Research Report - Toronto District School Board · Research Report. PROGRAMS OF CHOICE IN THE TDSB: CHARACTERISTICS OF STUDENTS IN FRENCH IMMERSION, ALTERNATIVE SCHOOLS, AND OTHER

Research Report

PROGRAMS OF CHOICE IN THE TDSB: CHARACTERISTICS OF STUDENTS IN FRENCH IMMERSION, ALTERNATIVE SCHOOLS, AND OTHER SPECIALIZED SCHOOLS AND PROGRAMS Erhan Sinay Research Co-ordinator 09/10-13 June 2010

Issued by the Organizational Development Department, Research and Information Services

Programs of Choice in the TDSB: Characteristics of Students in French Immersion, Alternative Schools, and Other Specialized Schools and Programs

Erhan Sinay Copyright © June 2010 Toronto District School Board

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For any other purpose, permission must be requested and obtained in writing from: Organizational Development/ Research and Information Services Toronto District School Board 1 Civic Centre Court, Lower Level Etobicoke, ON M9C 2B3

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R10(SchoolChoice-StudentCharacteristics\ProgramsOfChoiceStudentCharacteristics)es.3457 i

TABLE OF CONTENTS EXECUTIVE SUMMARY .................................................................................................. Pg. 1 French Immersion Programs ................................................................................. Pg. 1 Alternative Schools ................................................................................................ Pg. 2 The International Baccalaureate Program .............................................................. Pg. 4 Arts and Sports Related Programs in Elementary Schools .................................... Pg. 5 Arts and Sports Related Programs in Secondary Schools ..................................... Pg. 6 Policy Implications and Recommendations ............................................................ Pg. 8 BACKGROUND AND RATIONALE .................................................................................. Pg. 11 METHODOLOGY .............................................................................................................. Pg. 12 FINDINGS ........................................................................................................................ Pg. 13 FRENCH IMMERSION EDUCATION IN THE TDSB ......................................................... Pg. 13

Demographic Characteristics of the Students Enrolled in French Immersion Programs ............................................................................................................... Pg. 14

Gender ....................................................................................................... Pg. 14 Grade ......................................................................................................... Pg. 15 Primary Home Language ........................................................................... Pg. 16 Country of Birth .......................................................................................... Pg. 17 Recent Arrivals ........................................................................................... Pg. 18 Racial Background ..................................................................................... Pg. 19 Special Education Needs ........................................................................... Pg. 20 Socio-economic Background ...................................................................... Pg. 21 Family Structure ......................................................................................... Pg. 23 Parents’ Education ..................................................................................... Pg. 23 Parents’ Place of Birth ................................................................................ Pg. 24

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Parental Involvement ................................................................................. Pg. 25 Region ....................................................................................................... Pg. 26

Achievement Characteristics of the Students Enrolled in French Immersion Programs ............................................................................................................... Pg. 26 Senior Kindergarten ................................................................................... Pg. 27 Elementary ................................................................................................. Pg. 28 Secondary .................................................................................................. Pg. 29 Student Engagement ................................................................................. Pg. 30 Student Absenteeism Rates ....................................................................... Pg. 30 Student Suspension Rates ......................................................................... Pg. 31 Student Mobility Rates ............................................................................... Pg. 32

ALTERNATIVE EDUCATION IN THE TDSB .................................................................... Pg. 33 Demographic Characteristics of the Students Enrolled in Alternative Schools ....... Pg. 33

Gender ....................................................................................................... Pg. 34 Primary Home Language ........................................................................... Pg. 35 Country of Birth .......................................................................................... Pg. 36 Recent Arrivals ........................................................................................... Pg. 37 Racial Background ..................................................................................... Pg. 38 Special Education Needs ........................................................................... Pg. 39 Socio-economic Background ...................................................................... Pg. 40 Family Structure ......................................................................................... Pg. 41 Parents’ Education ..................................................................................... Pg. 42 Parents’ Place of Birth ................................................................................ Pg. 43 Parental Involvement ................................................................................. Pg. 44

Achievement Characteristics of the Students Enrolled in Alternative Schools ........ Pg. 45

Senior Kindergarten ................................................................................... Pg. 45

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Elementary ................................................................................................. Pg. 46 School Effects – Alternative Elementary Schools ....................................... Pg. 50 Secondary .................................................................................................. Pg. 52 School Effects – Alternative Secondary Schools ........................................ Pg. 55 Student Engagement ................................................................................. Pg. 55 Student Absenteeism Rates ....................................................................... Pg. 55 Student Suspension Rates ......................................................................... Pg. 56 Student Mobility Rates ............................................................................... Pg. 57

SPECIALIZED SCHOOLS, SPECIALIZED PROGRAMS, AND OTHER PROGRAMS .... Pg. 58 Students in the International Baccalaureate Programs .......................................... Pg. 58 Demographic Characteristics of the Students Enrolled in the International Baccalaureate Programs ....................................................................................... Pg. 60 Achievement Characteristics of the Students Enrolled in the International Baccalaureate Programs ....................................................................................... Pg. 64 Student Engagement ............................................................................................. Pg. 66 Arts and Sports Related Elementary Specialized Schools and Programs .............. Pg. 66 Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs ....................................... Pg. 67 Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs ....................................... Pg. 71 Secondary Specialized Schools and Programs ...................................................... Pg. 72 Arts and Sports Related Secondary Specialized Schools and Programs ............... Pg.73 Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs ........................................ Pg. 74 Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs ........................................ Pg. 77 POLICY IMPLICATIONS AND RECOMMENDATIONS .................................................... Pg. 79 REFERENCES .................................................................................................................. Pg. 82

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TABLES Table 1: Percentage of Students Enrolled in French Immersion Programs

by Racial Background ............................................................................. Pg. 19

Table 2: Percentage of Students Enrolled in French Immersion Programs by Family SES......................................................................................... Pg. 22

Table 3: Percentage of Students Enrolled in French Immersion Programs by Family Structure ................................................................................. Pg. 23

Table 4: Percentage of Students Enrolled in French Immersion Programs by Parents’ Education ............................................................................. Pg. 23

Table 5: Percentage of Students Enrolled in Alternative Schools by Racial Background ............................................................................. Pg. 38 Table 6: Percentage of Students Enrolled in Alternative Schools by Family SES......................................................................................... Pg. 40 Table 7: Percentage of Students Enrolled in Alternative Schools by Family Structure ................................................................................. Pg. 41 Table 8: Percentage of Students Enrolled in Alternative Schools by Parents’ Education ............................................................................. Pg. 42 Table 9: Enrolment and Grade Range of Alternative Elementary Schools ............. Pg. 46 Table 10: Hierarchical non-Linear Modelling (HNLM) Fixed Effects Estimates: Grade 6 Report Card Marks and EQAO, 2008-09 ................................. Pg. 51 Table 11: Enrolment, Grade Range, and Average Age in the Alternative Secondary Schools ............................................................................... Pg. 54 Table 12: Hierarchical non-Linear Modelling (HNLM) Fixed Effects Estimates: Graduation of 17-21 Year-Olds and OSSLT, 2008-09 ........................... Pg. 55 Table 13: PYP, MYP, and IB Diploma Programs Offered in the TDSB Elementary and Secondary Schools ........................................................................ Pg. 59 Table 14: Percentage Distribution of the International Baccalaureate Students Enrolled in TDSB Schools by Student Demographics ............................ Pg. 61 Table 15: Percentage Distribution of the International Baccalaureate Students Enrolled in TDSB Schools by Household Characteristics ...................... Pg. 63 Table 16: Achievement Characteristics of International Baccalaureate Elementary School Students Compared to the TDSB ............................. Pg. 64 Table 17: Achievement Characteristics of International Baccalaureate Secondary School Students Compared to the TDSB .............................. Pg. 65

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Table 18: Student Engagement of the International Baccalaureate Students Compared to the TDSB .......................................................................... Pg. 66 Table 19: Arts and Sports Related Elementary Specialized Schools and Programs ............................................................................................... Pg. 66 Table 20: Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs ............ Pg. 68 Table 21: Household Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs ............ Pg. 70 Table 22: Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs ............. Pg. 71 Table 23: Student Engagement of the Specialized Students Compared to the TDSB .................................................................................................... Pg. 72 Table 24: Arts and Sports Related Secondary Specialized Schools and Programs ............................................................................................... Pg. 73 Table 25: Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs ............. Pg. 75 Table 26: Household Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs ............. Pg. 77 Table 27: Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs Compared to the TDSB ......................................................................... Pg. 78 Table 28: Student Engagement of Students Enrolled in the TDSB Secondary Specialized Schools or Programs Compared to the TDSB .................... Pg. 78

FIGURES

Figure 1: Percentage of Students Enrolled in French Immersion Programs by Gender and Percentage of All French Immersion Students in the TDSB Over Time ..................................................................................... Pg. 14 Figure 2: Percentage of Students Enrolled in French Immersion Programs by Grade ................................................................................................ Pg. 15 Figure 3: Percentage of Students Enrolled in French Immersion Programs by Primary Home Language ................................................................... Pg. 16 Figure 4: Percentage of Students Enrolled in French Immersion Programs by Country of Birth ................................................................................. Pg. 17 Figure 5: Percentage of Students Enrolled in French Immersions Programs by Recent Arrivals .................................................................................. Pg. 18

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Figure 6: Percentage of Students Enrolled in French Immersions Programs by Special Education Needs (Excluding Gifted) ...................................... Pg. 20 Figure 7: Percentage of Students Enrolled in French Immersions Programs by Family Income ................................................................................... Pg. 21 Figure 8: Percentage of Students Enrolled in French Immersions Programs by Parents’ Place of Birth ....................................................................... Pg. 24 Figure 9: Percentage of Students Enrolled in French Immersions Programs by Parental Involvement ......................................................................... Pg. 25 Figure 10: Percentage of Students Enrolled in French Immersions Programs by Quadrant ......................................................................................... Pg. 26 Figure 11: Percentage of French Immersions Senior Kindergarten Students with High EDI Scores (Top 25th Percentile) on Each of the Five Domains .... Pg. 27 Figure 12: Percentage of French Immersion Students Achieving At or Above the Provincial Standard (Level 3 and 4) in EQAO and Report Card Reading, Writing, and Mathematics ...................................................... Pg. 28 Figure 13: Percentage of French Immersion Students Achieving At or Above the Provincial Standard (Level 3) in EQAO Grade 9 Assessment of Mathematics ......................................................................................... Pg. 29 Figure 14: Percentage of Fully Participating First-time Eligible French Immersion Students in the OOSLT ........................................................................ Pg. 30 Figure 15: French Immersion Student Absenteeism Rates Compared to the TDSB ................................................................................................... Pg. 31 Figure 16: French Immersion Student Suspension Rates (Number of Students Suspended by Enrolment) Compared to the TDSB .............................. Pg. 31 Figure 17: French Immersion Student Mobility Rates Compared to the TDSB ....... Pg. 32 Figure 18: Percentage of Students Enrolled in Alternative Schools by Gender .................................................................................................. Pg. 34 Figure 19: Percentage of Students Enrolled in Alternative Schools by Primary Home Language...................................................................... Pg. 35 Figure 20: Percentage of Students Enrolled in Alternative Schools by Country of Birth .................................................................................... Pg. 36 Figure 21: Percentage of Students Enrolled in Alternative Schools by Recent Arrivals ..................................................................................... Pg. 37 Figure 22: Percentage of Students Enrolled in Alternative Schools by Special Education Needs (Excluding Gifted) ........................................ Pg. 39

