Grades 7-12: Previews · Southeast Asian South Asian East Asian Mixed White TDSB SES by Race: Grades 7-12 (2011) Professional and senior management Semi‐professional and middle

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2011Student Census Grades 7-12: Previews

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Board Motions

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

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May 2009 – Having considered the value of this first Student Census, the Board decided that this system-wide student survey should be conducted every 5 years.

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Ontario Human Rights

The Ontario Human Rights Code allows for information such as race, disability or gender to be collected as long as it is for reasons such as:

• preventing discrimination

• finding and removing barriers

• improving disadvantages

• promoting equality

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What is the purpose of the TDSB’s Census?

To collect student data that will help the TDSB and its schools to improve achievement levels for all students while closing the achievement gap for students in need. The analysis of the data allows us to:

• Identify and eliminate systemic barriers to student achievement

• Reallocate resources to where they are most needed

• Establish effective programs and interventions to help our most vulnerable students

• Advocate for resources and funding from external partners to support students and schools who require such support

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In 2006 and 2008, TDSB students in Grades 7 to 12 and parents of Kindergarten to Grade 6 students, respectively, were invited to participate in a system-wide Census.

Together, the two Censuses have provided the Board with a valuable source of information on its diverse student population, including their demographics, family background, self perceptions and in and out-of-school experiences

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This Census data has offered the Board hard evidence for:

• Needs identification – identifying achievement gaps and determining barriers to achievement

• Programming and intervention – reviewing and implementing effective systems, supports and initiatives across the system

• Accountability – establishing a baseline of data to measure improvement over time

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92%

81%

95%

84%

50%

100%

Grade 7-8s Grade 9-12s

TDSB Student Census Return Rates: 2006 and 20112006 2011

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N=31,266 N=71,671 Total N: nearly

103,000

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Student Demographics

2011 Student Census: Grades 7-12

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Demographic Changes Over Time: 2006 vs. 2011

For most demographic variables, the patterns remain identical or similar – e.g.,

• Gender distribution (same: 52% male and 48% female)• Sexual orientation (same: 92% heterosexual, 4% not

sure/questioning, 2% bisexual, 1% gay/lesbian, and 1% others)• Parent place of birth (similar)• Parental presence at home (similar)• Parent educational level (similar)• Family SES (similar)

The only noticeable shift is in the distribution of racialized groups.

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Racialized Background: Grades 7-12 | 2006 vs. 2011

White32%

South Asian20%

East Asian19%

Black13%

Mixed5%

Middle Eastern

5%

Southeast Asian

4%

Latin American

2%

Aboriginal0.3%

White28%

South Asian22%

East Asian17%

Black13%

Mixed7%

Middle Eastern

6%

Southeast Asian

5%Latin

American2%

Aboriginal0.4%

2006 Student Census 2011 Student Census

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Geographic Distribution of Different RacializedGroups in the TDSB


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8

15

16

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17

24%

24%

26%

27%

24%

23%

9%

11%

17%

16%

0% 50% 100%

2011-12

2006-07

Family Socio-Economic Status: Grades 7-122006 versus 2011

Professional and senior managementSemi-professional and middle managementSkilled/semi- skilled clerical and tradesUnskilled clerical and tradesNon-remunerative

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10

19

20

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11

21

22

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12

23

19%

16%

12%

15%

13%

19%

23%

26%

36%

24%

21%

17%

24%

19%

21%

22%

27%

31%

31%

26%

19%

22%

25%

34%

37%

29%

25%

23%

19%

24%

7%

11%

16%

13%

15%

13%

5%

7%

4%

9%

34%

33%

23%

19%

15%

18%

19%

13%

10%

17%

0% 50% 100%

Middle Eastern

Aboriginal

Black

Latin American

Southeast Asian

South Asian

East Asian

Mixed

White

TDSB

SES by Race: Grades 7-12 (2011)Professional and senior management Semi‐professional and middle management

Skilled/semi‐ skilled clerical and trades Unskilled clerical and trades

Non‐remunerative

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In-school Experiences


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Over-time Changes inStudents’ School Experiences: 2006 vs. 2011

• One of the most significant findings in this Census is the positive shift in students’ school experiences, especially among the Grade 7‐8s, in such areas as:• School safety• Perceptions of their school• Perceptions of their teachers

• There are some new findings about students’ relationships with school adults.

• In terms of inclusive school experiences, the patterns remain somewhat the same as before, except for having more opportunities to learn about people of disabilities, and of different sexual orientation.

• The one area that shows some reverse patterns is class participation among secondary school students.

