22 25

10 76

6 10 31 41

34 15 19 19

26 26 26 9

22 22 25 17

28 42 14

60 9 12 4

58 19 6

12 29 25 16

13 27 25 17

14 30 25 13

27 29 15 11

4 8 20 51

10 17 20 35




Yes 190

No 2

Don’t know 6

Secondary-school diploma 2

Vocational or technical training (e.g., college of applied arts andtechnology)

10

Undergraduate university degree (e.g., bachelor’s degree) 37

Graduate or professional university degree (e.g., master’s, doctorateor medical degree)

99

Other 5

Don’t know 35

yes 129

no 1

Percentage of Students* Number of studentsDo your parents or guardians expect you to continue your education after you finish secondary school?


Percentage of Students* Number of studentsWhat is the highest level of education that you expect to complete?

Percentage of Students* Number of studentsWill your teacher count some or all parts of the Grade 9 Assessment of Mathematics as part of your class mark?

don’t know 45




78

1

2

1

4

15

40

2

14

53

<1

18



21%31%26%19%31%26%32%41%37%

35%36%35%35%40%38%34%41%38%

27%21%24%31%21%26%22%7%14%

17%24%20%19%27%23%23%36%29%

60%54%57%61%55%58%65%58%61%

65%60%63%67%62%64%66%63%64%I need to do well in mathematics to study what I want

later.

The mathematics I learn now helps me do work in othersubjects.

The mathematics I learn now is useful for everyday life.

I try to do my best in mathematics class.

Mathematics is an easy subject.

I understand most of the mathematics I am taught.

Mathematics is one of my favourite subjects.

I am able to answer difficult mathematics questions.

I am good at mathematics.

I like mathematics.

Ma

le*

(# =

11

9)

School

Fe

ma

le*

(# =

12

6)

All S

tud

en

ts(#

= 2

45

)

Ma

le*

(# =

81

8)

Board

Fe

ma

le*

(# =

89

1)

All S

tud

en

ts(#

= 1

70

9)

Ma

le*

(# =

45

21

0)

Province

Fe

ma

le*

(# =

48

04

7)

All S

tud

en

ts(#

= 9

3 2

57

)



57%54%55%58%54%56%54%44%49%

43%35%39%42%34%38%45%31%38%

77%86%81%76%88%82%82%92%87%

34%23%28%36%26%31%35%25%30%

75%70%73%80%74%77%87%70%78%

41%31%36%42%36%39%48%37%42%

51%33%42%57%39%48%64%33%48%

60%46%53%62%51%56%65%53%59%

57%46%51%57%49%53%61%55%58%

Between 31 and 45 minutes

30 minutes or less


I need to keep taking mathematics for the kind of job Iwant after I leave school.

36%42%39%38%47%43%38%40%39%

38%27%32%38%23%30%32%19%25%

4%2%3%3%1%2%1%0%<1%

* Only includes students for whom gender data were available.† Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”‡ Percentages may not add up to 100, due to a lack of or ambiguous responses.


DOING MATHEMATICS

More than 45 minutes

Sometimes

Never or almost never


10%5%8%10%5%7%3%4%3%

2%1%1%1%<1%1%3%1%2%

Often

Always

Percentage of students indicating they “agree” or “strongly agree” with the following statements:†

Percentage of students indicating they complete their mathematics homework at the following frequencies:‡

Percentage of students indicating they usually spend the following amounts of time on mathematics homework(in or out of school) on any given day:‡




34%31%32%37%32%34%38%33%35%

47%53%50%50%58%54%45%56%51%

9%9%9%10%8%9%13%10%11%

11%14%13%12%13%13%13%13%13%

13%15%14%14%14%14%18%17%17%

4%2%3%4%2%3%5%2%3%

5%3%4%5%4%5%3%5%4%

4%4%4%5%3%4%3%2%2%

36%5%20%36%4%20%31%4%17%I play video games.

I participate in other clubs or organizations.

I participate in art, music, dance or drama activities.

I participate in sports or other physical activities.

I use the Internet.

I read by myself.

10 or more times

Five to nine times

One to four times

Never

Ma

le*

(# =

11

9)

School

Fe

ma

le*

(# =

12

6)

All S

tud

en

ts(#

= 2

45

)

Ma

le*

(# =

81

8)

Board

Fe

ma

le*

(# =

89

1)

All S

tud

en

ts(#

= 1

70

9)

Ma

le*

(# =

45

21

0)

Province

Fe

ma

le*

(# =

48

04

7)

All S

tud

en

ts(#

= 9

3 2

57

)



11%10%10%13%10%11%8%10%9%

15%24%20%13%21%17%18%20%19%

43%31%37%50%36%43%50%33%41%

70%76%73%73%81%77%76%77%76%

18%33%26%16%30%23%19%30%25%

7%7%7%7%6%7%6%6%6%

18%19%19%19%21%20%14%20%17%

52%55%54%57%63%60%59%61%60%

15%11%13%11%5%8%13%6%9%

discuss the work I do in school with me

I do mathematics-related activities (e.g., doingmathematics puzzles, preparing for mathematics contests

or competitions).

