Professional Documents
Culture Documents
Page 1
Student Learning
Opportunities
Student Learning
Achievement (Grades K-9)
Student Learning
Achievement (Grades 10-12)
Measure Category
Evaluation
Excellent
Excellent
n/a
Good
Good
Alberta
Current
Result
Prev
Year
Result
Prev
Year
Result
Prev 3
Year
Average
Achievement
Improvement
Overall
93.4
87.8
88.2
89.2
89.1
88.9
Very High
Improved
Significantly
Excellent
Program of Studies
85.9
86.2
83.1
81.3
81.3
81.2
Very High
Improved
Excellent
Education Quality
92.4
89.3
89.3
89.5
89.2
89.5
Very High
Improved
Excellent
2.0
2.7
2.6
3.4
3.3
3.3
Very High
Maintained
Excellent
83.2
84.2
81.9
76.4
74.9
74.6
Very High
Maintained
Excellent
PAT: Acceptable
n/a
n/a
n/a
73.0
73.1
73.9
n/a
n/a
n/a
PAT: Excellence
n/a
n/a
n/a
18.8
18.4
18.9
n/a
n/a
n/a
Diploma: Acceptable
87.1
87.3
86.6
85.2
85.5
84.6
High
Maintained
Good
Diploma: Excellence
16.9
17.7
20.0
21.0
21.1
20.0
Intermediate
Maintained
Acceptable
69.2
57.4
57.2
54.9
50.5
54.4
Very High
Improved
Significantly
Excellent
Rutherford Scholarship
Eligibility Rate
84.9
81.1
81.4
61.2
60.9
61.3
Very High
Improved
Excellent
64.4
68.7
70.3
59.8
59.2
59.0
High
Declined
Acceptable
Work Preparation
86.1
89.3
85.9
82.0
81.2
80.4
High
Maintained
Good
Citizenship
85.4
81.3
81.6
83.5
83.4
83.1
Very High
Improved
Excellent
Measure
Prev 3
Current
Year
Result
Average
Measure Evaluation
Parental Involvement
Excellent
Parental Involvement
84.6
76.8
79.1
80.7
80.6
80.2
Very High
Maintained
Excellent
Continuous Improvement
Excellent
School Improvement
93.5
88.1
84.2
79.6
79.8
80.1
Very High
Improved
Significantly
Excellent
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English
Language Arts (Grades 6, 9, 9 KAE), Franais (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE)..
2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination
for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Franais 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies
30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system.
3. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a
reference to this overall summary page for each performance measure.
4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the
province and those school authorities affected by the floods.
6. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in
2014.
Page 2
Achievement Evaluation
Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average
of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to
allow for consistent planning and evaluation.
The table below shows the range of values defining the 5 achievement evaluation levels for each measure.
Measure
Very Low
Low
Intermediate
High
Very High
0.00 - 77.62
77.62 - 81.05
81.05 - 84.50
84.50 - 88.03
88.03 - 100.00
Program of Studies
0.00 - 66.31
66.31 - 72.65
72.65 - 78.43
78.43 - 81.59
81.59 - 100.00
Education Quality
0.00 - 80.94
80.94 - 84.23
84.23 - 87.23
87.23 - 89.60
89.60 - 100.00
100.00 - 9.40
9.40 - 6.90
6.90 - 4.27
4.27 - 2.79
2.79 - 0.00
0.00 - 57.03
57.03 - 62.36
62.36 - 73.88
73.88 - 81.79
81.79 - 100.00
PAT: Acceptable
0.00 - 65.90
65.90 - 70.33
70.33 - 79.81
79.81 - 84.65
84.65 - 100.00
PAT: Excellence
0.00 - 9.97
9.97 - 13.45
13.45 - 19.56
19.56 - 25.83
25.83 - 100.00
Diploma: Acceptable
0.00 - 73.76
73.76 - 81.00
81.00 - 86.67
86.67 - 90.27
90.27 - 100.00
Diploma: Excellence
0.00 - 7.14
7.14 - 13.16
13.16 - 19.74
19.74 - 24.05
24.05 - 100.00
0.00 - 31.10
31.10 - 44.11
44.11 - 55.78
55.78 - 65.99
65.99 - 100.00
0.00 - 43.18
43.18 - 49.83
49.83 - 59.41
59.41 - 70.55
70.55 - 100.00
0.00 - 39.80
39.80 - 46.94
46.94 - 56.15
56.15 - 68.34
68.34 - 100.00
Work Preparation
0.00 - 66.92
66.92 - 72.78
72.78 - 77.78
77.78 - 86.13
86.13 - 100.00
Citizenship
0.00 - 66.30
66.30 - 71.63
71.63 - 77.50
77.50 - 81.08
81.08 - 100.00
Parental Involvement
0.00 - 70.76
70.76 - 74.58
74.58 - 78.50
78.50 - 82.30
82.30 - 100.00
School Improvement
0.00 - 65.25
65.25 - 70.85
70.85 - 76.28
76.28 - 80.41
80.41 - 100.00
Notes:
1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High
evaluation level, values range from greater than or equal to the lower value to 100%.