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93%

85%

80%82%

92%

81%

73%

81%

0%

50%

100%

In the classroom In other parts of theschool building

Outside on schoolproperty

On your street or in yourneighbourhood

% o

f Gr.

9-1

2s fe

el s

afe

"All

the

time"

or

"Ofte

n"

Student Perceptions of School Safety (2011)

Grades 7-8 Grades 9-12

denotes a noticeable increase (at least 4%) between 2006 and 2011. denotes a noticeable decrease.

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73%77%

85%81%

86%

59%

68%

76% 78%

83%

0%

50%

100%

I enjoy school My school is afriendly and

welcoming place

I feel accepted byadults in my school

I feel accepted bystudents in my

school

I get along well withother students in my

school

% fe

el "

All

the

time"

or

"Ofte

n"

Student Perceptions of Overall School Climate (2011)Grades 7-8 Grades 9-12


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29

94%

86%84%

55%

88%

69%64%

41%

0%

50%

100%

My teachers expect me tosucceed in school

I feel supported by myteachers

I am satisfied with theways my teachers teach

me

I feel comfortablediscussing a problem with

my teachers

% fe

el "

All

the

time"

or

"Ofte

n"

Student Perceptions of Teachers (2011)



30

52%

46%

35%

29%

19%

14%

54%51%

44%

39%

25%

20%

0%

50%

Sports Music Arts School clubs Leadershipprograms

% o

f G

rad

es 7

-8 r

epo

rtin

g "

Wee

kly"

or

"Mo

nth

ly"

Over-time Changes in Student Participation in School Extra-curricular Activities: Grades 7-8

2006 2011

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31

66%

57%

71%

57%

50%

58%

0%

50%

100%

Answering questions in class Speaking up in class to give youropinion

Participating in class activities anddiscussions

% “

All

the

time”

or

“Ofte

n”

Student Comfort Level in Class Participation (2011)



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94%

95%

65%

93%

90%

54%

0% 25% 50% 75% 100%

Adults treat me thesame or better than

everyone else

All or most of myschool's staff respect

my background

There is at least oneadult at school I feelcomfortable going to

for help

% feeling "all the time" and "often"

Relationships with School Adults (2011)

Grade 9-12s

Grade 7-8s

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33

31%

23%

34%

31%

34%

46%

0% 25% 50% 75% 100%

Grade 7-8s

Grade 9-12s

Number of School Adults Students Feel Comfortable to go to for Personal Support, Advice or Help (2011)

More than one adult One adult Haven't met one yet

Out-of-school Experiences


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Over-time Changes in Students’ Out-of-school Experiences

The overall findings for most items related to students’ out-of-school experiences are consistent to those of 2006, except for some of the areas indicated below.

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* Denotes areas with some noticeable change between 2006 and 2011.


After‐school activities * *

Home support *

Daily breakfast/lunch * *

Vision/hearing tests *

Self‐perceived abilities *

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31% 32%

26%

18%

41%

58%

22%

41%

31%

23%

50%

68%

0%

10%

20%

30%

40%

50%

60%

70%

Part‐time Work Volunteering(weekly/monthly)

Watching TV (> 2hrs.)

Sports/Recreations(>2 hrs.)

Daily breakfast Daily lunch

% o

f Gr.

9-1

2s

Over-time Changes in Students’ Out-of-school Experiences: Grades 9-12

2006 2011

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37

17%19%

22%

56%

79%75%

31%

12%

27% 27%

65%

86%83%

51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Part‐time Work Volunteering(weekly/monthly)

Sports/Recreations(>2 hrs.)

Daily breakfast Daily lunch Eyesighted tested Hearing tested

% o

f G

r. 7

-8s

Over-time Changes in Different Areas: Grades 7-82006 2011

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75%

64%

25%

81%78%

31%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Parents give advice about schooling Parents attend teacher interviews (allthe time/often)

Parents communicate with teachers(all the time/often)

% o

f G

r. 7

-8s

Over-time Changes in Home Support: Grades 7-82006 2011

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Self-perceived Abilities


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72%

62%65%

78% 78%

70%

63%

69%

59%

49%

68%71%

65%63%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Writing Math Computer Use Creativity Research Criticalthinking

% "Excellent" and "Good"

Academically Related Skills (2011)


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82% 81%78%

69%67%

63% 64%

76% 76% 76%

69%

63% 63%59%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Social skills Team work Emapthy Problem‐solving Oralcommunication

Conflictresolution

Leadership


Socially Related Skills (2011)


