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Grade 9 EQAO Assessment of Mathematics

2012-2013

Overview of Results

September 2013

Research, Accountability and School Success Planning Curriculum and Instruction Support Services

putting research into practice

Shawn Moynihan, Ed.D.

Superintendent

Curriculum and Instruction Support Services

Research, Accountability and School Success Planning Department

Kim Bennett, M.Sc.

Research and Accountability Officer

Rosanne Brown, Ed.D.


Marti Carpenter, B.A.

Testing/Research Technician

Paul Favaro, Ph.D.

Chief of Research and Accountability

Elana Gray, M.Sc.

Research and Accountability Officer (acting)

Pat Hare

Administrative Assistant

Tom Lam, B.A.

Research and Accountability Analyst

Leslie Parsons, B.A.

Research Support Specialist

Aimee Wolanski, Ed.D.


Grade 9 EQAO Assessment of Mathematics

2012-2013

Overview of Results

September 2013

Research, Accountability and School Success Planning Curriculum and Instruction Support Services

putting research into practice

TABLE OF CONTENTS

Grade 9 EQAO Assessment of Mathematics: 2012-2013

Summary of Results ..................................................................................................................................................... 1

Introduction ............................................................................................................................................................ 2

Contextual Information ........................................................................................................................................ 5

Overall Achievement for the PDSB ..................................................................................................................... 6

All Students – Levels 3, 4 Results – Trends over Time ..................................................................................... 8

Academic and Applied Mathematics Levels 3, 4 Results by Gender .......................................................... 10

English Language Learners (ELLs) Levels 3, 4 Results – Trends over Time ............................................... 14

Students with Special Education Needs (excluding gifted)

Levels 3, 4 Results – Trends over Time ............................................................................................................ 15

Grade 9 Student Questionnaire Results by Gender ........................................................................................ 16

Tables

Table 1: Contextual Information ................................................................................................................................. 5

Table 2: Extent to which Grade 9 Males Outperformed Grade 9 Females in Academic Mathematics .......... 13

Table 3: Extent to which Grade 9 Males Outperformed Grade 9 Females in Applied Mathematics.............. 13

Table 4: Grade 9 Student Questionnaire Results by Gender ................................................................................ 16

Figures

Figure 1: Academic Mathematics – Levels 3, 4 ......................................................................................................... 6

Figure 2: Applied Mathematics – Levels 3, 4 ............................................................................................................ 6

Figure 3: Academic Mathematics Assessment ......................................................................................................... 7

Figure 4: Applied Mathematics Assessment ............................................................................................................ 7

Figure 5: Academic Mathematics Assessment – All Students – Trends over Time ............................................ 8

Figure 6: Applied Mathematics Assessment – All Students – Trends over Time ............................................... 9

Figure 7: Academic Mathematics by Gender .......................................................................................................... 10

Figure 8: Applied Mathematics by Gender ............................................................................................................. 10

Figure 9: Academic Mathematics by Gender – Trends over Time for the PDSB ............................................... 11

Figure 10: Academic Mathematics by Gender – Trends over Time for the Province ....................................... 11

Figure 11: Applied Mathematics by Gender – Trends over Time for the PDSB ................................................ 12

Figure 12: Applied Mathematics by Gender – Trends over Time for the Province .......................................... 12

Figure 13: ELLs Academic Mathematics – Trends over Time .............................................................................. 14

Figure 14: ELLs Applied Mathematics – Trends over Time ................................................................................. 14

Figure 15: Students with Special Education Needs (excluding gifted) ............................................................... 15

Academic Mathematics – Trends over Time

Figure 16: Students with Special Education Needs (excluding gifted) ............................................................... 15

Applied Mathematics – Trends over Time

A

B

C

D

H

G

F

E

EQAO Grade 9 Assessment of Mathematics, 2012-2013 1

Research, Accountability and School Success Planning – Curriculum and Instruction Support Services September 2013

Grade 9 EQAO Assessment of Mathematics Peel District School Board (PDSB) 2012-2013

Summary of Results

Academic Course

85% of students in Grade 9 achieved Levels 3, 4 in Academic Mathematics.

This is 1% higher than the provincial average of 84%.

7% more students in the PDSB achieved Levels 3, 4 this year (85%) compared to five

years ago (78%).

Applied Course

45% of students in Grade 9 achieved Levels 3, 4 in Applied Mathematics.

This is 1% higher than the provincial average of 44%.