2) Drop Out Rate measure: As "Drop Out Rate" is inverse to most measures (i.e. lower values are "better"), the range of values at each evaluation level is interpreted as greater than the lower
value and less than or equal to the higher value. For the Very High evaluation level, values range from 0% to less than or equal to the higher value.
Improvement Table
For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to
determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different
sizes.
The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.
Evaluation Category
Chi-Square Range
Declined Significantly
Declined
Maintained
Improved
Improved Significantly
Page 3
Very High
High
Intermediate
Low
Very Low
Improved Significantly
Excellent
Good
Good
Good
Acceptable
Improved
Excellent
Good
Good
Acceptable
Issue
Maintained
Excellent
Good
Acceptable
Issue
Concern
Good
Acceptable
Issue
Issue
Concern
Acceptable
Issue
Issue
Concern
Concern
Declined
Declined Significantly
Category Evaluation
The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the calculation, consider an Overall Evaluation of Excellent to be
2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2. The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value.
This is converted back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)
Page 4
Page 5
Performance Measure
Target
2011
2012
2013
2014
2015
86.7
82.9
89.7
87.3
18.0
18.8
23.4
17.7
Performance Measure
Evaluation
Targets
Achievement
Improvement
Overall
87.1
High
Maintained
Good
87.4
87.7
88.0
16.9
Intermediate
Maintained
Acceptable
17.0
17.3
17.5
2015
Target
2010
2011
2012
2013
2014
80.7
83.1
78.5
84.2
3.4
3.3
1.9
68.4
71.5
71.7
51.5
2015
2016
Evaluation
2017
2018
Targets
Achievement
Improvement
Overall
2016
2017
2018
83.2
Very High
Maintained
Excellent
83.5
83.7
84.0
2.7
2.0
Very High
Maintained
Excellent
2.0
1.8
1.8
70.6
68.7
64.4
High
Declined
Acceptable
64.8
65.0
65.0
77.7
85.3
81.1
84.9
Very High
Improved
Excellent
85.0
85.0
85.0
56.0
58.2
57.4
69.2
Very High
Improved
Significantly
Excellent
69.5
69.7
70.0
Comment on Results
(an assessment of progress toward achieving the target)
Our focus on Rigor, Relevance and Relationships as defined in our Continuous Improvement Plan encourages all staff and students to direct their efforts
toward good instruction and powerful learning.Our foc
Page 6
Strategies
(1) Continue to monitor at risk students at mid-term and put in place specific interventions.
(2) Continue to use flex time as an opportunity for 1:1 contact with teachers and for mastery learning.
(3) Continue the process of utilizing Room 114 as a study hall, test center and place for students to get extra help during flex and
class time.
Notes:
1. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination
for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Franais 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies
30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system.
2. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time.
3. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
4. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities
affected by the floods.