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Figure 23: Percentage of Students Enrolled in Alternative Schools by Parents’ Place of Birth .......................................................................... Pg. 43 Figure 24: Percentage of Students Enrolled in Alternative Schools by Parental Involvement ............................................................................ Pg. 44 Figure 25: Percentage of Senior Kindergarten Students in Alternative Schools with High EDI Scores on Each of the Five Domains ............................. Pg. 45 Figure 26: Scatter plot of Composite Index (LOI & Spec. Ed. Needs) and Current Aggregate Achievement Results for Grades 3 and 6 from 2006-07 to 2008-09 .............................................................................. Pg. 47 Figure 27: Percentage of Grade 3 Alternative School Students Achieving At or Above the Provincial Standard (All Students) in EQAO Reading, Writing, and Mathematics ..................................................................... Pg. 48 Figure 28: Percentage of Grade 6 Alternative School Students Achieving At or Above the Provincial Standard (All Students) in EQAO Reading, Writing, and Mathematics ..................................................................... Pg. 49 Figure 29: Percentage of Students in Alternative Schools Achieving At or Above the Provincial Standard (All Students) in Report Card Reading, Writing, and Mathematics ..................................................................... Pg. 50 Figure 30: TDSB Secondary Schools Overall Achievement Scores in Relation to Composite Index of LOI & Special Education Needs 2007-09 .............. Pg. 53 Figure 31: Secondary Student Success Indicators in the Alternative Schools ........ Pg. 54

Figure 32: Absenteeism Rates for Students Enrolled in Alternative Schools Compared to the TDSB ........................................................................ Pg. 56

Figure 33: Suspension Rates (Number of Students Suspended by Enrolment) for Students Enrolled in Alternative Schools Compared to the TDSB ........ Pg. 56

Figure 34: Mobility Rates for Students Enrolled in Alternative Schools Compared to the TDSB ......................................................................... Pg. 57

APPENDICES

Appendix A: Technical Notes ................................................................................. Pg. 84

Appendix B: Supplemental Tables – Elementary Panel Alternative Schools .......... Pg. 86

Appendix C: Supplemental Tables – Secondary Panel Alternative Schools ........... Pg. 91

Appendix D: Supplemental Tables – Extended French Students ........................... Pg. 95

Appendix E: Supplemental Tables – Achievement Results by Gender in French Immersion, Alternative Schools, and Other Specialized Schools and Programs .......................................................................................... Pg. 99

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PROGRAMS OF CHOICE IN THE TDSB: CHARACTERISTICS OF STUDENTS IN FRENCH IMMERSION, ALTERNATIVE SCHOOLS, AND OTHER SPECIALIZED SCHOOLS AND PROGRAMS

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EXECUTIVE SUMMARY

“The TDSB currently offers 19 elementary and 22 secondary alternative schools, and a wide

range of specialized programs and French Immersion programming. Alternative schools, French

Immersion programs, and other specialized programs have an open boundary concept allowing

parents to choose their child’s school from within and outside their geographical catchment

area” (TDSB, 2010). The purpose of this study is to provide policy makers and practitioners a

systematic review of the school and student characteristics for French Immersion programs,

alternative schools, and other specialized schools and programs to support evidence informed

decision-making.

Linking student and school contextual data from various sources such as, the parent and

student census surveys, the Student Information System, provincial assessments, the Early

Development Instrument (EDI), report card marks, and secondary success indicators, enables

us to describe the demographic and achievement characteristics of the TDSB students in

French Immersion, alternative schools, and other specialized schools and programs.

The following patterns and recommendations are apparent from the key findings in this study

based on the Programs of Choice in the TDSB:

French Immersion Programs The percentage of students enrolled in French Immersion programs varies by grade. The

majority of French Immersion students enrol in the primary grades. The enrolment rates in

French Immersion programs gradually decline in the junior and middle elementary grades

and reach the greatest decline in the secondary grades.

Overall, about 1 in 20 TDSB students in Grades K-12, are enrolled in French Immersion

programs. Students of immigrant parents, from a single-parent household, of a minority

group, born outside of Canada, recently arrived to Canada, with special education needs, or

living in families with a low socio-economic status (SES) or with a low educational

background are less likely to enrol in French Immersion programs across the TDSB.


2

Overall, French Immersion appears to be an effective program for promoting French-English

bilingualism among English speaking students in the TDSB. Students in French Immersion

programs have strong French-language skills and show higher achievement in English

Literacy and Mathematics compared to their monolingual peers, both in elementary and

secondary schools (See also in Canadian Council on Learning, 2007).

Findings in this study suggest that Grade 6 French Immersion students perform better on

the Education Quality and Accountability Office (EQAO) assessments in Reading, Writing,

and Mathematics than English students not in a French Immersion program, even when

tested in English. Grade 3 French Immersion students perform better on the Mathematics

test administered in French than those who are taught in English and write the test in

English (See also in Canadian Council on Learning, 2007).

Overall, this research suggests that students with special education needs (excluding

students in Gifted programs) can succeed in French Immersion programs (See also in

Canadian Council on Learning, 2007). Grade 6 French Immersion students with special

education needs (excluding students in Gifted programs) achieve higher rates than their

counterparts in the TDSB in all of the EQAO assessments.

Higher levels of student engagement is recorded among the students attending the French

Immersion programs. French Immersion students are less likely to be cited for discipline

problems and absenteeism and have lower within-year mobility rates compared to students

in the TDSB in general.

Students in French Immersion are more likely to have parents who are involved in a range

of school activities (e.g., attend parent-teacher interviews, speak with their child’s teacher,

attend meetings and events at the school, and volunteer at the school) than parents of

TDSB students in general.

Alternative Schools

Overall, about 1.7% of all students in Grades K-12 are enrolled in alternative schools in the

TDSB. A majority of these students attend alternative secondary schools. Alternative

schools tend to be less diverse than other schools in the TDSB in general. Alternative

schools largely serve students from more affluent families (e.g., families with high SES, a


3

two-parent household, and parents with higher education) but the differences are relatively

lower in alternative secondary schools compared to alternative elementary schools.

Most of the alternative schools have fewer proportions of recent arrivals, minority students,

and students with special education needs than the TDSB in general; although a small

number of alternative schools are focused almost exclusively on students’ cultural

backgrounds and students at-risk of educational failure.

Academic achievement of the students in the alternative schools varies widely across the

panels as does each school’s approach to curriculum delivery. Overall, most of the

alternative elementary schools show above-average achievement in Literacy and

Mathematics as measured by report card marks.

There was no significant difference between alternative elementary schools and students in

regular TDSB schools in Reading and Mathematics as measured by elementary report card

marks after controlling for student and school SES. An immediate conclusion is that a

considerable proportion of the alternative schools’ performance in report card marks can be

accounted for (on a statistical basis) by differences in their populations with respect to

student characteristics associated with achievement.

A majority of students in alternative schools in the secondary panel are on average older

than 18 years of age and are age-appropriate for year 5 or above. On average, a lower

percentage of 17-21 year-old students in alternative secondary schools graduate compared

to their peers in the TDSB in general. However, school achievement results vary across

schools. “Each alternative school is unique, with a distinct identity and approach to

curriculum delivery” (TDSB, 2010, para. 1) and this should be taken into consideration when

looking into the achievement results of alternative schools.

Students who attend alternative elementary and secondary schools are less likely to be

cited for discipline problems. Students’ absenteeism and mobility rates varies across

schools; however, on average, absenteeism and within-year mobility rates are higher in

alternative secondary schools than alternative elementary schools and in the board in

general.

Students enrolled in both alternative elementary and secondary schools are more likely to

have parents who are involved in a range of school activities (e.g., attend parent-teacher


4

interviews, speak with their child’s teacher, attend meetings and events at the school, and

volunteer at the school) than parents of TDSB students in general.

The International Baccalaureate Program

The International Baccalaureate (IB) Program provides educational choices for students

aged 3-19 and its programs are offered in 10 schools across the TDSB. Two schools offer

the IB Primary Years Program (PYP) (ages 3-12), 2 schools offer the IB Middle Years

Program (MYP) (ages 11-16), and 6 schools offer the IB Diploma Program (ages 16-19)

(TDSB, 2010; The International Baccalaureate, 2010). The IB programs largely serve

students from the most affluent families (e.g., families with high SES, two-parent families,

and parents with a high level of education).

Demographic differences are found in enrolment among students in PYP and MYP

compared with the IB Diploma Program. Student population in the primary and middle years

programs tend to be less diverse than the students in the IB Diploma Program. A greater

percentage of students enrolled in the IB Diploma Program have immigrant parents

compared to TDSB students in general. White students have the highest participation in all

three programs compared to students from other racial backgrounds. There are relatively

higher percentages of students from East Asian, South Asian and Southeast Asian

backgrounds in the IB Diploma Program compared with their representation in the TDSB in

general.

The IB Programs appear to be very effective in promoting academic achievement of

students. Students enrolled in the PYP, MYP, and IB Diploma Program show significantly

higher achievement rates in both standardized tests and teacher assessments. Almost all of

the students in the IB Diploma Program write the Ontario Secondary School Literacy Test

(OSSLT) successfully and accumulate 7 or more credits by the end of Grade 9, 15 or more

credits by the end of Grade 10, and graduate on time.

Students enrolled in IB programs demonstrate higher levels of engagement, are less likely

to be cited for discipline problems and absenteeism, and have lower within-year mobility

rates compared to TDSB students in general.

Students enrolled in IB programs are more likely to have parents who are involved in a

range of school activities (e.g., attend parent-teacher interviews, speak with their child’s


5

teacher, attend meetings and events at the school, and volunteer at the school) than parents

of TDSB students in general.