I work at a paid job.

I volunteer in my community.

15%17%16%14%15%15%16%16%16%

* Only includes students for whom gender data were available.† Percentages may not add up to 100, due to a lack of or ambiguous responses.‡ Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”§ Other response options were “never or almost never,” “sometimes” and “often.”

DOING MATHEMATICS (CONTINUED)


discuss my future studies with me


help me with my mathematics homework

discuss the different activities I do in school with me

tell me what is expected of me in school (e.g., behaviour,effort)

Percentage of students indicating they have been absent from their mathematics class this year at the following frequencies:†

Percentage of students indicating they do the following “every day or almost every day” when they are not at school:‡

Percentage of students indicating a parent, a guardian or another adult at home do the following “very often”: §




28%25%26%30%24%27%19%17%18%

3%2%2%3%2%2%1%0%<1%

54%59%57%59%67%63%51%54%53%yes

Don’t know

Other

Graduate or professional university degree (e.g., master’s,doctorate or medical degree)

Undergraduate university degree (e.g., bachelor’s degree)

Vocational or technical training (e.g., college of appliedarts and technology)

Secondary-school diploma

Don’t know

No

Yes

Ma

le*

(# =

11

9)

School

Fe

ma

le*

(# =

12

6)

All S

tud

en

ts(#

= 2

45

)

Ma

le*

(# =

81

8)

Board

Fe

ma

le*

(# =

89

1)

All S

tud

en

ts(#

= 1

70

9)

Ma

le*

(# =

45

21

0)

Province

Fe

ma

le*

(# =

48

04

7)

All S

tud

en

ts(#

= 9

3 2

57

)



16%17%17%16%20%18%13%15%14%

4%3%3%3%3%3%3%2%2%

40%46%43%44%49%47%34%46%40%

17%15%16%19%16%17%18%13%15%

8%4%6%7%4%6%4%4%4%

3%1%2%2%1%2%2%0%1%

7%4%5%5%3%4%3%2%2%

2%1%2%2%1%1%2%0%1%

79%84%82%86%91%89%75%80%78%

don’t know

no

* Only includes students for whom gender data were available.† Percentages may not add up to 100, due to a lack of or ambiguous responses.



Percentage of students indicating whether or not their parents or guardians expect them to continue their education after they finish secondary school:†

Percentage of students indicating the level of education they expect to complete:†

Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of their class mark:†




EXPLANATION OF TERMS

All Students Results are reported for all students in the course.

Results are reported only for those students who took part in the assessment (excludes the "no data" category).


The Ministry of Education, in The Ontario Curriculum, Grades 9 and 10: Mathematics, has set Level 3 as the provincial standard.

ProvincialStandard

The student has demonstrated a very high to outstanding level of achievement. Achievement is above the provincial standard.

Level 4(80–100%)

The student has demonstrated a high level of achievement. Achievement is at the provincial standard.

Level 3(70–79%)

The student has demonstrated some of the required knowledge and skills.Achievement is below, but approaching, the provincial standard.

Level 2(60–69%)

The student has demonstrated a passable level of achievement. Achievement is below the provincial standard.

Level 1(50–59%)

Students who did not complete any part of the assessment due to absence or for medical or other reasons.

No Data

Below Level 1/Below L1

The student has not demonstrated sufficient achievement of curriculum expectations (below 50%).

Students who have been identified by the school in accordance with English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007). Prior to 2007, English language learners were called English as a second language (ESL)/English literacy development (ELD) learners.

English LanguageLearners

StudentsReceiving One or

More SpecialProvisions

Students identified by the school as receiving special provisions. Detailed information about special provisions is available in EQAO's Guide for Accommodations and Special Provisions.

Students withSpecial EducationNeeds (excluding

gifted)

Students who have been formally identified by an Identification, Placement and Review Committee, as well as students who have an Individual Education Plan. Students whose sole identified exceptionality is giftedness are not included.

StudentsReceiving One or

MoreAccommodations

Students identified by the school as receiving accommodations. Detailed information about accommodations is available in EQAO's Guide for Accommodations and Special Provisions.

N/R “Not reported” indicates that the number of students participating (fewer than 15 in a group) or responding to the Student Questionnaire is so small (fewer than six in a group) that identification of individual student results might be possible; therefore, results are not reported.

N/D "No data available" is used to indicate that there were no students in the course for the years specified.


W Results are being withheld by EQAO. For further information, please contact the school principal.


bishop reding - 2010 - 2011 - grade 9 assessment of …€¦ · · 2013-12-12using eqao data as...

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