Franais 30-1
Pure Mathematics 30
Applied Mathematics 30
Mathematics 30-1
2012
Target
2013
2014
2015
2015
School
91.3
10.9
87.6
9.5
89.5
11.5
91.0
9.6
88.6
7.1
Authority
89.3
9.8
88.1
10.4
88.8
11.2
91.2
10.4
88.0
7.4
Province
85.0
10.1
86.3
11.3
86.0
10.4
87.6
11.8
86.5
11.5
12.1
School
93.8
8.8
72.9
8.5
92.3
9.6
87.5
12.5
97.0
Authority
90.5
9.5
79.6
7.5
86.1
7.6
86.8
10.5
97.6
9.4
Province
88.7
9.1
89.6
10.7
89.4
10.9
89.8
13.1
88.7
11.3
*
School
100.0
25.0
85.7
0.0
100.0
7.7
Authority
100.0
25.0
85.7
0.0
100.0
7.7
Province
95.3
14.5
95.6
13.5
95.4
12.4
96.6
14.6
95.5
9.9
n/a
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Authority
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Province
93.8
19.9
96.5
18.9
96.8
18.2
99.3
29.2
95.3
17.1
School
84.1
26.9
83.8
26.5
n/a
n/a
n/a
n/a
n/a
n/a
Authority
82.5
25.3
84.8
25.0
n/a
n/a
n/a
n/a
n/a
n/a
Province
81.3
29.2
82.0
27.5
59.0
11.4
n/a
n/a
School
72.4
5.3
81.5
9.3
n/a
n/a
n/a
n/a
n/a
n/a
Authority
71.4
4.8
74.6
7.5
n/a
n/a
n/a
n/a
n/a
n/a
Province
74.5
9.8
75.8
10.3
71.4
17.9
n/a
n/a
n/a
n/a
School
n/a
n/a
n/a
n/a
86.9
33.8
68.4
22.4
77.5
29.4
Authority
n/a
n/a
n/a
n/a
87.3
32.4
65.2
20.0
78.8
28.8
Page 7
Mathematics 30-2
Biology 30
Chemistry 30
Physics 30
Science 30
Province
n/a
n/a
n/a
n/a
80.9
35.9
75.1
27.9
76.2
School
n/a
n/a
n/a
n/a
61.2
6.1
63.3
5.0
67.2
31.7
7.8
Authority
n/a
n/a
n/a
n/a
63.8
5.2
60.7
6.0
67.1
11.0
Province
n/a
n/a
n/a
n/a
69.5
9.6
71.3
15.0
73.9
15.5
School
84.3
14.5
84.9
12.3
95.8
28.2
91.1
19.6
91.5
12.3
Authority
83.8
13.4
84.5
12.5
93.8
26.9
88.8
17.9
92.2
14.7
Province
83.0
14.9
86.3
16.7
85.4
15.2
85.6
14.3
87.1
16.2
School
88.0
18.8
84.5
9.5
85.1
14.9
94.9
16.7
89.3
8.3
Authority
87.7
18.1
85.4
8.7
85.6
12.4
92.2
12.5
91.5
7.7
Province
85.6
15.9
83.0
13.7
82.2
13.7
84.0
14.8
81.3
12.5
School
85.3
27.6
80.1
33.3
92.9
28.3
83.9
19.5
83.2
25.6
Authority
86.5
29.2
81.3
31.3
90.1
27.0
84.7
20.9
84.4
25.4
Province
82.0
30.0
81.9
28.2
84.4
32.2
85.2
31.9
85.9
33.0
School
75.5
25.5
77.8
23.2
81.0
38.1
81.0
26.6
80.6
34.7
Authority
75.4
25.4
75.9
24.1
80.8
37.5
84.7
29.6
79.8
34.2
Province
75.4
28.0
77.1
28.7
78.8
31.8
81.5
35.2
82.2
34.2
School
87.3
20.6
85.5
38.7
86.4
37.9
75.7
18.6
77.3
20.5
Authority
84.5
19.7
85.9
35.2
87.5
37.5
75.3
18.2
79.6
24.1
Province
77.0
27.8
81.1
30.5
81.5
30.5
83.2
34.3
83.9
35.8
School
91.7
16.7
93.3
13.3
n/a
n/a
100.0
36.4
84.6
7.7
Authority
91.7
16.7
93.3
13.3
n/a
n/a
92.9
28.6
80.0
6.7
Province
80.4
21.0
79.8
22.0
84.1
25.8
85.0
25.4
83.9
26.7
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
A = Acceptable; E = Excellence the percentages achieving the acceptable standard include the percentages achieving the standard of excellence.
Current and historical Diploma results have been adjusted to reflect change in data source system.
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school
authorities affected by the floods.
Page 8
Specific Outcome:
Performance Measure
Target
2011
2012
2013
2014
2015
80.6
80.2
83.4
81.3
81.5
86.1
82.4
89.3
2015
Evaluation
Targets
Achievement
Improvement
Overall
2016
2017
2018
85.4
Very High
Improved
Excellent
85.5
85.7
86.0
86.1
High
Maintained
Good
86.4
86.5
86.7
Comment on Results
(an assessment of progress toward achieving the target)
We need to continue our focus and development of programs that prepare students for life after high school and also encourage students to become active and involved members of the larger
community during their time in school. Communicating these initiatives to parents and staff is also important to achieving our goals in this area.