Arts and Sports Related Programs in Elementary Schools

The percentage of students enrolled in arts schools, CyberARTS, and High Performance

Athletes programs varies by student gender, language, country of birth, recent arrival, and

racial background. A relatively higher percentage of female students are enrolled in all of the

three arts and sports related specialized programs in the elementary panel. The highest

enrolment of female students is in the High Performance Athletes Programs.

A majority of students enrolled in the arts schools and the High Performance Athletes

programs speak only English at home. A higher percentage of the students enrolled in the

CyberARTS program speak a language other than English at home. Similar patterns are

observed when looking at the country of birth for students enrolled in the arts and sports

related programs in TDSB elementary schools.

The highest representation of recent arrivals is in the CyberARTS program. White students

are the highest group represented in the arts and High Performance Athletes programs. The

highest group enrolled in the CyberARTS programs are East Asian students.

Student enrolment in the elementary panel arts and sports related specialized programs

varies by students’ household characteristics. Students enrolled in arts schools,

CybeARTS, and High Performance Athletes programs are more likely to be from families

with high SES backgrounds, live in two-parent families, and have university educated

parents.

Children of immigrant parents and children of non-immigrant parents nearly equally

participate in arts schools. A higher percentage of students from immigrant parents enrol in

the CyberARTS programs. Children of immigrant parents are relatively less likely to attend

the High Performance Athletes programs.

Arts and sports related specialized programs in elementary schools appear to be very

effective in promoting the academic achievement of students. Students enrolled in these

programs show significantly higher achievement results in both standardized tests and

report card marks. All of the students enrolled in the High Performance Athletes programs


6

achieve at or above the provincial standard (Level 3) in EQAO Grade 6 Reading, Writing,

and Mathematics assessments.

Higher levels of student engagement is recorded among the students enrolled in the

elementary panel arts and sports related specialized programs. Students enrolled in the arts

schools, CyberARTS, and High Performance Athletes programs are less likely to be cited for

discipline problems and absenteeism and have lower within-year mobility rates compared to

TDSB students in general.

Students enrolled in the arts schools are more likely to have parents who are involved in a

range of school activities (e.g., attend parent-teacher interviews, attend meetings and

events at the school, and volunteer at the school) than parents of TDSB students in general.

Arts and Sports Related Programs in Secondary Schools

The percentage of students enrolled in Arts Focus, Cyber Arts, and Elite Athletes programs

varies by student gender, language, country of birth, recent arrivals, student racial

background, and special education needs. A relatively higher percentage of female students

are enrolled in the Arts Focus programs. Cyber Arts programs have a relatively higher

percentage of male students than female students.

A majority of the students enrolled in the Arts Focus and Elite Athletes programs speak only

English at home. A higher percentage of the students enrolled in the Cyber Arts program

speak a language other than English at home. A majority of the students enrolled in the Arts

Focus, Cyber Arts, and Elite Athletes programs are born in Canada. Relative to the TDSB

and other programs, the highest representation of recent arrivals is in the Cyber Arts

programs. White students are the highest group represented in the Arts Focus and Elite

Athletes programs. The highest group enrolled in the Cyber Arts programs are South Asian

students, followed by White and East Asian students

Student enrolment in the secondary panel arts and sports related specialized programs

varies by students’ household characteristics. In comparison with other students in the

TDSB, students enrolled in the Arts Focus and Elite Athletes programs are more likely to be

from a family with a high SES background, live in two-parent families, and have university

educated parents. Student enrolment in the Cyber Arts programs in relation to family SES,

family structure, and parent’s education levels shows a somewhat similar pattern to the


7

TDSB in general. Children of immigrant parents are relatively less likely to enrol in the Arts

Focus and Elite Athletes programs, but more likely to enrol in the Cyber Arts programs

compared with students in the TDSB in general.

Arts and sports related specialized programs in the secondary panel appear to be very

effective in promoting the academic achievement of students. In all grades, achievement in

Literacy and Mathematics for students in the arts and sports related specialized secondary

schools and programs were considerably higher than that of the TDSB averages in both

standardized tests and teacher assessments.

Higher levels of student engagement are recorded among the students enrolled in the

secondary panel arts and sports related specialized programs. Students enrolled in the

secondary panel arts and sports related specialized programs are less likely to be cited for

discipline problems and absenteeism, and have lower within-year mobility rates compared

with TDSB students in general.


8

Policy Implications and Recommendations The TDSB’s Vision, sets the goals and necessary skills and knowledge to prepare students in

rapidly globalized world by providing finest teaching and learning environments through regular,

alternative, or specialized schools and programs in the TDSB. Currently, a diverse collection of

alternative schools, specialized schools and programs is available through the TDSB’s

Programs of Choice. For example, these include French Immersion programs, the International

Baccalaureate programs, alternative schools, arts schools, CyberARTS, and High Performance

Athletes Programs.

School and program choices and school demographics are equally related. With few

exceptions, social structure of the students who attend alternative schools and specialized

schools and programs are more likely to come from families with higher SES, non-immigrant

status, a two-parent family structure, and have parents with a high level of education. In general,

this is more evident in the French Immersion programs.

It may look likely that learning English as a second language presents enough of a challenge to

immigrant students whose first language is not English. However, the available evidence shows

that immigrant English Language Learners (ELLs) enrolled in regular or French Immersion

programs achieve as well as their English speaking counterparts. ELLs who attend to French

Immersion with developed literacy in their mother tongue usually achieve even better than the

English speaking students (Hurd, 1993; Swain et al., 1990, as cited in Canadian Council on

Learning, 2007, p.9).

Today a variety of alternative schools and specialized schools and programs are available in the

TDSB; however, the students attending these schools and programs do not reflect the diversity

of the TDSB population as a whole. Therefore, policy makers should focus their attention on

attracting students by responding to the needs of their student community and by providing the

options that parents, students, and teachers seek.

Policy makers should take into account that “recent immigrants are not progressing as well as

earlier immigrants despite the fact that Canada has improved wealth and decreasing

unemployment for quite a few years” (Human Resources and Social Development Canada,

2007, as cited in Levin, 2008, p. 394). Therefore, in the absence of public resources such as

Programs of Choice, these students from challenging family circumstances face considerable


9

obstacles. School community engagement can be an effective strategy to identify and remove

barriers to learning and increase enrolment through the Programs of Choice initiative as well as

in regular programs.

While it is not evident through achievement outcomes of the students in alternative secondary

schools, some common characteristics of alternative schooling and specialized programs in the

TDSB can be used to confirm the directions suggested by the learning sciences. Many teaching

practices developed in alternative schools and specialized programs, such as student-focused

and independent learning, personalized learning, differentiated teaching and learning, project-

based and cooperative learning have become increasingly common throughout regular schools

in the TDSB (See also in OECD, 2008). Successful teaching and instructional practices that will

be developed in the newly proposed four elementary Programs of Choice (a Boys Leadership

Academy for Grades K-3, a Girls Leadership Academy for Grades 4-8, a Co-educational Choir

School for Grades 4-8, and a Co-educational Sports Academy for Grades 4-8) can also set

directions and contribute to the learning of the students in the regular schools in the TDSB.


10


11

BACKGROUND AND RATIONALE

“The Board currently offers 19 elementary and 22 secondary alternative schools, and a wide

range of specialized programs and French Immersion programming. Alternative schools, French

Immersion programs, and other specialized programs have an open boundary concept allowing

parents to choose their child’s school from within and outside their geographical catchment

area” (TDSB, 2010).

Currently, the Board approved a feasibility study for 4 new elementary Programs of Choice

(TDSB, 2010):

Boys Leadership Academy, Grades K-3;

Girls Leadership Academy, Grades 4-8;

Choir School, Grades 4-8, Co-educational; and

Sports Academy, Grades 4-8, Co-educational.

The purpose of this study is to provide policy makers and practitioners a systematic review of

the student and school characteristics for TDSB French Immersion programs, alternative

schools, and other specialized schools and programs to support evidence informed decision-

making.

Linking student and school contextual data from various sources such as the parent and student

census surveys, the Student Information System, provincial assessments, the Early

Development Instrument (EDI), report card marks, and secondary success indicators, enabled

us to describe the demographic and achievement characteristics of the TDSB students in

French Immersion, alternative schools, and other specialized schools and programs.

This report provides a comprehensive analysis and findings on the following four main topics:

1. Trends in the distribution of enrolment in French Immersion, alternative schools, and other

specialized schools and programs in the TDSB;

2. Demographic characteristics of students enrolled in French Immersion, alternative schools,

and other specialized schools and programs in the TDSB;

3. Academic characteristics of students enrolled in the French Immersion, alternative schools,

and other specialized schools and programs in the TDSB; and

4. Differentiated school effects on student achievement in the alternative schools in the TDSB.


12

METHODOLOGY

This study uses both descriptive and inferential statistics to study overall student demographic

and achievement patterns in French Immersion, alternative schools, and other specialized

schools and programs in the TDSB.

Students enrolled in French Immersion, alternative, and other specialized schools and programs

are based on the data extracts provided by the TDSB Information Technology - School

Information Systems Department. Demographic and achievement characteristics of the TDSB

students in these programs are based on the parent and student census surveys, the Student

Information System, provincial assessments, the Early Development Instrument (EDI), report

card marks, and secondary success indicators.

Throughout the study quantitative methods and inferential statistics was used to make

predictions about the achievement outcomes of the alternative schools. Hierarchical Linear

Models (HLM) applied in studying the school effects in Alternative Schools. As explained by

Raudenbush and Willms (1995), “studies of school effects are quasi-experiments, and

estimation requires some attempt to identify and control for exogenous covariates that are

confounded with the ‘treatment’ provided by the school” (p. 310, as cited in Winokur, 2004).

School effects using multilevel analysis only applied when examining the alternative schools in

regards to answering the fourth topic in this report. This report only used the variables and data

already available in the TDSB.

FINDINGS

The findings for this report are organized into four sections that correspond with the study topics

listed in the Background and Rationale section. Each section presents the overall student

demographic and achievement characteristics of the students in the French Immersion

programs, alternative schools, International Baccalaureate (IB) Programs, and other specialized

programs and schools respectively. Arts and sports related specialized programs in elementary


13

and secondary schools are studied separately under the title of Other Specialized Programs and

Schools.

Supplemental information related to the findings of this report is provided in the Appendices

section. For example, readers can find the demographic and achievement characteristics of the

students in the Extended French programs as additional information in the Appendix D: Tables

D1-D5. Student achievement by gender in French Immersion, alternative schools, and other

specialized schools and programs can be found in the Appendix E: Tables E1-E12.

FRENCH IMMERSION EDUCATION IN THE TDSB

French Immersion is one of several French as a Second Language (FSL) program options

available in elementary and secondary schools across the TDSB1.

