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EDI SUBSCALES COMMUNITY PROFILE

EDI

WAVE 6 SUPPLEMENTARY REPORT

SCHOOL DISTRICT 43 COQUITLAM

Suggested citationHuman Early Learning Partnership. EDI (Early Years Development Instrument) W6 Supplementary Report. EDI Subscales Community Profile, 2016. Coquitlam (SD43). Vancouver, BC: University of British Columbia, School of Population and Public Health; September 2017.

EDIACKNOWLEDGEMENTSThe Human Early Learning Partnership (HELP) would like to thank school districts across BC for their participation in the Early Development Instrument (EDI) questionnaire. Involvement of teachers, principals, staff and parents is essential to helping us understand the state of early child development across the province. Together we have collected EDI data for almost 250,000 children in BC since 2001, providing rich detail about the patterns and trends in the early development of BC’s children.

HELP would like to acknowledge the members of the Aboriginal Steering Committee (ASC) who provide guidance to our program of research and support HELP in developing a deeper understanding of the social and cultural determinants of Aboriginal children’s health and well-being.

HELP would also like to acknowledge the support we have received from the Ministries of Children and Family Development, Education, and Health since 2001. This investment has supported the development of a unique child development monitoring system that provides a foundation for high quality, evidence-informed decisions on behalf of children and their families.

Provincial Data ..................................................................................................10

School District Data ......................................................................................... 11

Neighbourhood Map ....................................................................................... 12

Neighbourhood Data ....................................................................................... 13

WAVE 6 EDI SUBSCALES COMMUNITY PROFILE

TABLE OF CONTENTS

1. INTRODUCTION TO EDI SUBSCALES .................................................. 4

EDI Scales and Subscales .................................................................................4

Measuring Childhood Outcomes ...................................................................6

Meaningful Change ...........................................................................................7

Understanding Scale and Subscale Trends ..................................................8

2. EDI SUBSCALE DATA .............................................................................. 9

4 - WAVE 6 EDI SUBSCALES COMMUNITY PROFILE

INTRODUCTION TO EDI SUBSCALES

The Early Development Instrument (EDI) is a questionnaire that gathers data used to measure population-level patterns and trends in children’s developmental health. The questionnaire, completed by teachers for their Kindergarten students, includes 104 questions organized into five scales that measure core areas of child development: Physical Health and Well-Being, Social Competence, Emotional Maturity, Language and Cognitive Development, and Communication Skills and General Knowledge. These areas are strong predictors of health, education and social outcomes in adolescence and adulthood.

EDI SCALES AND SUBSCALESEach EDI scale is made up of a set of subscales.* There are 15 EDI subscales in total and each subscale measures a specific area of development that relates to a particular scale (See Figure 1). While data for the EDI scales allow us to assess trends and patterns in children’s vulnerability rates, subscale data allow us to refine our understanding of these population-level outcomes by providing information on the specific areas of development that are contributing to scale-level vulnerability. For example, subscale data may identify that one particular subscale, Aggressive Behaviour, is contributing to increasing rates of vulnerability on the Emotional Maturity scale, rather than all four subscales contributing equally. With this approach, subscale data allows for a more refined understanding of children’s developmental health.

To learn more about the Early Development Instrument (EDI), please visit: earlylearning.ubc.ca/edi

* With the exception of Communication Skills and General Knowledge.

http://earlylearning.ubc.ca/edi



No Subscales

VULNERABLE ON 1 OR MORE SCALES

Physical Health& Well-Being

SocialCompetence

EmotionalMaturity

Language & CognitiveDevelopment

Communication Skills& General Knowledge

SCALES

SUBSCALES

Gross & Fine Motor SkillsAn excellent ability to physically tackle the school day and have excellent or good gross and fine motor skills.

Overall Social CompetenceExcellent or good overall social development, very good ability to get along with other children and play with various children, usually cooperative and self-confident.

Rarely or never show most of the aggressive behaviours; do not use aggression as a means of solving a conflict, do not have temper tantrums, and are not mean to others.

Always or most of the time show respect for others, and other’s property, follow rules and take care of materials, accept responsibility for actions, and show self-control.

Independent in looking after their needs, have an established hand preference, are well coordinated, and do not suck a thumb/finger.

Physical Independence

Never or almost never experienced being dressed inappropriately for school activities, coming to school tired, late or hungry.

Physical Readiness for the School Day

Curious about the surrounding world, and are eager to explore new books, toys and games.

Readiness to Explore New Things

Always or most of the time work neatly, independently, and solve problems, follow instructions and class routines, easily adjust to changes.