8% more students in the PDSB achieved Levels 3, 4 this year (45%) compared to five

years ago (37%).

Achievement results in this report are expressed as the number of students achieving at each level as a

percentage of all of the students in the grade. This includes students for whom there were no data, and students

who were below Level 1. The Ministry of Education, in The Ontario Curriculum, Grade 9 and 10: Mathematics, has

set Level 3 as the provincial standard.

Levels of Achievement

Level 4 (80-100%)

The student has demonstrated a very high to outstanding level of achievement.

Achievement is above the provincial standard.

Level 3 (70-79%)

The student has demonstrated a high level of achievement.

Achievement is at the provincial standard.

Level 2 (60-69%)

The student has demonstrated some of the required knowledge and skills.

Achievement is below, but approaching, the provincial standard.

Level 1 (50-59%)

The student has demonstrated a passable level of achievement.

Achievement is below the provincial standard.

Below Level 1/ Below L1

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

No Data Students who did not have a result due to absence or other reasons.



This report contains an overview of the 2012-2013 Education Quality and Accountability Office

(EQAO) provincial assessment in mathematics for Grade 9. Copies of the full Provincial Report can be

downloaded from EQAO’s website, which is located at http://www.eqao.com.

What is EQAO?

EQAO is an independent, arm’s length agency of the provincial government that provides

parent/guardians, teachers, and the public with reliable and valid information about student

achievement. EQAO reports provide information for improvement, which educators,

parent/guardians, policy makers, and others in the education community can use to improve learning

and teaching.

EQAO conducts a range of province-wide assessments. This Grade 9 assessment of mathematics

was introduced in 2000-2001. It involves all students, occurs annually, and provides information

on what students have learned in mathematics. This assessment provides both individual and

system data on student achievement. Students and their parent/guardians receive an Individual

Student Report, and schools and school boards produce local reports for parents/guardians and

their communities.

What were the assessments?

The Grade 9 mathematics assessment measures how well students have met the provincial

expectations in The Ontario Curriculum. The assessment covers knowledge and skills in

mathematics that students are expected to have acquired by the end of the school semester in

both academic and applied programs. Specifically, the assessment is based on the four

curriculum strands of mathematics: Number Sense and Algebra, Linear Relations, Analytic

Geometry (academic program only), and Measurement and Geometry. Students enrolled in the

applied mathematics program complete a different assessment than students enrolled in the

academic mathematics program. Students enrolled in first semester applied and academic

mathematics programs wrote the assessment in January 2013, and students enrolled in second

semester and full year applied or academic mathematics programs wrote the assessment in

May and June 2013.

Introduction A

http://www.eqao.com/

http://www.eqao.com/



Who participated in the assessments?

In total, 9 888 Grade 9 PDSB students (7 570 in academic mathematics, 2 318 in applied

mathematics) participated in the academic and applied assessments during regular classes.

Beginning in 2006-2007, exemptions have not been permitted. One percent of Grade 9 students

did not complete any part of the academic mathematics assessment (no data) and 3% of Grade 9

students did not complete any part of the applied mathematics assessment (no data).

How was student work marked?

EQAO reports on student achievement in mathematics using a four-level scale. The four levels

describe how well students performed in mathematics. EQAO has aligned its four levels of

achievement to those of the Ontario Provincial Report Cards, Grades 9-12.

Marking was done in July 2013 by specially trained principals and teachers. EQAO developed

scoring scales by taking the four achievement levels established by the Ministry and applying

them to actual student work. Markers used EQAO’s scales to score student work. The scoring

was monitored to ensure that it was objective, consistent, and reliable.



Some key messages about the EQAO assessments

EQAO urges principals to ensure that school councils are fully informed about the

assessment and are encouraged to play an active role in reviewing and updating the school’s

improvement plan.

EQAO encourages schools and school boards to include strategies in their school

improvement plan that will help both females and males improve their achievement.

Parents/guardians, educators, policy-makers, and the public should use the overall results to

measure improvements in student achievement over time.

EQAO encourages schools and school boards to be proactive in reporting results to

parents/guardians and their communities.

The achievement data must be interpreted in relation to contextual data that schools and

school boards have gathered.

Teachers and principals should use samples of student work, anchor papers provided by

EQAO, and Ministry exemplar documents, to help students and parents/guardians

understand what work at Levels 3 and 4 looks like.

School boards should provide opportunities for teachers and principals to share assessment

expertise and successful assessment practices.



Demographic data about students in the PDSB and the province provide valuable contextual

information to help with the interpretation of the Grade 9 results.