The TDSB offers both an Early French Immersion program and a Middle French Immersion

program. The French Immersion programs are designed for students who do not speak French

at home. The Early Immersion Program begins in Senior Kindergarten. It offers 100% French

instruction in the classroom until the end of Grade 3. All subjects are taught in French (TDSB,

2010).

The Middle Immersion Program begins in Grade 4. This program offers 100% French instruction

in the classroom for Grades 4 and 5 and English is re-introduced in Grade 6 for about one hour

daily. After Grade 6, the Middle Immersion students blend with the Early Immersion students to

continue their studies to the end of secondary school (TDSB, 2010).

The French Immersion program continues at the secondary level for students in Grades 9-12.

Students who successfully complete the sequence of four French courses in the French

Immersion program and a minimum of 6 courses in other subjects where French is the language

of instruction, for a total of 10 credits, are eligible for a Certificate of Bilingual Studies in French

Immersion from the TDSB (TDSB, 2010).

In the middle school years, Grades 6, 7, and 8, the Early French Immersion program is a half

day program. Fifty percent (50%) of the day is in French and 50% of the day is in English. There

1 Information regarding Programs of Choice directly taken from TDSB internal documents through the intranet and/or

public website. For further information please see http://www.tdsb.on.ca/programs/

http://www.tdsb.on.ca/programs/


14

are 22 schools across the TDSB that offer the continuation of the French Immersion program at

the middle school level (TDSB, 2010).

The TDSB currently offers Extended French programs. The Extended French programs are

designed for students who do not speak French at home (TDSB, 2010). The demographic and

achievement characteristics of the students in the Extended French programs can be found in

the Appendix D: Tables D1-D5.

Demographic Characteristics of the Students Enrolled in French Immersion Programs In this section, we examine the student and household characteristics of students enrolled in

French Immersion programs compared to all other TDSB students. The percentage of students

enrolled in the French Immersion programs varies by grade, race, ethnicity, family structure,

family SES, parents’ level of education, recent arrival status, region, and special education

needs status.

Gender

In 2009-10, the overall percentage of students enrolled in French Immersion programs is 6%.

Comparing 2007-08 to 2008-09 and 2009-10, there is a 1% increase in the percentage of

students enrolled in French Immersion programs. Among these students, 57% of them are

female students (Figure 1).

Figure 1: Percentage of Students Enrolled in French Immersion Programs by Gender and Percentage of All French Immersion Students

in the TDSB Over Time

57%57%57%43% 43% 43%

6%5% 6%0%

10%20%30%40%50%60%70%

2007-08 2008-09 2009-10

Enrolment Year

Pe

rce

nta

ge

of

Stu

de

nts

Female Male All

SOURCE: TDSB Data Warehouse extracts as of October 31

st 2007, 2008, and 2009.


15

Grade

The percentage of students enrolled in French Immersion programs in 2009-10 varies by grade.

The majority of French Immersion students are enrolled in the primary grades (14% in SK, 13%

in Grade 1, 11% in Grade 2, and 9% in Grade 3). The enrolment rates in French Immersion

programs gradually decline in the junior (9% in Grade 4 and 8% in Grades 5 and 6) and middle

elementary grades (6% in Grades 7 and 8) and reaches the greatest decline in the secondary

grades (4% in Grades 9-12) (Figure 2).

Figure 2: Percentage of Students Enrolled in French Immersion Programs by Grade

SOURCE: TDSB Data Warehouse extracts as of October 31st, 2009

3.9% 4.0% 3.9% 4.2% 5.9% 6.1%

7.5% 8.3%

14.1% 13.1% 11.1%

9.4% 8.6%

0%

2%

4% 6%

8% 10%

12%

14% 16%

SK Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Grade

Pe

rce

nta

ge

of

Stu

de

nts


16

Primary Home Language

With a high percentage of students speaking a language other than English at home within the

TDSB (54%), one would expect a very diverse language profile among the students in French

Immersion programs. The majority of the French Immersion students speak only English at

home, much higher than the TDSB average. This distribution is consistent across the divisions.

For example, from Grades SK- 6, 68% of the French Immersion students speak only English at

home, compared to 46% in the TDSB in general (Figure 3).

Figure 3: Percentage of Students Enrolled in French Immersion Programs by Primary Home Language

46%

70%

45%

69%

46%

54%

30%

55%

31%

54%

68%

32%

0%

20%

40%

60%

80%

100%

French

Immersion

TDSB French

Immersion

TDSB French

Immersion

TDSB

Per

cen

tag

e o

f S

tud

ents

English non English

SK - Grade 6 Grade 7 - 8 Grade 9 - 12

SOURCE: TDSB Data Warehouse extracts as of October 31st, 2009.


17

Country of Birth

Figure 4 shows the French Immersion student enrolment based on country of birth compared to

the TDSB across the divisions. There is a higher percentage of students in French Immersion

programs born in Canada (91-92%) compared with all students in the TDSB (64-81%). The

greatest difference in enrolment of French Immersion students based on students’ country of

birth compared with students in the TDSB in general was in Grades 9-12 (91% versus 64%).

Figure 4: Percentage of Students Enrolled in French Immersion Programs by Country of Birth

81%91%

71%91%

64%

19%9%

29%

9%

36%

92%

8%

0%

20%

40%

60%

80%

100%

French

Immersion

TDSB French

Immersion

TDSB French

Immersion

TDSB

Perc

en

tag

e o

f S

tud

en

ts

Canada Outside of Canada

SK - Grade 6 Grade 7 - 8 Grade 9 - 12 SOURCE: TDSB Data Warehouse extracts as of October 31

st, 2009.


18

Recent Arrivals

Figure 5 shows the distribution of recent arrivals in French Immersion programs compared to

the TDSB across the divisions in 2009-10. A smaller percentage of recent arrivals participate in

the French Immersion programs compared with students in the TDSB in general in all divisions.

For example, in Grades SK-6, 1% of French Immersion students have been in Canada between

1 and 3 years compared to 7% of students in the TDSB in general.

Figure 5: Percentage of Students Enrolled in French Immersion Programs by Recent Arrivals

1%

7%

7%

9%

8%

5%

6%

1%

5%

0.3%

0.3%

1%

0.2%

0.1%

2%

5%

15121

259958

10905

137360

1803

35270

87328

2413

French Immersion

TDSB

French Immersion

TDSB

French Immersion

TDSB

French Immersion

TDSB

Gr.

SK

-6G

r.7

-8G

r.9

-12

Co

mb

ine

d

1-3 Years 4-5 Years

Count


NOTE: Count represents the total number of students in each division for each group.


19

Racial Background

With respect to student racial background, a greater percentage of White students attend

French Immersion programs in the TDSB than do students of any other racial background. Sixty

percent (60%) of the French Immersion students in Grades 7-8, 62% in Grades 9-12, and 57%

in Grades SK-6 identified themselves as White through the Student and Parent Censuses. In

the TDSB, the proportions of White students within these grades are 31%, 33%, and 29%

respectively (Table 1).

Table 1: Percentage of Students Enrolled in French Immersion Programs by Racial Background

Racial Background Grades SK-6 Grades 7-8 Grades 9-12

FI TDSB FI TDSB FI TDSB

Total (%) 6417 (7%) 95404 1495 (4%) 34067 2042 (3%) 70410

Aboriginal <1%† <1%† 0% <1%† <1%† <1%†

Black 9% 10% 12% 15% 9% 12%

East Asian 8% 15% 7% 16% 9% 20%

Latin American 1% 2% 2% 2% 2% 2%

Middle Eastern 3% 4% 3% 5% 3% 5%

South Asian 4% 27% 3% 21% 5% 19%

Southeast Asian 2% 4% 2% 4% 2% 3%

White 57% 29% 60% 31% 62% 33%

Mixed 16% 9% 11% 6% 9% 5%

SOURCE: TDSB Student Census, Grades 7-12, 2006-07 and TDSB Parent Census Grades, K-6, 2007-08. †Where percentages are less than 0.5%, "<1%" is shown NOTE: Percentages in tables may not add up to 100 due to rounding.


20

Special Education Needs

The proportion of French Immersion students identified as having special education needs

(excluding students in the Gifted programs)2 is considerably less than the TDSB in general in

both the elementary and secondary panels. For example, overall about 4% of the French

Immersion students are identified as having special education needs compared to 15% having

special education needs in the TDSB in general (Figure 6).

Figure 6: Percentage of Students Enrolled in French Immersion Programs by Special Education Needs (Excluding Gifted)

3.5%

14.2%

3.5%

16.4%

3.5%

14.9%

2599581512186374234317358412778

0%

5%

10%

15%

20%


%SPED

Elementary CombinedSecondary


st, 2009.

NOTE: Count represents the total number of students in each panel for each group.

2 Special education needs students are students who have been formally identified by an Identification, Placement,

and Review Committee (IPRC), as well as students who have an Individual Education Plan (IEP). Students whose sole identified exceptionality is gifted are not included in this subgroup (EQAO, 2010).


21

Socio-economic Background

French Immersion students tend to come from less challenging family circumstances compared

with TDSB students in general. In 2009-10, a majority of the French Immersion students are

from the highest family income decile3 (23%). Only 4% of the French Immersion students are

from the lowest family income decile (Figure 7).

Figure 7: Percentage of Students Enrolled in French Immersion Programs by Family Income

4% 4% 5% 7% 7% 9% 11% 12%18%

23%

0%

5%

10%

15%

20%

25%

lowest

Income

2 3 4 5 6 7 8 9 highest

incomeFamily Income

Pe

rce

nta

ge

of

Stu

de

nts


st, 2009 and family income data based on the neighbourhoods

students reside in, from the 2006 National Census.

3 Family income was approximated by using the average family income based on the neighbourhoods students reside in, according

to the 2006 National Census. All students in the TDSB were divided into 10 income groupings (of equal values), from lowest income to highest income (Brown, 2010).


22

Similar patterns emerge when looking at the TDSB Student and Parent Census surveys,

Grades K-12. A higher percentage of French Immersion students are in the highest SES

category across the grades. For example, in Grades 9-12, 49% of the French Immersion

students are from families with the highest SES (parents employed in professional/senior

management) compared to 29% of parents of students in the TDSB in general (Table 2).

