copyright © march 2011, research & information services (tdsb) 1 learning from tdsb’s...
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Copyright © March 2011, Research & Information Services (TDSB)
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Learning from TDSB’s Student/Parent Census
Presentation to Achieving Equitable Health Outcomes: Collecting Socio-Demographic
Patient Data in Health-care SettingsMarch 24, 2011
Mount Sinai Hospital
Prepared by Maria Yau
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Some Historical Context
The first system-wide collection of student demographic (race) data in Toronto can be dated back to 1970 when the former Toronto Board of Education conducted its Every Student Survey (ESS) periodically until the amalgamation in 1998.
The initial mandate (1970) was to answer the question: “Do a disproportionate number of the children of poor people and immigrants go to special classes?”
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ESS Objectives (1970-1998)
Over three decades, the mandate and scope evolved and broadened; but the three main objectives remained:
1. To inform the board about the demographic makeup of its changing and diverse population
2. To determine the needs and achievement gaps of students from different backgrounds, and to identify challenges facing the system
3. To monitor and track progress made by the system over time, in relation to the TBE’s mandate of “achieving equity for all”.
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Census in the TDSB (8 years after amalgamation)
Board motion - November 2004 That staff in consultation with the OHRC and educational
experts develop research proposals that identify the factors within the school system which may inhibit student achievement. Such factors should include, but not be limited to, differences in gender, race, ethnicity, mother tongue, income and place of residence.
That is, to collect system-wide data in order to understand the demographic backgrounds and the needs of the students served by the amalgamated school board.
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Challenges for the first TDSB Census
Gaining buy-in or political will from the system and the community: Securing support of key staff groups including union
and employee groups Securing trust of students and parents
Sensitivity to questions about family background Concerns about use of the information Human rights, confidentiality and privacy concerns Logistical issues Cost
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Preparing for the first Census
High profile Advisory Committee (early 2005) Staff Committee support (legal, human rights,
equity, community, communications, principals, superintendents, research) (2005)
Wide consultation (teachers, principals, senior staff, union and employee groups, parents, community representatives)
Communication strategies to build awareness and support amongst staff, students and parents
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Methodology
For the Grade 7-12s: Student Census For the JK – Grade 6s: Parent Census
Confidential but not anonymous - so that the Census data can be linked to other Board information sources and be tracked over time.
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First Census Content
The Census consists of two main sections:1. Demographics – e.g., ethno-racial background,
socio-economic status, and parents’ place of birth and education
2. Experiences in school and outside of school – e.g., school climate and safety, relationships with school adults, inclusive school experiences, after-school activities, homework, parent involvement, self perception, and post-secondary aspirations
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First Census Implementation
Student Census – November 2006 - “Census Week” Parent Census – May 2008
Latin American, 2% Aboriginal, 0.2%Southeast Asian, 4%
Middle Eastern, 5%
Mixed, 7%
Black, 12%
East Asian, 17% South Asian, 23%
White, 31%
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Some Sample Findings from the first
Student and Parent Census
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Student Place of Birth(2006 Student Census, and 2008 Parent Census)
58%
70%
72%
79%
87%
42%
30%
28%
21%
13%
0% 50% 100%
Gr.9-12
Gr.7-8
Gr.4-6
Gr.1-3
JK-SK
Born in Canada Born outside Canada
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Parent Place of Birth (2006 Student Census, and 2008 Parent Census)
19%
20%
20%
22%
22%
9%
10%
12%