Strategies
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.
Page 9
Desired Outcome Two: Alberta has quality teaching and school leadership
Specific Outcome:
Teacher preparation and professional growth focus on the competencies needed to help students learn.
Effective learning and teaching is achieved through collaborative leadership.
Performance Measure
Percentage of teachers, parents and students
satisfied with the opportunity for students to
receive a broad program of studies including
fine arts, career, technology, and health and
physical education.
Target
2011
2012
2013
2014
2015
83.3
81.1
82.1
86.2
85.9
2015
Evaluation
Targets
Achievement
Improvement
Overall
Very High
Improved
Excellent
2016
86.1
2017
86.3
2018
86.5
Comment on Results
(an assessment of progress toward achieving the target)
Our Wellness program has added another dimension to the programs here at CCH. We continue to examine ways to maintain a variety of programs when faced with funding short-falls,
particularly in the areas of Inclusive Education. It is difficult to maintain programs for disadvantaged students as these necessarily require smaller class sizes, which puts an additional burden on
an already taxed system.
Strategies
(1) Continue to seek out creative ways to offer a variety of programs in fine-arts, athletics and core subjects - possibly through increased use of blended learning and
cross-curricular projects.
(2) Maintain and develop our Science and Inquiry program to ensure it continues to stand as one of our most rigorous and relevant programs.
(3) Develop our new Honors program for all core classes.
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.
Page 10
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
87.7
87.2
89.6
87.8
93.4
88.4
88.8
90.1
90.1
90.0
88.1
88.6
89.0
89.1
89.2
Teacher
97.1
97.4
97.8
94.5
100.0
96.8
97.5
96.9
96.3
97.9
94.5
94.8
95.0
95.3
95.4
Parent
83.0
85.3
87.0
84.4
92.4
84.4
86.7
88.6
91.3
88.4
86.6
87.4
87.8
88.9
89.3
Student
82.9
78.9
84.1
84.5
87.8
84.0
82.2
84.8
82.7
83.6
83.3
83.7
84.2
83.1
83.0
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
83.3
81.1
82.1
86.2
85.9
84.6
82.1
84.8
84.8
84.0
80.9
80.7
81.5
81.3
81.3
Teacher
94.8
92.9
95.1
92.8
97.6
92.1
91.3
94.3
89.0
91.5
87.6
87.3
87.9
87.5
87.2
Parent
73.6
69.6
69.5
82.4
74.4
77.7
76.2
77.9
83.6
80.0
78.3
78.1
78.9
79.9
79.9
Student
81.6
80.8
81.6
83.4
85.7
84.1
78.7
82.2
81.7
80.4
76.9
76.9
77.8
76.6
76.9
Page 11
100
100
80
80
60
60
Result (%)
Result (%)
40
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities
100
100
80
80
60
60
Result (%)
Result (%)
40
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes
Page 12
Performance Measure
Target
2011
2012
2013
2014
2015
77.2
80.2
80.1
76.8
87.7
87.3
91.4
89.3
2015
Evaluation
Targets
Achievement
Improvement
Overall
2016
2017
2018
84.6
Very High
Maintained
Excellent
84.7
84.9
85.0
92.4
Very High
Improved
Excellent
92.4
92.5
92.7
Comment on Results
(an assessment of progress toward achieving the target)
Communication and opportunities for dialogue are essential to ensuring that stakeholders feel involved in the process of education. We place a high priority on surveying students and teachers
and applying what we learn to improvement in our school. It would be good if we could increase attendance at our Parent council meetings, although we acknowledge that lack of participation is
often a sign that parents feel things are functioning well.
Strategies
(1) Use parent-teacher interview nights as a means to communicate with parents through displays and presentations.
(2) Continue to communicate our initiatives and results in order to ensure that everyone is aware of the good things happening in our school.
(3) continue our use of social media to communicate with our community.
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool
in 2014.