Approaches to Learning

Respect & Responsibility

Aggressive Behaviour

Rarely or never show most of the anxious behaviours; are happy and able to enjoy school, and are comfortable being left at school by caregivers.

Anxious & Fearful Behaviour

Never show most of the hyperactive behaviours; are able to concentrate, settle in to chosen activities, wait their turn, and most of the time think before doing something.

Hyperactive & Inattentive Behavior

Often show most of the helping behaviours: helping someone hurt, sick or upset, o�ering to help spontaneously, invite bystanders to join in.

Prosocial & Helping Behaviour

Have all the basic literacy skills: know how to handle a book, can identify some letters and attach sounds to some letters, show awareness of rhyming words, know the writing directions, and are able to write their own name.

Basic Literacy

Have at least half of the advanced literacy skills: reading simple, complex words or sentences, writing voluntarily, writing simple words or sentences.

Advanced Literacy

Have all the basic numeracy skills: can count to 20 and recognize shapes and numbers, compare numbers, sort and classify, use one-to-one correspondence, and understand simple time concepts.

Basic Numeracy

Show an interest in books and reading, math and numbers, and have no di�culty with remembering things.

Interest in Literacy, Numeracy & Memory

Figure 1 provides general profiles for each of the 15 EDI subscales that are considered to reflect children who are ‘developmentally on track’ or ‘developmentally ready for school’ in these particular areas of development.

Figure 1: Relationship between EDI Scales and Subscales

Subscale descriptions based on: Early Development Instrument domains and subdomains. Offord Centre for Child Studies. Hamilton, ON: McMaster University.

https://edi.offordcentre.com/researchers/domains-and-subdomains



MEASURING CHILDHOOD OUTCOMESHELP uses EDI data to report on population-level childhood developmental health outcomes at three levels:

VULNERABILITY ON THE FIVE EDI SCALES (% vulnerable)The percentage of children vulnerable on each of the five scales of the EDI are measured and reported as vulnerability rates. Vulnerable children are those who, without additional support and care, are more likely to experience challenges in their school years and beyond.

VULNERABLE ON ONE OR MORE SCALES (% vulnerable)Vulnerable on One or More Scales is a summary measure that reports the percentage of children who are vulnerable on at least one or more of the five scales of the EDI. Children represented by this measure may be vulnerable on only one scale or may be experiencing vulnerabilities on two, three, four or all five scales of the EDI.

EDI SUBSCALES (standardized scores)In contrast to the EDI scales, which designate children as vulnerable if their score falls below a cut-off, subscale data are reported using standardized scores, and DO NOT measure vulnerability. The use of standardized scores is necessary because on average, populations of children score higher on some scales than others. For example, within the Language and Cognitive Development scale, on average, children are more likely to score higher on the Basic Literacy questions than the Advanced Literacy questions.

Subscale trends show whether a group of children are doing better or worse over time compared to the provincial average, using Wave 2* of data collection (2004-2007) as a benchmark. Subscale data provide insight into very specific areas of development; together, these areas determine the overall pattern of vulnerability at the scale-level.

By converting subscale scores into standardized scores, subscale results are comparable with one another. By establishing a baseline using the provincial average at one point in time (Wave 2), trends can be identified and results can be compared across time.

To learn more about vulnerability rates and long term trends for your community, and related information, please visit: earlylearning.ubc.ca/maps/edi/#commProfiles.

* A ‘Wave’ is a 2-3 year data collection period, based on the annual school calendar (September – June).

http://earlylearning.ubc.ca/maps/edi/#commProfiles

http://earlylearning.ubc.ca/maps/edi/#commProfiles



MEANINGFUL CHANGECollecting EDI data over multiple waves allows us to explore trends in children’s development. With each new wave of EDI data, vulnerability rates and subscale scores change. While some places see improvements over time for particular aspects of children’s developmental health, others see declines. When looking at these changes over time it is important to identify the amount of change that is meaningful, or change that is large enough to be worthy of further exploration and discussion.

When comparing scale and subscale data over time for a particular population, such as a neighbourhood or school district, it can be difficult to assess whether observed differences are large enough to be considered worthy of attention. HELP has developed a methodology of Critical Difference to answer this question. The Critical Difference methodology takes into account uncertainty due to sampling and measurement issues. Each EDI scale and subscale has its own level of uncertainty, some larger than others. In addition, for all scales and subscales, the amount of difference that is meaningful depends on the number of children represented, and the degree of change in the scale or subscale. As the number of children in a population gets smaller, the Critical Difference score required to be meaningful becomes larger.