Contextual Information

PDSB Province

All Academic

Math Students

(N=7 614)

All Applied

Math Students

(N=2 395)

All Academic

Math Students

(N=97 158)

All Applied

Math Students

(N=39 881)

Gender

Female 48% 44% 51% 44%

Male 52% 56% 49% 56%

Student Status

English language learners 28% 31% 6% 8%

Students with special education needs

(excluding gifted) 3% 26% 6% 36%

Language* Number of Respondents

6 975 2 085 88 883 33 705

Speak only or mostly a language other

than English at home 13% 9% 9% 6%

Speak another language as often as

English at home 30% 21% 16% 13%

School Background*

Attended three or more elementary

schools from kindergarten to Grade 8 64% 63% 37% 42%

*Based on Student Questionnaire data

Contextual Information B

Table 1

2012

2013



Overall Achievement for the PDSB

Academic Students

85% of PDSB students in the Grade 9

academic mathematics assessment

achieved Levels 3, 4.

84% of students in the province in the

Grade 9 academic mathematics

assessment achieved Levels 3, 4.

PDSB students scored 1% higher than

the province.

Applied Students

45% of PDSB students in the Grade 9

applied mathematics assessment

achieved Levels 3, 4.

44% of students in the province in the

Grade 9 applied mathematics

assessment achieved Levels 3, 4.

PDSB students scored 1% higher than

the province.

45% 44%

0%

20%

40%

60%

80%

100%

Applied Mathematics

% o

f S

tud

ents

at

Lev

els

3, 4

Applied Mathematics

Levels 3, 4

PDSB Province

C

Figure 1 Figure 2

2012

2013

85% 84%

0%

20%

40%

60%

80%

100%

Academic Mathematics

% o

f S

tud

ents

at

Lev

els

3, 4


Levels 3, 4

PDSB Province



3% 4%4% 5%12% 13%

36% 35%37% 36%

8% 8%

0%

20%

40%

60%

80%

100%

PDSB (N=2 395) Province (N=39 881)

% o

f S

tud

ents

Applied Mathematics Assessment

No Data Below Level 1 Level 1 Level 2 Level 3 Level 4

(N= 2 395) (N=39 881)

1% 1%<1% <1%4% 4%

10% 10%

71% 71%

14% 13%

0%

20%

40%

60%

80%

100%

PDSB (N=7 614) Province (N=97 158)

% o

f S

tud

ents

Academic Mathematics Assessment

No Data Below Level 1 Level 1 Level 2 Level 3 Level 4

(N=7 614) (N=97 158)

Academic and Applied Mathematics Assessments

All Students

Figure 3

Figure 4

2012

2013 C



85% of all students in the PDSB in the academic mathematics assessment achieved

Levels 3, 4. This is 1% lower when compared to 2011-2012 (86%).

84% of all students in the province in the academic mathematics assessment achieved

Levels 3, 4. This is the same when compared to 2011-2012 (84%).

7% more students in the PDSB in the academic mathematics assessment achieved

Levels 3, 4 in 2012-2013 (85%) compared to 2008-2009 (78%).

7% more students in the province in academic mathematics assessment achieved


78%

84% 84%86%

85%

77%

82%83%

84% 84%

60%

70%

80%

90%

100%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

Academic Mathematics Assessment

All Students - Trends over Time

PDSB Province

All Students - Levels 3, 4 Results

Academic Mathematics Assessment D

TTTrrreeennndddsss ooovvveeerrr

TTTiiimmmeee

Figure 5



45% of all students in the PDSB in the applied mathematics assessment achieved

Levels 3, 4 in 2012-2013. This is the same when compared to 2011-2012 (45%).

44% of all students in the province in the applied mathematics assessment achieved

Levels 3, 4 in 2012-2013. This is the same when compared to 2011-2012 (44%).

8% more students in the PDSB in the applied mathematics assessment achieved


6% more students in the province in the applied mathematics assessment achieved


37%39%

40%

45% 45%

38%40%

42%

44% 44%

20%

30%

40%

50%

60%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4


All Students - Trends over Time

PDSB Province


Figure 6

All Students - Levels 3, 4 Results

Applied Mathematics Assessment D


TTTiiimmmeee



85% of PDSB grade 9 female students in

the academic mathematics assessment

achieved Levels 3, 4 compared to 86% of

males. Females scored 1% lower than

males.