Page 13
School
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
77.2
80.2
80.1
76.8
84.6
79.9
82.3
82.1
83.2
85.3
79.9
79.7
80.3
80.6
80.7
Teacher
88.6
90.7
91.1
86.0
94.0
90.8
93.9
90.8
90.5
94.7
88.1
88.0
88.5
88.0
88.1
Parent
65.8
69.7
69.1
67.7
75.2
68.9
70.6
73.4
75.9
76.0
71.7
71.4
72.2
73.1
73.4
Result (%)
100
100
80
80
60
60
Result (%)
40
20
0
2011
40
20
2012
2013
Overall
2014
2015
0
2011
Overall
2012
2013
Parent
2014
2015
Teacher
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number
Page 14
Specific Outcome:
Students and communities have access to safe and healthy learning environments.
Performance Measure
Target
2011
2012
2013
2014
2015
87.7
87.2
89.6
87.8
80.4
80.7
83.8
88.1
2015
Evaluation
Targets
Achievement
Improvement
Overall
2016
2017
2018
93.4
Very High
Improved
Significantly
Excellent
93.5
93.7
94.0
93.5
Very High
Improved
Significantly
Excellent
93.7
94.0
94.0
Comment on Results
(an assessment of progress toward achieving the target)
Our wellness project has aided in creating an atmosphere that supports all learners in a safe and caring environment. Relationships is the third r in our slogan, and teachers have focused their
efforts on ensuring that students feel supported and cared for. In addition, the quarter system allows us opportunities to work closely with students for prolonged time periods, thus enabling these
results.
Strategies
(1) further develop our wellness program; expand offerings and make the wellness centre more visible and useful for students.
(2) Continue the process of surveying students at our round tables to give them a voice in the school devisions.
(3) Ensure that all staff are trained in methods to support at-risk students.
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool
in 2014.
Page 15
Desired Outcome Four: First Nations, Mtis and Inuit students are successful
Specific Outcome:
The achievement gap between First Nations, Mtis and Inuit (FNMI) students and all other students is
eliminated.
(Results and evaluations for FNMI measures are required for Public/Separate/Francophone School Authorities only)
Performance Measure
Target
2011
2012
2013
2014
2015
70.8
69.0
73.9
85.4
12.5
7.1
6.5
17.1
Performance Measure
Evaluation
Targets
Achievement
Improvement
Overall
83.6
Intermediate
Maintained
Acceptable
83.8
84.0
84.3
12.3
Low
Maintained
Issue
12.5
12.8
13.0
2015
Target
2010
2011
2012
2013
2014
40.1
46.0
41.0
45.0
Drop Out Rate - annual dropout rate of selfidentified FNMI students aged 14 to 18
10.2
6.6
6.1
62.9
53.3
28.6
20.1
2015
2016
Evaluation
2017
2018
Targets
Achievement
Improvement
Overall
2016
2017
2018
43.0
Very Low
Maintained
Concern
43.5
43.5
43.6
13.4
14.5
Very Low
Declined
Concern
14.0
13.8
13.5
64.3
53.8
34.4
Very Low
Declined
Concern
34.5
34.8
35.0
52.9
69.2
27.3
55.6
Intermediate
Maintained
Acceptable
55.6
55.8
56.0
9.2
14.9
16.3
30.1
Very Low
Improved
Issue
30.5
30.6
30.8
Comment on Results
(an assessment of progress toward achieving the target)
There are so many variables that impact these results. First of all, the high school completion rate in three years is difficult to improve, when first we must focus on the many variables that impact
attendance of FNMI students. Instead, we focus on achievement as evidenced by the improvement in our Rutherford eligibility rates and in the percentage writing four or more exams. The
Page 16
presence of more and more FNMI students in academic streams is a slow process, but one that ensures that upcoming students have more FNMI role models for them as they pursue their
education.
Strategies
(1) Continue to maintain and develop the Grad Coach program as a means to provide supports and encouragement for FNMI youth.
(2) continue our focus on engaging and hands-ons strategies especially in the Science classes, as this approach is particularly effective with FNMI students.
(3) Continue and further develop our recognition of cultural attributes in our students so that they develop a strong sense of self-esteem and a desire to share their
talents with our whole school community.
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English
Language Arts (Grades 6, 9, 9 KAE), Franais (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).
2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination
for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Franais 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies
30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system.
3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time.
4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
40
20
0
2011
2012
2013
2014
2015
Acceptable Standard %
Standard of Excellence %
Note: Current and historical Diploma results have been adjusted to reflect change in data source system.
Page 17
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school
authorities affected by the floods.