13%
13%
72%
70%
68%
66%
65%
0% 50% 100%
Gr.9-12*
Gr.7-8*
Gr.4-6
Gr.1-3
JK-SK
Both Canada Canada and other country Born outside Canada
* Information extracted from 2006 Student Census
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Student Racial Background (JK-Gr.12) (2006 Student Census, and 2008 Parent Census)
Latin American, 2% Aboriginal, 0.2%Southeast Asian, 4%
Middle Eastern, 5%
Mixed, 7%
Black, 12%
East Asian, 17% South Asian, 23%
White, 31%
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Family Income(2008 Parent Census, JK-Gr.6)
22% 10% 18% 23% 27%
0% 50% 100%
JK-Grade 6
$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than $30,000
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Family Income by Race, 2009 (2008 Parent Census, JK-Gr.6)
4%
4%
7%
8%
4%
13%
7%
30%
52%
4%
6%
8%
7%
7%
12%
10%
13%
14%
13%
15%
13%
21%
19%
21%
29%
19%
15%
23%
30%
31%
26%
34%
26%
27%
18%
11%
55%
45%
40%
39%
37%
28%
27%
20%
9%
0% 50% 100%
Middle Eastern
Black
Aboriginal
Latin American
South Asian
East Asian
Southeast Asian
Mixed
White
$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than $30,000
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Linking Census information
with achievement data: Samples
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Grade 9 Credit Accumulation, by Income
2006-07 Grade 9 Credit Accumulation (% Highly At-risk with 6 or fewer credits)
20%
16%
11%
8%
4%
0%
15%
30%
No income Unskilled clerical Skilled clerical Semi-professional Professional
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Grade 9 Credit Accumulation, by Race
2006-07 Grade 9 Credit Accumulation (% Highly At-risk with 6 or fewer credits)
5%
8%9% 9%
15%
23%
26%
0%
10%
20%
30%
% highly at risk
E Asian S Asian SE Asian White MiddleE Latin Black
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Linking Student Demographic Information
with the Census Data about Their Experience: Samples
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Feeling Comfortable with Overall School Environment: by Family SES
74%70% 69% 69% 69%
0%
50%
100%
Professional Semi-Professional Skilled Unskilled Non-Remunerative
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Feeling Comfortable with Overall School Environment: by Racial Background
75%
70% 69%67% 67%
60% 60%
0%
50%
100%
S Asian Middle E White E Asian SE Asian Black Latin
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Comfort Level in Class Participation by Socio-economic Status(Grade 9-12, 2006 Student Census )
72%64%
71%67%59%
66%60%
52%60%59%
50%59%
0%
50%
100%
Answering quesetions in class Speaking up in class Participating in classFeeling comfortable "all the time" or "often"
Professional and senior management Semi-professional and middle managementSkilled/semi-skilled clerical and trades Unskilled clerical and trades
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Comfort Level in Class Participation by Race
52%
40%
49%54%
39%
53%55%50%
53%
69%
61%68%
60%56%
63%66%
56%
64%69%
63%68%
0%
50%
100%
Answering questions inclass
Speaking up in class togive your opinion
Participating in classactivities and discussions
Feeling comfortable "all the time" or "often"
E Asian SE Asian Latin MiddleE Black S Asian White
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Self-perceived Abilities by SESSecondary Student Self-evaluation of Leadership Skill Sets
by Socio-economic Status(Grade 9-12, 2006 Student Census)
70%66%
58% 56%50%
0%
50%
100%
Professional andsenior management
Semi-professionaland middle
management
Skilled/semi-skilledclerical and trades
Unskilled clericaland trades
Non-remunerative
% r
ati
ng
th
em
se
lve
s "
go
od
" o
r "e
xc
ell
en
t"
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Self-perceived Abilities by RaceSecondary School Student Self-Evaluation of Leadership Skill Sets,
by Race (2006 Student Census)
37%43%
54%
62%65% 65%
69%
0%
50%
100%
Leadership skills
% r
ati
ng
th
ems
elve
s "g
oo
d"
or
"exc
elle
nt"
E Asian SE Asian Latin MiddleE Black S Asian White
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Acting on the Results (1)
For planning and programming at all three levels – school, Family of School and the system – e.g., SIP and BIP (based on Census School Reports, FOS Reports, and various Research Reports)
For informing and developing progressive policies – e.g. Homework Policy
For providing data to support existing system initiatives - e.g. Equity agenda, Student Success, and Model Schools for Inner Cities