Table 2: Percentage of Students Enrolled in French Immersion Programs by Family SES

Family SES Grades SK-6* Grades 7-8† Grades 9-12†


Total (%) 5926 (7%) 85914 1296 (5%) 24889 1749 (4%) 48405

Professional/Senior Management ($100,000+)

51% 22% 44% 25% 49% 29%

Semi-Professional/Middle Management ($75,000-$99,999)

15% 10% 33% 29% 32% 32%

Skilled/Semi-skilled Clerical/Trades ($50,000-$74,999)

15% 18% 16% 28% 14% 24%

Unskilled Clerical/Trades ($30,000-$49,999)

10% 23% 5% 14% 4% 12%

Non-Remunerative (Less than $30,000)

8% 27% 2% 4% 1% 3%

SOURCE: TDSB Student Census, Grades 7-12, 2006-07 and Parent Census, Grades K-6, 2007-08. *Annual household income distribution from the TDSB Parent Census, Grades K-6, 2007-08. †Parents’ employment status from the TDSB Student Census, Grades 7-12, 2006-07. NOTE: Percentages in tables may not add up to 100 due to rounding.


23

Family Structure

Student and Parent Census results show that a higher percentage of French Immersion

students are in two-parent families compared to TDSB students in general. For example, in

Grades 9-12, 82% of French Immersion students versus 74% of students in the TDSB in

general have both of their parents present at home (Table 3).

Table 3: Percentage of Students Enrolled in French Immersion Programs by Family Structure

Family Structure Grades SK-6 Grades 7-8 Grades 9-12


Total (%) 6368 (7%) 94058 1485 (4%) 33553 2046 (3%) 69610

Both Parents 87% 81% 83% 78% 82% 74% Mother Only 12% 15% 15% 17% 15% 18% Father Only <1%† 1% 1% 2% 2% 3% Others* 1% 2% 1% 3% 1% 5% SOURCE: TDSB Student Census, Grades 7-12, 2006-07 and Parent Census, Grades K-6, 2007-08. *Others includes: father and stepmother, mother and stepfather, half the time with each parent, foster parent(s), adult relatives or guardians, group home adults, on his/her own, friends, and other. †Where percentages are less than 0.5%, "<1%" is shown. NOTE: Percentages in tables may not add up to 100 due to rounding.

Parents’ Education

There is considerable variation between French Immersion versus the TDSB in general when

analyzing parents’ educational levels4. A higher percentage of French Immersion students have

a parent with university education than do students in the TDSB in general (76% compared to

52% in Grades SK-6; 70% compared to 42% Grades 7-8; and 71% compared to 47% in Grades

9-12) (Table 4).

Table 4: Percentage of Students Enrolled in French Immersion Programs by Parents’ Education

Parents’ Education Level Grades SK-6 Grades 7-8 Grades 9-12


Total (%) 6352 (7%) 93196 1479 (4%) 33359 2033 (3%) 68880

Elementary School or High School 7% 23% 5% 11% 8% 17%

College 17% 24% 10% 13% 13% 16%

University 76% 52% 70% 42% 71% 47%

Don't Know/None* <1%† 1% 15% 34% 8% 20%

SOURCE: TDSB Student Census, Grades 7-12, 2006-07 and Parent Census, Grades K-6, 2007-08. *Don’t Know from TDSB Student Census, Grades 7-12, 2006-07 and None from TDSB Parent Census Grades K-6, 2007-08. †Where percentages are less than 0.5%, "<1%" is shown. NOTE: Percentages in tables may not add up to 100 due to rounding.

4 Parent education is derived from a combined indicator which represents the highest level of education attained by

either parent in the family. For lone parent families, the educational level of the parent whom the student lives with is used.


24

Parents’ Place of Birth

According to the TDSB Student Census, Grades 7-12, 2006-07 and Parent Census, Grades K-

6, 2007-08, a large proportion of the student population is from immigrant families. About 80%

of the students have either one or both of their parents born outside Canada. Figure 8 shows

the ways in which children of immigrant parents are currently less likely than children of non-

immigrant parents to participate in French Immersion education across the grades. For

example, in the secondary grades, children of immigrant parents make up 41% of the French

Immersion student population compared to 72% of students in Grades 9-12 who are from

immigrant parents in the TDSB in general.

Figure 8: Percentage of Students Enrolled in French Immersion Programs by Parent’s Place of Birth


st, 2009.

NOTE: Percentages may not add up to 100 due to rounding; count represents the total number of students in each group.

42%

21%

39%

20%

39%

19%

12%

22%

10%

20%

9%

40%

70%

41%

72%

23% 35%

66%

6380

94484

1492

33878

67978

2042

French Immersion

TDSB

French Immersion

TDSB

French Immersion

TDSB

Gr.

SK

-6

Gr.

7-8

G

r.9

-12

Both Canada Canada and another country Both outside Canada

Count


25

Parental Involvement

Figure 9 presents data on parents’ involvement in their child’s school from Grades SK-6 for

French Immersion students compared to the TDSB in general. The population used for this

analysis is based on students from Grades SK-6 as information regarding the parent’s

perspective is only available through the TDSB Parent Census, Grades K-6, 2007-08.

A larger percentage of French Immersion students have parents who are involved in school

activities compared to TDSB students in general. For example, in 2008, a higher percentage of

Grades SK-6 students in French Immersion schools compared to students in the TDSB in

general had parents who attended All the time/Often: parent-teacher interviews (80% versus

72%), spoke with their child’s teacher (39% versus 41%), attended meetings and events at the

school (45% versus 38%), and volunteered at the school (23% versus 15%) (Figure 9).

Figure 9: Percentage of Students Enrolled in French Immersion Programs by Parental Involvement

80%

72%

41%

38%

15%

45%

35%

32%

22%

23%

39%

45%

20%

15%

46%

36%

6101

89560

6328

93010

93874

6359

93695

6358French Immersion

TDSB

French Immersion

TDSB

French Immersion

TDSB

French Immersion

TDSB

Att

end

pare

nt-

teacher

inte

rvie

ws

Speak w

ith

your

child

's

teachers

Att

end

meetings

and e

vents

at

this

school

Volu

nte

er

at

this

school

All the time/Often Sometimes

Count

SOURCE: TDSB Parent Census, Grades K-6, 2007-08. NOTE: Count represents the total number of students in each panel for each group.


26

Region

Alternative schools, French Immersion programs, and specialized programs have an open

boundary concept allowing parents to choose their child’s school from within and outside their

geographical catchment area (TDSB, 2010).

Currently, there are differences across the Board in the distribution of French Immersion

programs and students. A majority of French Immersion students attend French Immersion

programs in the South West (34%), followed by 30% in the North East, 20% in the North West,

and 16% in the South East (Figure 10).

Figure 10: Percentage of Students Enrolled in French Immersion Programs by Quadrant


Achievement Characteristics of the Students Enrolled in French Immersion Programs “As immersion programs focus on curricular instruction in French, a natural concern, especially

with early total French Immersion, is that students’ native language development may suffer. In

general, students in early French Immersion receive no instruction in English until the third or

fourth grade when English language arts is introduced for the first time” (Canadian Council on

Learning, 2007, p.6). The following observations are based on EQAO assessments, teacher

grades, and administrational data related to safe schools, absenteeism, and student mobility.

North East 4554 (30%)

South West 5199 (34%)

South East 2404 (16%)

North West 2964 (20%)

French Immersion

North East

71790 (28%)

South West 64129 (25%)

South East

57805

(22%)

North West 66234 (25%)

All Students


27

Senior Kindergarten

The EDI is a screening tool for Kindergarten teachers to assess the school readiness level of

their students. The EDI has five domains: Physical Health and Well-Being, Social Knowledge

and Competence, Emotional Health and Maturity, Language Skills and Cognitive Development,

and Communication and General Knowledge (Yau, 2010)5. The Spring 2008 EDI results for the

SK French Immersion students indicate that these students had a higher readiness level than

other students in the TDSB across all five domains. For example, 35% of the French Immersion

SK students scored high in the Communication and General Knowledge domain compared to

30% of students in the TDSB in general. Figure 11 shows each of the five domains and the

proportion of French Immersion SK students with high readiness scores in comparison to their

peers in the TDSB in general.

Figure 11: Percentage of French Immersion Senior Kindergarten Students with High EDI scores (Top 25th Percentile) on Each of the Five Domains

SOURCE: TDSB EDI results for SK students 2007-08. NOTE: Count represents the total number of students in each domain.

5 The high readiness scores were determined by the top 25th percentile scores obtained in the 2008 EDI

administration across Ontario. For further information regarding EDI studies, please visit this site http://www.offordcentre.com/readiness/

30%

21%

22%

16%

31%

35%

23%

23%

18%

34%

0% 10% 20% 30% 40% 50% 60%

Communication Skills

/ General Know ledge

Language Skills

/ Cognitive Development

Emotional Health

/ Maturity

Social Know ledge

/ Competence

Physical Health

/ Well-Being

TDSB (2008-09) French Immersion Students

2026

16457

16449

1962

16255

1947

16307

2023

16462

2023

Count

http://www.offordcentre.com/readiness/


28

Elementary

In the TDSB, Grade 3 French Immersion students write only the French version of the EQAO

Mathematics test. TDSB results in 2008-09 indicated that Grade 3 French Immersion students

performed better on the Mathematics test (administered in French) than those who were taught

in English and wrote the test in English (78% versus 69%) (Figure 12).

In the TDSB, Grade 6 French Immersion students participate in the English-language

assessments of EQAO. Although they write the English component of the test, French

Immersion students are more likely to be performing at or above the provincial standard (Level

3) in the EQAO Reading (87% versus 67%), Writing (80% versus 67%), and Mathematics (79%

versus 63%) than the non-French Immersion students (Figure 12). “A recent report based on

data from the Programme for International Student Assessment (PISA) also suggests that 15

year-old French Immersion students perform better on Reading assessment tests than non-

immersion English students, even when tested in English” (Allen, 2004; as cited in Canadian

Council on Learning, 2007, p6).

Figure 12: Percentage of French Immersion Students Achieving

At or Above the Provincial Standard (Level 3 and 4) in EQAO and Report Card Reading, Writing, and Mathematics

SOURCE: ERC, TDSB Term 3 elementary report card data and EQAO Grade 3 and Grade 6 Assessments for Reading, Writing, and Mathematics, 2008-09. NOTE: The overall Mathematics result of Elementary Report Cards is calculated as the average of the latest results in the five Mathematics strands; Count represents the total number of students in each division/grade for each group.