Results(%)
100
100
80
80
60
60
Results(%)
40
20
20
0
2011
40
0
2012
2013
2014
2015
2011
2012
2013
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2014
2015
100
80
60
Results(%)
40
20
0
2011
2012
2013
2014
2015
Acceptable Standard %
Standard of Excellence %
Page 18
40
20
0
2011
2012
2013
2014
2015
Acceptable Standard %
Standard of Excellence %
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Current and historical Diploma results have been adjusted to reflect change in data source system.
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school
authorities affected by the floods.
Page 19
40
20
0
2011
2012
2013
2014
2015
2014
2015
Acceptable Standard %
Standard of Excellence %
100
100
80
80
60
Results(%)
60
Results(%)
40
20
20
0
2011
40
0
2012
2013
2014
2015
2011
2012
2013
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
Page 20
Biology 30
Che m istry 30
100
100
80
80
60
Results(%)
60
Results(%)
40
20
20
0
2011
40
0
2012
2013
2014
2015
2011
2012
2013
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2014
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Current and historical Diploma results have been adjusted to reflect change in data source system.
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school
authorities affected by the floods.
Page 21
Results(%)
Science 30
100
100
80
80
60
60
Results(%)
40
20
20
0
2011
40
0
2012
2013
2014
2015
2011
2012
2013
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2014
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Current and historical Diploma results have been adjusted to reflect change in data source system.
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school
authorities affected by the floods.
Page 22
Authority
Province
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
3 Year Completion
80.7
83.1
78.5
84.2
83.2
81.6
82.0
79.0
80.9
81.0
72.6
74.1
74.8
74.9
76.4
4 Year Completion
82.6
84.7
84.4
83.0
88.8
81.3
84.8
83.8
82.6
86.1
76.9
78.1
79.4
79.6
80.0
5 Year Completion
83.3
83.8
87.5
85.2
84.6
82.8
83.0
87.7
84.7
84.0
79.0
79.6
80.8
81.7
82.1
Results(%)
100
100
80
80
60
60
Results(%)
40
20
20
0
2010
40
0
2011
2012
2013
2014
2010
3 Year Completion
2011
2012
2013
2014
4 Year Completion
40
20
0
2010
2011
2012
2013
2014
5 Year Completion
Page 23
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 24
Authority
Province
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
2010
2011
2012
2013
3.4
3.3
1.9
2.7
2.0
2.7
2.6
2.4
3.6
2.4
4.2
3.2
3.5
3.3
3.4
Returning Rate
24.1
20.9
17.6
18.6
5.5
28.7
20.6
17.3
27.7
21.7
27.9
23.4
23.0
21.1
20.3
Results(%)
100
100
80
80
60
60
Results(%)
40
20
40
20
0
2010
2014
0
2011
2012
2013
2014
2010
2011
2012
2013
2014
Returning Rate
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 25
Authority
Province
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
4 Year Rate
50.8
47.3
46.5
44.7
62.4
48.0
46.0
44.9
45.2
59.5
37.8
38.2
39.6
40.0
38.4
6 Year Rate
68.4
71.5
70.6
68.7
64.4
69.9
68.7
67.0
67.4
62.9
59.3
58.4
59.5
59.2
59.8
Results(%)
100
100
80
80
60
60
Results(%)
40
20
20
0
2010
40
0
2011
2012
2013
2014
4 Year (%)
2010
2011
2012
2013
2014
6 Year (%)
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 26
Authority
Province
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
71.7
77.7
85.3
81.1
84.9
70.7
74.0
75.4
74.6
76.2
59.6
61.5
61.3
60.9
61.2
Grade 11 Rutherford
Grade 12 Rutherford