For advocating for and funding of new programs/ services - e.g. Feeding our Future, Beyond 3:30, Vision and Hearing Screening
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Vision and Hearing Tested, by Income (2008 Parent Census, JK-Gr.6)
80%
54%
74%
52%
69%
48%
64%
47%
61%
48%
0%
50%
100%
Vision Test Hearing Test
$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than $30,000
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MSIC: Vision Screening (2009-2010)
Students Screened = 11,330
Vision Referrals, 29%
Found Normal, 71%
i.e., 1 in 3
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MSIC: Vision Referrals (2009-2010)
Glasses Received at School Locations
0
500
1000
1500
2000
2500
Number of Students 1922 1524
School Optometry Clinics Referrals
School Dispensing Clinics Glasses
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MSIC: Hearing Screenings (2009-10)
Hearing Screenings: 6,525 Students
Referred, 16%
Found Normal, 84%
i.e., 1 in 6
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MSIC: Hearing Referral Results (2009-10)
1056
188
27 27 18 40
743
0
600
1200
TotalReferred
NormalHearing
HearingLoss
Diagnosed
WaxRemoved
EarInfection
Referral toENT
OutcomeUnknown
70%
This triggered the need for school-based pediatric clinics.
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Eating Breakfast and Snacks by SES2006 Student Census, Grades 9-12
68%
46%
61%
46%
56%
42%
52%
44%
0%
50%
100%
Eating breakfast before coming to school Having a snack during school day
Professional and senior management Semi-professional and middle management
Skilled/semi-skilled clerical and trades Unskilled clerical and trades
Eating Habits by SES
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Feeding Our Future Program (NW7)Feeding Our Future Program (NW7)
68% of students in NW7P do not eat 68% of students in NW7P do not eat breakfast and/or lunch (54%) breakfast and/or lunch (54%) everyday everyday (2006 Student Census)(2006 Student Census)
2-year Pilot Nutrition Program in 4 2-year Pilot Nutrition Program in 4 middle and 3 secondary schools middle and 3 secondary schools (about 5,500 students)- (about 5,500 students)- Universal Universal morning meal programmorning meal program
To improve: students’ health, To improve: students’ health, behaviour, school engagement behaviour, school engagement (attention in class, attendance), and (attention in class, attendance), and achievementachievement
Research finds positive results over Research finds positive results over two yearstwo years
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Sports & Recreation Activities Outside of School, by Income (2008 Parent Census)
82%
66%
55%
45%39%
0%
50%
100%
$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than$30,000
All
the
time
/ O
ften
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% Spending > 2 Hours on a Regular School Day on TV and/or Computers, by SES (2006 Student Census: Grade 9-12, TDSB)
19%16%
24%21%
29%25%
30%
23%
0%
50%
Watching TV Playing computer/video games
Professional and senior management Semi-professional and middle managementSkilled/semi-skilled clerical and trades Unskilled clerical and trades
Watching TV, Computer/Video Games
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Activities include
• Physical activity
• Nutritional knowledge
• Life skills
• Volunteer opportunities
• Mural, fine arts, dance, drama and music
•Programming focused on healthy living and learning opportunities
•Staff as mentors and roles models
•Teaches social skills, co-operation, compassion, decision making and conflict mediation
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Acting on the Results (2)
For knowledge transfer with community partners - e.g., Nursing Student Placement initiatives with Ryerson U. and Humber College, Get Active Toronto, the Ministry of Education, and foreign educators
For information sharing with parent groups – e.g., Equity Parent Forum, South Asian Symposium, and East Asian Parent Conference
For further research and analysis to assess diverse student needs, identify gaps, monitor growth, and evaluate existing programs and practices
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New Census in 2011-12
After considering the value of the initial Student and Parent Census, the Board, in May 2009, decided that the Student and Parent Census “be implemented on a 5-year cycle and that the next [Census] be conducted in school year 2011-12”.
Student Census for Grade 7-12s in November 2011 (“Census Week”)
Parent Census for JK – Grade 6s in early May 2012