28%

21%

67%

58%

69%

67%

69%

71%

66%

87%

80%

77%

83%

80%

0%

0%

3596

3099

17529

16058

137923

35724

51280

50919

62

1049

9882

1732

3561

4589

0% 50% 100%

EQAO

Gr 6 -Sped

EQAO

Gr 3 -Sped

EQAO

Grade 6

EQAO

Grade 3

ERC

Gr 1-8

ERC

Gr 7-8

ERC

Gr 4-6

ERC

Gr 1-3

TDSB French Immersion ERC

EQAO

no FI in Gr 3 Reading


Count

29%

30%

67%

66%

63%

66%

64%

60%

42%

80%

74%

72%

75%

73%

0%

3596

3099

17529

16058

137886

35714

51270

50902

62

1049

9883

1733

3562

4588

0% 50% 100%

EQAO

Gr 6 -Sped

EQAO

Gr 3 -Sped

EQAO

Grade 6

EQAO

Grade 3

ERC

Gr 1-8

ERC

Gr 7-8

ERC

Gr 4-6

ERC

Gr 1-3


EQAO



23%

33%

63%

69%

73%

65%

74%

78%

40%

59%

79%

78%

85%

73%

86%

88%

3596

3193

17529

17388

138571

35866

51544

51161

62

94

1049

1330

9941

1737

3564

4640

0% 50% 100%

EQAO

Gr 6 -Sped

EQAO

Gr 3 -Sped

EQAO

Grade 6

EQAO

Grade 3

ERC

Gr 1-8

ERC

Gr 7-8

ERC

Gr 4-6

ERC

Gr 1-3


EQAO

Reading Writing Mathematics

Count Count


29

In all three subject areas, Grade 6 French Immersion students with special education needs

(excluding students in the Gifted programs) achieved higher rates than students in the TDSB in

general (66% versus 28% in Reading; 42% versus 29% in Writing; and 40% versus 23% in

Mathematics) (Figure 12).

Teacher grades as measured by the provincial report cards in 2008-09 Term 3, show similar

patterns in regards to the achievement of the French Immersion students compared with the

rest of the students in the TDSB. French Immersion students in Primary (Grades 1-3), Junior

(Grades 4-6), and Intermediate (Grades 7-8) grades achieved at higher rates compared with the

TDSB students in these divisions. For example, in the primary division, 80% of French

Immersion students met the provincial standard in Reading, 73% in Writing, and 88% in

Mathematics compared with 71%, 60%, and 78% respectively of the TDSB students in general

achieving provincial standard in these subjects respectively (Figure 12).

Secondary

Higher level of academic success among students in French Immersion programs continue to

be observed in the secondary panel in both Literacy and Numeracy as measured by the

provincial tests. Figure 13 illustrates the achievement patterns of the French Immersion

students in the EQAO Grade 9 Mathematics assessment. In 2008-09, the percentage of Grade

9 French Immersion students performing at or above the provincial standard in both Applied and

Academic Mathematics was higher than the TDSB averages in general (38% versus 23% in

Applied Mathematics; 84% versus 75% in Academic Mathematics) (Figure 13).

Figure 13: Percentage of French Immersion Students Achieving

At or Above the Provincial Standard (Level 3) in EQAO Grade 9 Assessment of Mathematics

75%

23%

84%

38%

13279

6356

584

37

0% 20% 40% 60% 80% 100% 120%

EQAO

Gr 9 Academic

EQAO

Gr 9 Applied

TDSB French Immersion

Count

SOURCE: TDSB results of EQAO Grade 9 Assessments of Mathematics 2008-2009. NOTE: Count represents the total number of students in each assessment for each group.


30

Figure 14 illustrates the achievement patterns of the fully participating first-time eligible French

Immersion student results in the April 2009 Ontario Secondary School Literacy Test (OSSLT)

compared to TDSB students in general. Ninety eight percent (98%) of all first-time eligible

French Immersion students participated in the April 2009 OSSLT successfully completed the

test compared to the 82% overall success rate in the TDSB in general.

Figure 14: Percentage of Fully Participating First-time Eligible French Immersion Students in the OSSLT

82%

98%

16985

596

0% 20% 40% 60% 80% 100% 120%

Successful

TDSB French Immersion

Count

SOURCE: TDSB results of Fully Participating First-time Eligible Students in the OSSLT 2008-2009. NOTE: Count represents the total number of students in each group.

Student Engagement

Higher levels of student engagement were recorded among the students attending French

Immersion programs compared to students in the TDSB in general. Using administrative data

on TDSB students, we find that French Immersion students are less likely to be cited for

discipline problems, absenteeism, and have lower mobility rates compared to the TDSB

averages.

Student Absenteeism Rates

Figure 15 represents the overall absenteeism rates6 of French Immersion students compared to

the TDSB in general in both the elementary and secondary panels in the 2008-09 school year.

In both of the educational panels, lower absenteeism rates were observed among the French

Immersion students compared to students in the TDSB in general. For example, the calculated

absenteeism rate for French Immersion students was approximately 5% in the secondary panel

compared to 7% in the TDSB in general.

6 Schools are required to report the number of days each month that students are absent. The absenteeism ‘rate’ is

calculated by dividing the number of days a student was absent by the number of days that student was registered in the TDSB over the year. For example, if a student was absent 18.5 days out of 185 school days in the year, his or her absenteeism rate is 10% (Brown, 2010).


31

Figure 15: French Immersion Student Absenteeism Rate Compared to the TDSB

2008-09 School Year

4.9%5.8%

4.6%

6.8%

4.9%6.1%

12091 175255 2319 85708 14410 260963

0%

2%

4%

6%

8%


Absenteeism


Enrolment

SOURCE: TDSB Data Warehouse Extracts as of Oct.31, 2008 and June 30, 2009.

Student Suspension Rates

Figure 16 shows the proportion of students in French Immersion programs suspended by

enrolment in relation to students in the TDSB in general in the 2008-09 school year. French

Immersion students were about 50% less likely to be suspended compared to students in the

TDSB in general across the panels. For example, the overall proportion of students that were

suspended in the elementary panel was 1% among French Immersion students and 2% across

the TDSB.

Figure 16: French Immersion Student Suspension Rates (Number of Students Suspended by Enrolment) Compared to the TDSB

2008-09 School Year

1.0%1.9%

2.7%

5.3%

1.3%3.0%

2609631441085708231917525512091

0%

2%

4%

6%


% Student Suspended


Enrolment



32

Student Mobility Rates

Within-year mobility is defined here as the proportion of students who were present in the

school in the Fall but were not present in that school as of the Spring of the same school year.

For example, Figure 17 illustrates two snapshots provided by the TDSB Data Warehouse for the

2008-09 school year, one as of October 2008 and one as of June 20097. The within-year

mobility rates of the French Immersion students were lower than the TDSB in general. For

example, the overall proportion of students that moved within the year was 2% among French

Immersion students in secondary schools and 10% across the TDSB.

Figure 17: French Immersion Student Mobility Rates Compared to the TDSB

2008-09 School Year

1.7%

4.9%

1.6%

9.7%

1.7%

6.5%

12091 175255 2319 85708 14410 260963

0%

2%

4%

6%

8%

10%

12%


Mobility


Enrolment


7 This methodology for calculating within-year mobility has been used since 2002-03 (TDSB internal documents).


33

ALTERNATIVE EDUCATION IN THE TDSB

“TDSB alternative schools offer students and parents something different from mainstream

schooling. Each alternative school whether elementary or secondary, is unique, with a distinct

identity and approach to curriculum delivery. They usually feature a small student population, a

commitment to innovative and experimental programs, and volunteer commitment from

parents/guardians and other community members. While the schools offer Ministry approved

courses, these courses are delivered in a learning environment that is flexible and meets the

needs of individual students.” (TDSB, 2010, para. 1)8.

“In all alternative secondary schools, students complete credit courses. Courses may be

delivered through large group instruction, smaller cooperative groups, an independent study

program, or other forms of learning that are negotiated with the teachers. Programs and

program delivery models vary from school to school. Each school’s small student population

typically includes a variety of ages and grade levels and provides a nurturing environment for

students who benefit from having staff know them individually. Different secondary schools

begin at different grades and offer different pathways where “success is the only option” (TDSB,

2010).

“Each alternative school, whether elementary or secondary, is a program of choice and has its

own distinct culture. With such a wide range of alternative schools representing a host of

different program delivery models, it is important for students and their families to visit a variety

of alternative schools before choosing one that best meets their needs (TDSB, 2010, para. 2).

Demographic Characteristics of the Students Enrolled in Alternative Schools In this section, we examine the student and household characteristics of the students enrolled in

alternative schools compared to all other TDSB students. In addition to collecting information

from administrative data sources, we also matched the students in alternative schools to the

available Student Census, Grades 7-12, 2006-07 and Parent Census, Grades K-6, 2007-08

results as well as available achievement data. The percentage of students enrolled in alternative

schools varies by race, ethnicity, family structure, family SES, parents’ level of education, and

special education needs status.

8 Information regarding Programs of Choice taken directly from TDSB internal documents through intranet and/or

public website. For further information please visit this site: http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=122&menuid=490&pageid=379

http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=122&menuid=490&pageid=379


34

Gender

As of October 31st 2009, 1.7% (4,376 out of 259,958) of TDSB students attended alternative

schools in the TDSB. A majority of these students (60%) attended alternative secondary

schools. Elementary alternative schools have the same gender distribution as the TDSB

elementary schools in general (51% male versus 49% female). Secondary alternative schools

have a slightly higher enrolment of female students (51% females versus 49% males) (Figure

18).

Figure 18: Percentage of Students Enrolled in Alternative Schools by Gender

51%

51%

49%

53%

50%

52%

51%

47%

50%

48%

49%

49%

4376

259958

87328

2580

172630

1796

0% 20% 40% 60% 80% 100% 120%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Ele

menta

ryS

econdary

Com

bin

ed

% of Students

Male Female

C o unt

SOURCE: TDSB Data Warehouse Extracts as of October 31

st 2009



35

Primary Home Language

Figure 19 shows the students’ home language in alternative elementary and secondary schools

compared to students in the TDSB in general. A higher proportion of the students enrolled in

alternative elementary schools (82%) and secondary (78%) schools speak only English at home

compared to the TDSB averages (46% for both elementary and secondary schools).

Figure 19: Percentage of Students Enrolled in Alternative Schools by Primary Home Language

82%

46%

78%

46%

79%

46%

22%

54%

21%

54%

18%

54%

1796

172630

2580

87328

259958

4376

0% 20% 40% 60% 80% 100% 120%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Ele

menta

ryS

econdary

Com

bin

ed

% of Students

English Other

C o unt


st 2009



36

Country of Birth

Figure 20 shows the students’ country of birth in alternative elementary and secondary schools

compared to students in the TDSB in general. A higher percentage of students in both

elementary (92%) and secondary (85%) alternative schools were born in Canada compared to

the students in the TDSB in general (79% in elementary and 64% in secondary).