Overall
Reporting
School Year
Total
Students
2010
269
178
66.2
162
60.2
95
35.3
193
71.7
2011
309
228
73.8
194
62.8
125
40.5
240
77.7
2012
231
187
81.0
153
66.2
92
39.8
197
85.3
2013
244
189
77.5
173
70.9
117
48.0
198
81.1
2014
199
165
82.9
140
70.4
81
40.7
169
84.9
Number of
Percent of
Number of
Percent of
Number of
Percent of
Number of
Percent of
Students Eligible Students Eligible Students Eligible Students Eligible Students Eligible Students Eligible Students Eligible Students Eligible
40
20
0
2010
2011
2012
2013
2014
% Eligible f or Scholarship
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 27
Authority
Province
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
% Writing 0 Exams
9.4
12.7
10.8
8.7
8.9
10.2
13.3
10.9
11.2
11.0
17.2
16.1
15.9
16.1
15.2
% Writing 1+ Exams
90.6
87.3
89.2
91.3
91.1
89.8
86.7
89.1
88.8
89.0
82.8
83.9
84.1
83.9
84.8
% Writing 2+ Exams
86.0
84.8
86.5
88.0
89.3
85.6
84.0
86.2
85.7
86.8
79.6
80.8
81.2
80.8
82.0
% Writing 3+ Exams
68.4
71.8
68.9
71.0
75.7
68.4
69.6
67.9
66.9
70.8
66.0
67.4
67.5
63.8
65.6
% Writing 4+ Exams
51.5
56.0
58.2
57.4
69.2
52.9
54.7
57.1
53.9
63.1
54.9
56.2
56.6
50.5
54.9
% Writing 5+ Exams
25.7
30.1
35.6
38.8
45.3
26.8
31.6
35.2
36.1
40.9
36.1
37.2
38.0
31.8
36.7
% Writing 6+ Exams
6.9
11.6
14.9
18.2
20.1
7.6
13.0
15.7
17.2
18.2
13.4
14.1
14.6
11.5
13.3
40
20
0
2010
2011
2012
2013
2014
% Writing 4+ Exams
Page 28
Percentage of students writing 1 or more Diploma Examinations by the end of their 3rd year of high school, by course and subject.
School
Authority
Province
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
2010
2011
2012
2013
2014
64.4
60.5
63.3
66.7
72.7
63.0
60.0
61.0
63.1
64.4
54.5
54.9
55.1
54.4
54.4
22.0
22.5
22.5
22.0
18.5
22.4
22.7
24.4
22.7
23.4
25.1
26.1
26.1
27.2
28.2
85.2
81.7
85.0
86.4
89.4
84.4
81.6
84.8
83.9
86.3
78.0
79.0
79.2
79.3
80.3
Social Studies 30
6.4
0.6
0.0
n/a
n/a
5.8
0.5
0.0
n/a
n/a
3.7
0.3
0.0
n/a
n/a
37.1
49.5
53.9
56.1
50.5
39.0
47.7
52.7
52.4
45.3
45.7
48.2
48.0
46.1
45.5
Social Studies 33
5.3
0.0
0.0
n/a
n/a
4.5
0.0
0.0
n/a
n/a
2.5
0.1
0.0
n/a
n/a
36.7
32.5
33.7
30.7
38.4
35.4
33.7
33.7
31.5
41.0
27.4
31.0
32.1
34.0
35.6
85.2
81.7
85.8
86.7
88.4
84.4
81.1
84.8
83.9
86.0
78.1
78.9
79.3
79.3
80.3
Pure Mathematics 30
40.9
42.4
40.4
6.1
0.0
38.6
41.6
39.7
5.0
0.0
41.4
42.6
42.5
7.3
0.1
Applied Mathematics 30
24.2
23.2
21.7
0.0
0.0
26.3
21.9
21.9
0.0
0.0
19.7
20.0
19.6
0.2
0.0
Mathematics 30-1
n/a
n/a
n/a
42.4
48.6
n/a
n/a
n/a
38.8
43.2
n/a
n/a
n/a
30.0
37.6
Mathematics 30-2
n/a
n/a
n/a
15.5
25.5
n/a
n/a
n/a
15.5
25.5
n/a
n/a
n/a
16.9
21.6
65.2
65.6
62.2
63.6
72.2
64.9
63.6
61.3
59.0
66.9
60.6
62.0
61.5
52.5
57.4
Biology 30
38.3
46.0
53.2
51.9
61.1
39.9
45.8
52.1
49.8
56.8
41.2
42.8
43.1
42.5
41.7
Chemistry 30
23.9
31.5
34.1
38.3
40.3
25.6
32.6
34.0
35.6
36.7
35.2
36.0
36.7
31.7
35.0
Physics 30
19.3
19.6
19.5
25.8
28.7
19.5
20.5
19.7
23.3
25.5
20.0
20.6
20.4
17.4
20.2
Science 30
5.3
3.2
4.5
0.8
6.0
4.5
2.7
3.8
0.6
4.7
9.0
9.1
10.5
9.8
13.0
55.3
60.5
62.2
61.7
70.8
56.2
58.6
60.0
58.4
64.4
57.6
59.1
59.5
57.7
59.8
Franais 30-1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.2
0.3
0.3
0.3
0.3
2.3
2.9
2.6
5.3
1.9
1.9
2.5
2.2
4.4
1.4
2.9
2.8
2.7
2.7
2.7
2.3
2.9
2.6
5.3
1.9
1.9
2.5
2.2
4.4
1.4
3.1
3.1
2.9
3.0
3.0
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school
authorities affected by the floods.