CHANGE OVER TIMECritical Difference methodology is designed for making comparisons between two points in time. In this report, two trends are analyzed: the Long-Term Trend which compares the first full wave of data collection (Wave 2: 2004-2007) to the most recent wave (Wave 6: 2013-2016), and the Short-Term Trend which compares the two most recent waves (Wave 5: 2011-2013 to Wave 6: 2013-2016). To highlight potentially meaningful changes, long-term and short-term trends are classified and illustrated using the following symbols in the report:

Getting Worse

No Change

Getting Better

Change in subscale score has gotten worse between waves.

There is no significant change in subscale scores between waves.

Change in subscale scores has gotten better between waves.

COMPARING BETWEEN PLACESThe same Critical Difference methodology can also be used to assess differences between one place and another (e.g. two neighbourhoods in the same school district), on a particular subscale score at one point in time (e.g. Physical Readiness). This may be helpful for school district administrators, for example, in deciding where to focus future attention in their district. An online tool is being developed to support these subscale comparisons.

For more information about Critical Difference, please visit:

earlylearning.ubc.ca/supporting-research/critical-difference

EDI data are integral to the story of early childhood development in BC. However, our understanding of children’s developmental health requires additional sources of information, including the expertise of those working directly with children and families and socioeconomic trend, administrative and program data.

http://earlylearning.ubc.ca/supporting-research/critical-difference





Baseline* Provincial average at Wave 2 (standardized score: 0*)

Aggressive

Anxious & Fearful

Hyperactive & Inattentive

Prosocial & Helping

Long Term

Short Term

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

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1.0

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-0.5

0.5

-1.0

A downward trend line indicates that children are doing better than before, and that the subscale is contributing to a decrease in the vulnerability rate.

An upward trend line indicates that children are doing worse than before, and that the subscale is contributing to an increase in the vulnerability rate.

UNDERSTANDING SCALE AND SUBSCALE TRENDSHOW TO READ THE TREND GRAPHS

Subscale Legend

Scale Name

Maximum Range(standardized score: -1.0)

Minimum Range(standardized score: +1.0)

Waves of DataA ‘Wave’ is a 2-3 year data collection period, based on the annual school calendar (September – June)

* In order to track changes in subscales over time, subscale data is standardized to a baseline of Wave 2 data.

Getting Worse

No Change

Getting Better

Direction of Trend

Long Term Trend (W2 - W6)

Short Term Trend (W5 - W6)

Type of TrendLong Term

Short Term

W2 W3 W4 W5 W6

Emotional Maturity

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EDI SUBSCALE DATA

What are the subscale trends at the provincial level? Which ones are similar to, or different from your district trends?

Are there particular subscales where your district or neighbourhoods are relatively better or worse, or have a much different trend over time?

How do scale and subscale results compare to other districts or neighbourhoods, especially communities that are nearby or are similar?

EDI subscale data can increase our understanding of the influences contributing to children’s developmental vulnerabilities. Subscales, just as with EDI scales, are interdependent. Subscale data are most valuable when used alongside other data and information including census, administrative health and education data, community knowledge and expertise, and information on local services and programs. Using EDI data without this contextual information may be ineffective or insufficient for developing initiatives, planning investment, or targeted services.

When reviewing subscale data, consider the following questions for exploring subscale trends and comparisons in your school district and neighbourhoods:


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Getting Worse No Change Getting Better

PROVINCIAL DATA BRITISH COLUMBIA

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S

Language & Cognitive Development

Long Term

Short Term

Gross & Fine Motor Skills


Physical Readiness

Long Term

Overall Social Competence


Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term Physical Health

& Well-Being

% V

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W2 W2 W2 W2 W3 W3 W3 W3W4 W4 W4 W4W5 W5 W5 W5W6 W6 W6 W6

Emotional MaturitySocial Competence

As components of the EDI Scales, EDI subscales provide more detailed information and can reveal which developmental areas are contributing to increases or decreases in scale-level vulnerability rates.

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16

TYPE OF TREND Long Term (W2 - W6) Short Term (W5 - W6)Trend note: The precise amount of change that is required to meet the threshold for being a meaningful trend (“getting better” or “getting worse”) is unique for each EDI scale and subscale.

DIRECTION OF TREND

Need help with your results? See pages 7 and 8 for help with interpreting this data.