Figure 20: Percentage of Students Enrolled in Alternative Schools by Country of Birth

92%

79%

85%

64%

88%

74%

15%

36%

12%

26%

8%

21%

1796

172630

2580

87328

259958

4376

0% 20% 40% 60% 80% 100% 120%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Ele

menta

ryS

econdary

Com

bin

ed

% of Students

Canada Other

C o unt


st 2009



37

Recent Arrivals

Figure 21 shows the percentage of recent arrivals (between 1-3 years and 4-5 years) enrolled in

alternative elementary and secondary schools in the TDSB. The proportion of recent arrivals (in

Canada between 1-3 years) in both elementary (2%) and secondary schools (1%) are

considerably lower than the TDSB averages (7% for elementary and 9% for secondary schools).

Figure 21: Percentage of Students Enrolled in Alternative Schools by Recent Arrivals

2%

7%

1%

9%

1%

8%

1%

6%

1%

5%

5%

1%

4376

259958

87328

2580

172630

1796

0% 5% 10% 15% 20%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Ele

menta

ryS

econdary

Com

bin

ed

% of Students

1-3 Years 4-5 years

C o unt

SOURCE: TDSB Data Warehouse Extracts as of October 31st 2009



38

Racial Background

Table 5 shows the way in which student racial distribution in alternative schools was different

from students in the TDSB in general. White students were more likely than others to be

enrolled in alternative schools. A higher percentage of alternative elementary and secondary

school students were White (60% in Grades JK-6, 76% in Grades 7-8, and 58% in Grades 9-12)

compared to the total percentage of White students in TDSB schools in general (29% in Grades

JK-6, 31% in Grades 7-8, and 33% in Grades 9-12).

Table 5: Percentage of Students Enrolled in Alternative Schools

by Racial Background

Racial Background Grades K-6 Grades 7-8 Grades 9-12

Alt TDSB Alt TDSB Alt TDSB

Total (%) 539 (1%) 95404 426 (1%) 34067 1247 (2%) 70410

Aboriginal <1%† <1%† <1%† <1%† 1% <1%†

Black 4% 10% 3% 15% 9% 12%

East Asian 7% 15% 5% 16% 5% 20%



South Asian 6% 27% 4% 21% 7% 19%

Southeast Asian <1%† 4% 1% 4% 2% 3%

White 60% 29% 76% 31% 58% 33%

Mixed 18% 9% 9% 6% 10% 5%

SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. †Where percentages are less than 0.5%, "<1%" is shown. NOTE: Percentages in tables may not add up to 100, due to rounding.


39

Special Education Needs

The proportion of alternative school students who were identified as having special education

needs (excluding students in the Gifted programs)9 is less than the TDSB in general in both

elementary and secondary schools. However, this difference was slightly higher in the

alternative secondary schools than the alternative elementary schools (9% versus 14% in the

elementary panel and 9% versus 16%in the secondary panel) (Figure 22).

Figure 22: Percentage of Students Enrolled in Alternative Schools

by Special Education Needs (Excluding Gifted)

9%

14%

9%

16%

9%

15%

1796

172630

2580

87328

259958

4376

0% 5% 10% 15% 20%

Alt.

TDSB

Alt

TDSB

Alt

TDSB

Ele

menta

ryS

econdary

Com

bin

ed

% of Students

SPEDSeries2

C o unt


st 2009


9 Special education needs students are students who have been formally identified by an Identification, Placement,

and Review Committee (IPRC), as well as students who have an Individual Education Plan (IEP). Students whose sole identified exceptionality is gifted are not included in this subgroup (EQAO, 2010).


40

Socio-economic Background

Measurable differences were observed by family socio-economic background, with students

from the highest family socio-economic backgrounds having the highest rate of enrolment in the

alternative schools at the elementary panel compared to TDSB totals (42% versus 22% in

Grades K-6 and 43% versus 25% in Grades 7-8). There was no considerable difference in the

percentage of students enrolled in the alternative secondary schools based on their family

socio-economic background compared to the TDSB in general (30% versus 29% for the highest

Family SES) (Table 6).

Table 6: Percentage of Students Enrolled in Alternative Schools by Family SES

Family SES Grades K-6* Grades 7-8 † Grades 9-12†


Total (%) 492 (1%) 85914 393 (2%) 24889 893 (2%) 48405

Professional/Senior Management ($100,000+) 42% 22% 43% 25% 30% 29%

Semi-Professional/Middle Management ($75,000 - $99,999)

17% 10% 41% 29% 39% 32%

Skilled/Semi-skilled Clerical/Trades ($50,000 - $74,999)

20% 18% 11% 28% 19% 25%

Unskilled Clerical/Trades ($30,000 - $49,999) 12% 23% 3% 14% 10% 12%

Non-Remunerative (Less than $30,000) 9% 27% 1% 4% 2% 3%

SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. *Annual Household Income Distribution from the Parent Census 2007-08. †Parents’ employment status from the 2006-07 Student Census. NOTE: Percentages in tables may not add up to 100, due to rounding.


41

Family Structure

Table 7 shows the family structure of students attending alternative schools across the grades

compared to students in the TDSB in general. A higher percentage of students who attend

elementary alternative schools are from families with both parents present at home compared to

students in the TDSB in general (88% versus 81% in Grades K-6 and 85% versus 78% in

Grades 7-8). Student enrolment in the alternative secondary schools shows different patterns

than the elementary alternative schools with respect to the student family structure. A lower

percentage of students enrolled in alternative secondary schools have both of their parents

present at home compared to the system percentage (53% versus 74%).

Table 7: Percentage of Students Enrolled in Alternative Schools

by Family Structure

Family Structure Grades K-6 Grades 7-8 Grades 9-12

Alt TDSB Alt TDSB Alt TDSB Total (%) 536 (1%) 94058 419 (1%) 33553 1229 (2%) 69610

Both Parents 88% 81% 85% 78% 53% 74%

Mother Only 11% 15% 11% 17% 27% 18%

Father Only <1%† 1% 1% 2% 6% 3%

Others* <1%† 2% 2% 4% 14% 5% SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. Others include: father and step mother, mother and step father, half the time with each of my parents, foster parent(s), adult relatives or guardians, group home adults, on my own, friends, and other. †Where percentages are less than 0.5%, "<1%" is shown Percentages in tables may not add up to 100, due to rounding.


42

Parents’ Education

There was a variation between alternative elementary and secondary schools when analyzing

students whose parents have a university education. A higher percentage of students attending

alternative elementary schools have at least one parent with a university education, than did

students in the TDSB in general (77% versus 52% in Grades K-6 and 73% versus 42% in

Grades 7-8). A slightly lower percentage of students with university educated parents attended

alternative secondary schools compared to the TDSB in general (45% versus 47%) (Table 8).

Table 8: Percentage of Students Enrolled in Alternative Schools by Parents’ Education

Parents’ Education Level Grades K-6 Grades 7-8 Grades 9-12


Total (%) 533 (1%) 93196 422 (1%) 33359 1213 (2%) 68880


College 16% 24% 11% 13% 19% 16%

University 77% 52% 73% 42% 45% 47%

Don't know / None* 0% 1% 13% 34% 16% 20%

SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. *None for K-6 (parent census) and Don’t know for 7-12 (student census). NOTE: Percentages in tables may not add up to 100, due to rounding.


43

Parents’ Place of Birth

Figure 23 shows how children of immigrant parents are currently less likely than children of non-

immigrant parents to enrol in alternative schools across the grades. For example, in the

alternative secondary schools (Grades 9-12), children of immigrant parents make up 44% of the

student population compared to 72% of the Grades 9-12 students from immigrant parents in the

TDSB in general (Figure 23).


by Parents’ Place of Birth Parent Place of Birth by Division, Jk-Grade 12

44%

21%

51%

20%

37%

19%

12%

28%

10%

19%

9%

21%

70%

44%

72%

25% 31%

66%

542

94484

421

33878

67978

1200

Alt. Schools

TDSB

Alt. Schools

TDSB

Alt. Schools

TDSB

Gr.

K-6

Gr.

7-8

Gr.

9-1

2

Both Canada Canada and other country Both outside Canada

Count

SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. NOTE: Percentages may not add up to 100, due to rounding; Count represents the total number of students in each division for each group.


44

Parental Involvement

Figure 24 presents data on parents’ involvement in their child’s school from Grades JK to 6. The

population used for this analysis is based on students from Grades JK-6 as information

regarding the parents’ perspective is only available through the TDSB Parent Census, Grades

K-6, 2007-08.

A larger percentage of alternative school students have parents who are involved in school

activities compared to TDSB students in general. For example, in 2008, a higher percentage of

Grades JK-6 students in elementary alternative schools compared to students in the TDSB in

general had parents who attended parent-teacher interviews (77% versus 72%), spoke with

their child’s teacher (66% versus 41%), attended meetings and events at the school (57%

versus 38%), and volunteered at the school (49% versus 15%, a considerable difference)

(Figure 24).


by Parental Involvement – JK-6

77%

72%

41%

38%

15%

45%

35%

31%

22%

49%

66%

57%

20%

16%

26%

32%

517

89560

534

93010

93874

537

93695

535Alt. Schools

TDSB

Alt. Schools

TDSB

Alt. Schools

TDSB

Alt. Schools

TDSB

Att

end p

are

nt-

teacher

inte

rvie

ws

Speak w

ith

your

child

's

teachers

Att

end

meetings a

nd

events

at

this

school

Volu

nte

er

at

this

school

All the time/Often Sometimes

Count SOURCE: TDSB Parent Census Grades K-6 2007-2008. NOTE: Count represents the total number of students in each group.


45

Achievement Characteristics of the Students Enrolled in Alternative Schools The following observations on achievement patterns of alternative elementary and secondary

schools are based on the EQAO assessments, Early Development Instrument (EDI), teacher

grades, secondary success indicators, and administrational data related to safe schools,

absenteeism, and student mobility.

Senior Kindergarten

Figure 25 shows for each of the five domains of the EDI the proportion of Senior Kindergarten

(SK) students in alternative schools with high readiness scores10 in comparison to the system.

The Spring 2008 EDI results for SK students in alternative schools indicate that these students

had a higher readiness level than SK students in the TDSB in general across all of the domains

with the exception of Emotional Health and Maturity. For example, 51% of the SK students in

alternative schools scored high in the Communication and General Knowledge domain

compared to 30% of students in the TDSB in general.

Figure 25: Percentage of Senior Kindergarten Students in Alternative Schools with

High EDI Scores on Each of the Five Domains

SOURCE: TDSB EDI Results for SK Students 2007-08. NOTE: Count represents the total number of students in each domain.