84% of grade 9 female students in the

province in academic mathematics

assessment achieved Levels 3, 4

compared to 85% of males. Females

scored 1% lower than males.

45% of PDSB grade 9 female students in

the applied mathematics assessment

achieved Levels 3, 4 compared to 45% of

males. Females scored the same as

males.

41% of grade 9 female students in the

province in applied mathematics

assessment achieved Levels 3, 4

compared to 46% of males. Females

scored 5% lower than males.

85% 86%84% 85%

0%

20%

40%

60%

80%

100%

Female Male

% o

f S

tud

ents

at

Lev

els

3, 4


by Gender

PDSB Province

45% 45%41%

46%

0%

20%

40%

60%

80%

100%

Female Male

% o

f S

tud

ents

at

Lev

els

3, 4

Applied Mathematics

by Gender

PDSB Province

Academic and Applied Mathematics

Levels 3, 4 Results by Gender E

Academic Mathematics by Gender Applied Mathematics by Gender

Figure 8 Figure 7

Figure 7

2012

2013



When compared to last year’s results (2011-2012), the percentage of PDSB female students

in the academic mathematics assessment who achieved Levels 3, 4 remained the same.

When compared to last year’s results (2011-2012), the percentage of PDSB male students in

the academic mathematics assessment who achieved Levels 3, 4 remained the same.

When compared to results from 2008-2009, PDSB female students in the academic

mathematics assessment scored 10% higher and female students in the province scored 9%

higher in 2012-2013.

When compared to results from 2008-2009, PDSB male students in the academic

mathematics assessment scored 6% higher and male students in the province scored 5%


75%

83% 84% 85% 85%80%

84% 84%86% 86%

60%

70%

80%

90%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

Academic Mathematics by Gender - Trends over Time for the PDSB

Female Male

75%

81% 82% 83% 84%80%

83% 84% 85% 85%

60%

70%

80%

90%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

Academic Mathematics by Gender - Trends over Time for the Province

Female Male

Academic Mathematics Results by Gender

Figure 10

Figure 9


TTTiiimmmeee E



When compared to last year’s results (2011-2012), the percentage of PDSB female students

in the applied mathematics assessment who achieved Levels 3, 4 increased by 1%.

When compared to last year’s results (2011-2012), the percentage of PDSB male students in

the applied mathematics assessment who achieved Levels 3, 4 remained the same.

When compared to results from 2008-2009, PDSB female students in the applied

mathematics assessment scored 9% higher and female students in the province scored 7%


When compared to results from 2008-2009, PDSB male students in the applied

mathematics assessment scored 6% higher and male students in the province scored 5%


36% 36% 37%

44% 45%39%

41% 42%45% 45%

20%

30%

40%

50%

60%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

Applied Mathematics by Gender - Trends over Time for the PDSB

Female Male

34% 36%39%

42% 41%

41%44% 44%

47% 46%

20%

30%

40%

50%

60%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

Applied Mathematics by Gender - Trends over Time for the Province

Female Male

Applied Mathematics Results by Gender

Figure 12

Figure 11


TTTiiimmmeee E



The gap between males and females in the PDSB and the province for the academic

assessment decreased in 2009-2010 from the previous year. It has remained relatively

constant in the following years.

The gap between males and females in the PDSB for the applied assessment was

relatively constant between 2008-2009 and 2010-2011. In 2011-2012, the gender gap in

the PDSB decreased to 1% and decreased to 0% in 2012-2013. The gap between males

and females in the province for the applied assessment decreased to 5% in 2010-2011, and has remained at that level in the following years.

Extent to which Grade 9 Males Outperformed Grade 9 Females in


2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

PD

SB

Academic

Mathematics +5% +1% 0% +1% +1%

Pro

vin

ce

Academic

Mathematics +5% +2% +2% +2% +1%

Extent to which Grade 9 Males Outperformed Grade 9 Females in

Applied Mathematics

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

PD

SB

Applied

Mathematics +3% +5% +5% +1% 0%

Pro

vin

ce

Applied

Mathematics +7% +8% +5% +5% +5%

Gender Gap Analysis

Table 2

Table 3


TTTiiimmmeee E




When compared to last year’s results

(2011-2012), PDSB English language

learners in the academic math

assessment scored 2% lower and

English language learners in the

province remained the same.

When compared to 2008-2009 results,

PDSB English language learners in the

academic math assessment scored 18%

higher and English language learners in

the province scored 9% higher.

Applied Mathematics


(2011-2012), PDSB English language

learners in the applied math assessment

scored 3% higher and English language

learners in the province scored 2%

higher.