Page 29
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
80.6
80.2
83.4
81.3
85.4
83.2
82.7
85.1
85.4
85.3
81.9
82.5
83.4
83.4
83.5
Teacher
98.0
96.9
96.7
96.2
100.0
96.6
96.8
97.4
96.8
98.4
92.7
93.1
93.6
93.8
94.2
Parent
75.1
76.4
75.1
73.6
77.9
76.0
78.2
79.1
85.5
83.2
78.6
79.4
80.3
81.9
82.1
Student
68.8
67.2
78.4
74.1
78.4
77.0
73.1
78.6
73.9
74.2
74.5
75.0
76.2
74.5
74.2
100
100
80
80
60
60
Result (%)
Result (%)
40
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool
in 2014.
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
81.5
86.1
82.4
89.3
86.1
81.9
81.4
80.5
84.5
82.1
80.1
79.7
80.3
81.2
82.0
Teacher
92.7
97.4
94.3
97.9
97.2
93.9
93.0
94.4
92.8
92.0
89.6
89.5
89.4
89.3
89.7
Parent
70.3
74.8
70.5
80.8
75.0
69.8
69.9
66.7
76.2
72.1
70.6
69.9
71.1
73.1
74.2
Page 30
Result (%)
100
100
80
80
60
60
Result (%)
40
20
0
2011
40
20
2012
2013
Overall
2014
2015
0
2011
Overall
2012
2013
Parent
2014
2015
Teacher
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 31
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
83.3
81.1
82.1
86.2
85.9
84.6
82.1
84.8
84.8
84.0
80.9
80.7
81.5
81.3
81.3
Teacher
94.8
92.9
95.1
92.8
97.6
92.1
91.3
94.3
89.0
91.5
87.6
87.3
87.9
87.5
87.2
Parent
73.6
69.6
69.5
82.4
74.4
77.7
76.2
77.9
83.6
80.0
78.3
78.1
78.9
79.9
79.9
Student
81.6
80.8
81.6
83.4
85.7
84.1
78.7
82.2
81.7
80.4
76.9
76.9
77.8
76.6
76.9
100
100
80
80
60
60
Result (%)
Result (%)
40
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
87.7
87.3
91.4
89.3
92.4
89.4
89.0
91.7
91.0
90.7
89.4
89.4
89.8
89.2
89.5
Teacher
98.0
97.4
99.1
94.6
99.1
97.1
97.3
97.9
95.7
98.0
95.5
95.4
95.7
95.5
95.9
Parent
80.8
81.6
88.7
88.5
90.2
82.3
82.9
87.8
89.7
85.4
84.2
84.2
84.9
84.7
85.4
Student
84.3
83.0
86.6
84.7
87.8
88.7
86.9
89.3
87.4
88.7
88.5
88.6
88.7
87.3
87.4
Page 32
100
100
80
80
60
60
Result (%)
Result (%)
40
40
20
20
0
2011
0
2011
2012
2013
Overall
2014
2015
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool
in 2014.
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool
in 2014.
Page 33
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
80.4
80.7
83.8
88.1
93.5
83.0
82.3
84.8
84.4
84.1
80.1
80.0
80.6
79.8
79.6
Teacher
84.6
86.1
85.7
95.5
100.0
88.4
87.7
87.8
88.3
86.6
80.1
81.1
80.9
81.3
79.8
Parent
75.9
75.5
78.7
84.6
92.9
76.6
76.8
80.2
82.5
81.7
77.3
76.2
77.9
77.0
78.5
Student
80.8
80.5
87.0
84.3
87.8
84.0
82.4
86.4
82.2
84.0
82.9
82.7
82.9
81.2
80.7
100
100
80
80
60
60
Result (%)
Result (%)
40
40
20
20
0
2011
0
2011
2012
2013
Overall
2014
2015
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool
in 2014.
Page 34