41

76%72%

66%

56%

71%

65%

54%

38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Basic life skills Hands-on skills Money management Time management


Personal Life Skills (2011)


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Physical Health and Eating Habits


43

65%

58%

65%

86%

65%

73%

58%

43%

50%

68%

58%

64%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Physical Health(Excellent/Very

Good)

Physical activities(5 days or more)

Daily breakfast Daily lunch Fruits/vegetablesdaily

Dairy products daily

% o

f Stu

dent

s

Physical Health and Eating Habits (2011)


44

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Social & Emotional Well-being


45

46

67%

72%

76%

78%

80%

58%

62%

64%

67%

70%

0% 25% 50% 75% 100%

You liked the way youlook

Hopeful about the future

Able to enjoy dailyactivities

Reasonably happy

Good about yourself


Students' Positive Feelings: Grade 7-8s vs. Grade 9-12s (2011)

Grades 9-12

Grades 7-8

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47

59%

64%

45%

29%

73%

70%

46%

33%

0% 25% 50% 75% 100%

Your future

Your school work

Family matters

Relationship issues


Students' Worries: Grade 7-8s vs. Grade 9-12s (2011)

Grades 9-12

Grades 7-8

48

8%

11%

17%

19%

20%

31%

13%

20%

21%

37%

36%

27%

21%

31%

38%

56%

56%

58%

0% 50% 100%

Feel like crying

Unable to overcomedifficulties

Losing sleep because ofworries

Having difficulty makingdecisions

Having difficultyconcentrating

Tired for no reason

Physical Symptoms: Grade 7-8s (2011)

All the time/Often

Sometimes

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49

11%

17%

29%

31%

35%

48%

18%

30%

28%

41%

41%

28%

29%

47%

57%

72%

76%

76%

0% 50% 100%

Feel like crying

Unable to overcomedifficulties

Losing sleep because ofworries

Having difficulty makingdecisions

Having difficultyconcentrating

Tired for no reason

Physical Symptoms: Grade 9-12s (2011)

All the time/Often

Sometimes

50

26%

18%

13%

10%

10%

37%

22%

19%

22%

19%

63%

40%

32%

32%

29%

0% 50% 100%

Nervous/anxious

Under a lot of stress

Losing confidence

Down

Lonely

Emotional Challenges: Grade 7-8s (2011)

All the time/Often

Sometimes

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51

34%

38%

20%

17%

16%

38%

28%

28%

31%

27%

72%

66%

48%

48%

43%

0% 50% 100%

Nervous/anxious

Under a lot of stress

Losing confidence

Down

Lonely

Emotional Challenges: Grade 9-12s (2011)

All the time/Often

Sometimes

An Excerpt from a Secondary School Student Respondent’s Letter (Nov. 2011):

Dear Reader,

I understand that this survey is being done to improve TDSB schools.... There are three things the TDSB could do to improve it’s schools.

1. Make gym class mandatory for every grade.

2. … learning the skills that will help me be successful in the real world. These are:

a) people skills/social skills

b) money management

c) developing an area of creativity or passion

a, b, c are all essential to be happy, successful and financially independent individuals. A, b, c could all be turned into mandatory or optional credits similar to civics/careers. …

3. TDSB needs to create a higher standard for teachers. … what is the point of an amazing curriculum if the teacher can’t capture the interest of the student?

My final point is that ... TDSB should make joining two clubs/sport teams/play dance show mandatory. Real learning exists outside of the classroom. … [these] can all provide life-long lessons, academics [alone] cannot…. Many students are afraid to join clubs or sport teams because they are insecure about their body or do not know anyone on that club team. …

If you do read what I have wrote, and think one or all of the points are valid, please share my ideas, to improve the TDSB and provide best education possible to Toronto’s youth.

Thank you for your time. Best wishes.

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Title: 2011 Grade 7-12 Student Census: Previews

Author: Maria Yau with the assistance of Bryce Archer, Lisa Rosolen, Karen Kozovski, and Cosmin Marmureanu

Copyright © (February 2013) Toronto District School Board

Reproduction of this document for use in the schools of the Toronto District School Board is encouraged.

For any other purpose, permission must be requested and obtained in writing from:

Organizational Development/Research & Information ServicesToronto District School Board1 Civic Centre Court, Lower LevelEtobicoke, ON M9C 2B3

Tel.: 416-394-4929Fax: 416-394-4946

Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings.

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Documents

Grades 7-12: Previews · Southeast Asian South Asian East Asian Mixed White TDSB SES by Race: Grades 7-12 (2011) Professional and senior management Semi‐professional and middle