PDSB English language learners in the

applied math assessment scored 22%

higher and English language learners in

the province scored 12% higher.

63%

72%69%

83%81%

72%

79% 79%

81% 81%

50%

60%

70%

80%

90%

100%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

ELLs Academic Mathematics - Trends over Time

PDSB Province

22% 24%

32%

41% 44%

23%27%

29%33%

35%

0%

10%

20%

30%

40%

50%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4

ELLs Applied Mathematics - Trends over Time

PDSB Province

English Language Learners (ELLs) Levels 3, 4 Results F

Figure 13

Figure 14


TTTiiimmmeee





(2011-2012), PDSB students with special

education needs in the academic math

assessment scored 5% lower and students

with special education needs in the

province scored 1% higher.


PDSB students with special education

needs in the academic math assessment

scored 4% higher and students with

special education needs in the province

scored 8% higher.

Applied Mathematics


(2011-2012), PDSB students with special

education needs in the applied math

assessment scored 1% higher and

students with special education needs in

the province remained the same.


PDSB students with special education

needs in the applied math assessment

scored 7% higher and students with

special education needs in the province

scored 5% higher.

67%

69%

76% 76%

71%

65%

72%

73% 72%

73%

50%

60%

70%

80%

90%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4


Academic Mathematics - Trends over Time

PDSB Province

28%32%

30%34% 35%

30%33% 33%

35% 35%

10%

20%

30%

40%

50%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

% o

f S

tud

ents

at

Lev

els

3, 4


Applied Mathematics - Trends over Time

PDSB Province


Levels 3, 4 Results

Tr

G


TTTiiimmmeee

Figure 16

Figure 15



Grade 9 Student Questionnaire Results by Gender

Academic Course Applied Course

Females (N = 3 390)

Males (N = 3 585)

Females (N = 921)

Males (N = 1 164)

STUDENTS’ ATTITUDES TOWARDS MATHEMATICS

Percentage of students in the PDSB who indicated that they “strongly agree” or “agree” with each of the following

statements:

I like mathematics. 50% 65% 28% 42%

I am good at mathematics. 47% 63% 27% 37%

I am able to answer difficult mathematics questions. 36% 55% 14% 28%

Mathematics is one of my favourite subjects. 35% 48% 16% 26%

I understand most of the mathematics I am taught. 73% 79% 59% 68%

Mathematics is an easy subject. 24% 38% 12% 22%

I try to do my best in mathematics class. 89% 81% 85% 76%

The mathematics I learn now is very useful for everyday life. 35% 44% 35% 45%

The mathematics I learn now helps me do work in other subjects. 55% 58% 43% 50%

I need to do well in mathematics to study what I want later. 65% 72% 52% 56%

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

leave school. 58% 66% 44% 49%

DOING MATHEMATICS

Percentage of students indicating they do the following “very often” when studying mathematics or working on a

mathematics problem:

I connect new mathematics concepts to what I already know

about mathematics or other subjects. 13% 15% 4% 8%

I check my mathematics answers to see if they make sense. 36% 32% 22% 21%

I apply new mathematics concepts to real-life problems. 5% 9% 3% 6%

I take time to discuss my mathematics assignments with my

classmates. 15% 14% 8% 8%

I look for more than one way to solve mathematics problems. 14% 20% 12% 17%

Grade 9 Student Questionnaire Results by Gender H

Table 4

2012

2013



Academic Course Applied Course

Females (N = 3 390)

Males (N = 3 585)

Females (N = 921)

Males (N = 1 164)

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

I am not usually assigned any mathematics homework. 1% 1% 7% 8%

Never or almost never 3% 6% 4% 9%

Sometimes 16% 23% 24% 28%

Often 38% 39% 37% 36%

Always 39% 28% 25% 17%

OUT-OF-SCHOOL ACTIVITIES

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

I read by myself. 36% 21% 27% 15%

I use the Internet. 84% 82% 79% 73%

I play video games. 6% 32% 7% 39%

I participate in sports or other physical activities. 27% 48% 25% 45%

I participate in art, music, dance or drama activities. 25% 16% 23% 14%

I participate in other clubs or organizations. 10% 13% 8% 10%

I volunteer in my community. 6% 5% 5% 5%

I work at a paid job. 2% 2% 3% 5%

This report is available on the Peel District School Board's website.

http://www.peelschools.org/parents/EQAO/Pages/default.aspx

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