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NUMBER OF CHILDREN W2: 37,756 W3: 37,398 W4: 46,671 W5: 42,406 W6: 43,181

Note: For further analysis of provincial subscale trends, please visit the 2016 EDI BC Provincial Report at www.edibc2016.ca.

http://www.edibc2016.ca/


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SCHOOL DISTRICT DATA SD43 COQUITLAM

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

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SUBS

CALE

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Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

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& Well-Being

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W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16


DIRECTION OF TREND


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NUMBER OF CHILDREN W2: 1,926 W3: 1,893 W4: 1,877 W5: 1,883 W6: 2,097

Note: Data are suppressed where there are fewer than 35 children.

NEIGHBOURHOOD MAP SD43 COQUITLAM

¥¥1

Pitt RiverR

d 210 St

Clar

keRd

MaryHill

Bypass

128 Ave

203

St

Colum

bia

St

Brunette Ave

8 Ave E

Canada Way

Roya

l Ave

10 Av

e

8 St6 St

David Ave

224 St

Haney Bypass

132 Ave

6 Ave

216 St

8 Ave

108 Ave

Como Lake Ave

Gag

l ard

i

Way

Austin Ave

Dewdney Trunk Rd

Harris Rd

North Rd

12 St Grosve

nor R

d

Mari ner

Way

Pla

teau

Blvd

Colu

mbi

a St

E

232 St

Barnet Rd

McbrideBlvd

Barnet Hw

y

St Johns St

Burquitlam

CitadelHeights

ComoLake

Hillcrest

CoquitlamRiver

Maillardville

TownCentre

PortCoquitlam

North

Austin- CapeHorn

Inlet

DowntownPort

Coquitlam

Eagleridge

Westwood Plateau

This map outlines the neighbourhood boundaries that are used to prepare neighbourhood profiles.

Please note that children are assigned to neighbourhoods based on their home postal code,

not where they go to school.

HELP’s neighbourhood boundaries were defined in close consultation with community stakeholders. If

you have questions or feedback on these boundaries please contact us: [email protected]

Your School District

Other School Districts

Neighbourhood Boundaries

Cities/Towns/Villages

NEIGHBOURHOOD BOUNDARIES MAP

NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 110 W3: 138 W4: 118 W5: 114 W6: 110 AUSTIN - CAPE HORN


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& Well-Being

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W62013-16

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W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16



Getting Worse No Change Getting Better DIRECTION OF TREND


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149 N4309


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 138 W3: 156 W4: 129 W5: 143 W6: 146 BURQUITLAM


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Basic Literacy

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W62013-16

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W62013-16

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150 N4301


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 105 W3: 98 W4: 81 W5: 54 W6: 109 CITADEL HEIGHTS


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151 N4302


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 120 W3: 103 W4: 114 W5: 98 W6: 105 COMO LAKE


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W62013-16

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152 N4303


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 141 W3: 146 W4: 166 W5: 164 W6: 147 COQUITLAM RIVER


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153 N4305


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 136 W3: 87 W4: 68 W5: 99 W6: 109 DOWNTOWN PORT COQUITLAM


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20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

154 N4311


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 136 W3: 132 W4: 115 W5: 129 W6: 144 EAGLERIDGE


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

155 N4312


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 149 W3: 157 W4: 149 W5: 117 W6: 159 HILLCREST


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

156 N4304


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 300 W3: 281 W4: 301 W5: 303 W6: 390 INLET


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

157 N4310


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 111 W3: 116 W4: 122 W5: 108 W6: 129 MAILLARDVILLE


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

158 N4306


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 200 W3: 194 W4: 197 W5: 220 W6: 239 PORT COQUITLAM NORTH


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

159 N4308


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 154 W3: 158 W4: 179 W5: 185 W6: 192 TOWN CENTRE


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

160 N4307


NEIGHBOURHOOD DATA NUMBER OF CHILDREN W2: 126 W3: 127 W4: 138 W5: 149 W6: 118 WESTWOOD PLATEAU


Wor

seBe

tter

BCW2

Basic Literacy

Advanced Literacy

Basic Numeracy


SCA

LES

SUBS

CALE

S


Long Term

Short Term



Physical Readiness

Long Term



Explore New Things


Aggressive

Anxious & Fearful


Prosocial & Helping

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term

Short Term

Long Term


& Well-Being

% V

ulne

rabl

e



W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 2004-07

W32007-09

W42009-11

W52011-13

W62013-16

W2 W3 W4 W5 W62004-07 2007-09 2009-11 2011-13 2013-16





0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

0

10

20

30

40

50

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

1.0

0.0

-0.5

0.5

-1.0

161 N4313


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