10

The high readiness scores were determined by the top 25th percentile scores obtained in the 2008 EDI administration across Ontario. For further information regarding EDI studies, please visit this site http://www.offordcentre.com/readiness/

30%

21%

22%

16%

31%

51%

25%

18%

20%

37%

0% 10% 20% 30% 40% 50% 60% 70%

Communication Skills

/ General Know ledge

Language Skills

/ Cognitive Development

Emotional Health

/ Maturity

Social Know ledge

/ Competence

Physical Health

/ Well-Being

TDSB (2008-09) Alternative Schools

106

16457

16449

104

16255

106

16307

106

16462

106

0 % 5 0 %

Count

http://www.offordcentre.com/readiness/


46

Elementary

In 2009-10, the number of alternative elementary schools in the TDSB totals 19. Only 8 of the

19 schools had EQAO Grade 3 and/or Grade 6 data in the 2006-07, 2007-08, and 2008-09

school years (Table 9; also refer to Appendix B: Tables B1 and B2).

Table 9: Enrolment and Grade Range of Alternative Elementary Schools

School Name FOS Ward From Grade

To Grade Enrolment

Africentric Alternative School NW2 5 JK 8 128

ALPHA Alternative Junior School SW6 10 JK 6 74

ALPHA II Alternative School SW6 9 7 8 24

Avondale Alternative Elementary School NE1 12 JK 8 115

Beaches Alternative Junior School SE6 16 JK 6 82

City View Alternative Senior School SW2 9 7 8 63

da Vinci School SW6 10 JK 3 43

Delta Alternative Senior School SW6 10 7 8 46

Downtown Alternative School SW5 14 JK 6 82

East Alternative School of Toronto SW4 15 7 8 62

Hawthorne II Bilingual Alternative Junior School SW5 10 JK 6 205

High Park Alternative Junior School SW2 7 JK 8 178

Horizon Alternative Senior School SW6 10 7 8 71

Mountview Alternative Junior School SW2 7 JK 6 92

Quest Alternative Senior School SW4 15 7 8 68

Scarborough Village Public School SE2 19 JK 8 190

Spectrum Alternative Senior School SW3 11 7 8 61

The Grove Community School SW2 9 JK 6 70

Whole Child Alternative School SW4 15 JK 8 142

Alternative Elementary Total 1796

TDSB Elementary Total 173584


Using contextual as well as assessment data helps educational leaders focus on how to ensure

students thrive through their schooling. Figure 26 displays the aggregated EQAO Grades 3 and

6 achievement results11 (2006-07 to 2008-09) of TDSB elementary schools in relation to their

internal and external challenges as measured by a composite demographic index (The Learning

Opportunities Index (LOI) and special education needs) 2007-0912:

As illustrated in Figure 26, there is a high linear relationship between the demographic

composite score and the school’s overall composite achievement outcome. A school whose

actual score is considerably higher than its predicted score based on the demographic

composite score is considered to be a school of high relative performance. A school whose

11 An aggregated achievement result is obtained by combining the school results across three consecutive years. The aggregated result is the percentage of students at Levels 3 and 4 in the selected grade of the school across those three years (2006-07 to 2008-09). 12 Composite Index (LOI and special education needs) 2007-09: A combination of the LOI and special education needs, on a scale from 0 to 100; larger numbers on the composite indicates larger external (LOI) and internal (proportion of special education needs students) challenges for a school in a given year.


47

actual score is similar to its predicted score is an average school, and a school whose actual

score is considerably lower than its predicted score is a school with challenges.

Figure 26: Scatter Plot of Composite Index (LOI & Spec. Ed. Needs) and Current Aggregate Achievement Results for Grades 3 and 6 from 2006-07 to 2008-09

SOURCE: TDSB EQAO Grade 3 and 6 Results from 2007-09 and Learning Opportunities Index 2009

Most of the alternative elementary schools in the TDSB are below the 30th percentile band of the

composite demographic index (with the exception of Scarborough Village PS), meaning that

alternative elementary schools are in the same category of TDSB schools facing the lower

external (LOI) and internal (special education needs) challenges, with the exception of

Scarborough Village PS. Based on their external and internal challenges half of the alternative

elementary schools are performing either above or close to their expected achievement levels.

The rest of the 4 alternative elementary schools are performing below expected achievement

levels considering their external and internal challenges. Most of the alternative elementary

schools which participated in the EQAO assessments showed at or above average absolute

performance.

Appendix B: Tables B1 and B2, illustrate the absolute achievement results for 8 alternative

elementary schools over a three-year period in the areas of Reading, Writing, and Mathematics

for Grades 3 and 6 respectively. The table also allows comparison of the alternative elementary

schools’ results with the results of the TDSB in general. On average, a higher percentage of

students in alternative elementary schools in both Grades 3 and 6 achieved at or above the

provincial standard in Reading than the TDSB (63% versus 58% in Grade 3, 71% versus 67% in

Grade 6). On average, a lower percentage of students in alternative elementary schools


48

achieved at or above the provincial standard in Grade 3 Writing and Mathematics and Grade 6

Writing (57% versus 66% in Grade 3 Writing, 64% versus 69% in Grade 3 Mathematics, 60%

versus 67% in Grade 6 Writing) (Figures 27 and 28). On average, the percentage of students

achieving at or above the provincial standard was the same as the TDSB in general for Grade 6

Mathematics (63%) (Figure 28).

Figure 27: Percentage of Grade 3 Alternative School Students Achieving At or Above the Provincial Standard (All Students) in EQAO Reading, Writing, and Mathematics

54% 57%63% 64%

56%53%62% 63% 57%

57% 57% 58%64% 64% 66% 66% 67% 69%

0%

20%

40%

60%

80%

100%

2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09


Alternatives

TDSB

SOURCE: TDSB EQAO Grade 3 Results from 2006-07 to 2008-09

It should be noted that student achievement based on the EQAO assessments in the alternative

elementary schools varied across the schools. “Each alternative school is unique, with a distinct

identity and approach to curriculum delivery” (TDSB, 2010, para. 1) and only 8 out of 18 schools

had EQAO results; therefore, each school’s achievement in EQAO should be considered

independent from each other (Appendix B: Tables B1 and B2).


49

Figure 28: Percentage of Grade 6 Alternative School Students Achieving At or Above the Provincial Standard (All Students) in EQAO Reading, Writing, and Mathematics

58% 60% 65% 63%63%56%

71% 71%

52%

61% 63%67%

61%66% 67%

59% 60% 63%

0%

20%

40%

60%

80%

100%

2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09


Alternatives

TDSB

SOURCE: TDSB EQAO Grade 6 Results from 2006-07 to 2008-09

Figure 29 illustrates elementary report card results for Reading, Writing, and Mathematics

across the grades for students in alternative schools compared to students in the TDSB in

general in 2008-09, Term 3. A higher percentage of students in the alternative elementary

schools achieved at or above the provincial standard across all grades and subjects (Reading,

Writing, and Mathematics) than students in the TDSB in general. For example, Grade 1

students in alternative schools had between 14% and 24% more students achieving at or above

the provincial standard in Reading, Writing, and Mathematics. The report card results illustrate a

much higher achievement pattern in 2008-09 versus the EQAO results reported for 2008-09.


50

Figure 29: Percentage of Students in Alternative Schools Achieving At or Above the Provincial Standard (All Students) in Report Card Reading, Writing, and Mathematics

Reading

81%

67%

87%

73%

79%

72%

81%

68%

88%

70%

83%

70%

83%

66%

80%

68%

85

16666

90

17093

83

17304

223

17584

235

18145

100

15820

15437

95

15121

106

0% 20% 40% 60% 80% 100

%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Gr.

1G

r. 2

Gr.

3G

r. 4

Gr.

5G

r. 6

Gr.

7G

r. 8

% of Level A or B Students

Reading Count

Writing

80%

56%

81%

60%

75%

60%

79%

62%

74%

64%

82%

67%

82%

65%

83%

67%

85

16659

90

17091

83

17302

223

17578

235

18140

106

15111

95

15435

15817

100

0% 20% 40% 60% 80% 100%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Gr.

1G

r. 2

Gr.

3G

r. 4

Gr.

5G

r. 6

Gr.

7G

r. 8


Writing Count

Mathematics

94%

79%

92%

79%

84%

75%

90%

74%

83%

76%

84%

72%

79%

67%

79%

64%

84

16822

90

17290

83

17374

223

17632

236

18197

106

16987

95

16957

17187

100

0% 20% 40% 60% 80% 100%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Gr.

1G

r. 2

Gr.

3G

r. 4

Gr.

5G

r. 6

Gr.

7G

r. 8


Overall Mathematics Count

SOURCE: TDSB Data warehouse ERC Extract Term 3 2008-09. NOTE: The overall Mathematics result is calculated as the average of the latest results in the five Mathematics strands; Count represents the total number of students in each grade for each group.

School Effects - Alternative Elementary Schools

Using Hierarchical Linear Modeling (HLM)13, we carried out two sets of analyses for Reading,

Writing, and Mathematics in both elementary report card marks and EQAO assessment results

to answer “how large is the difference in achievement between the two types of schools (i.e.,

alternative or other) before and after controlling for differences in student and school SES

characteristics14?”

13

We ran a recent version of the hierarchical linear modeling program that lets us conduct nonlinear model (HNLM) analyses of a continuous variable such as School SES with a dichotomous outcome such as students achieving at or above provincial standard (Level 3), to test our major hypothesis. For information on HLM please see (Raudenbush and Bryk (2002). Hierarchical linear models: applications and data analysis methods (2

nd Edition) or visit

Raudenbush, S. W., & Bryk, A. S. (1986). A hierarchical model for studying school effects. Sociology of Education, 59, 1-17 : http://personal.psc.isr.umich.edu/yuxie-web/files/soc543-2004/Raudenbush_Bryk1986.pdf 14

Student income was approximated by using the average family income of the neighbourhood of student residence, according to the 2006 national census. All students in the TDSB were divided into 10 income groupings (of equal frequency), from lowest income to highest income (Brown, 2010). Students in the 8-10 income groupings considered as high SES. In this study, the standardized scores of the 2009 version of the TDSB Learning Opportunity Index used as the measurement of schools’ SES.

http://personal.psc.isr.umich.edu/yuxie-web/files/soc543-2004/Raudenbush_Bryk1986.pdf


51

To answer the question without adjusting for differences in student and school SES, school

averages (means) regressed on a school type (i.e., alternative or other) to calculate absolute

school effect. Relative school effect was then calculated by adjusting both Level 1 student SES

and Level 2 school SES and school type (i.e., alternative or other) (for additional details see

Appendix A: Technical Notes).

Our initial findings revealed that a considerable fraction of the variation in student achievement

in EQAO assessments as well as Report cards is within schools, not among schools. This

significant variation in average achievement among schools indicates that TDSB schools are

varied in student achievement15. Our findings from elementary report card marks suggest that

students who enrolled in the alternative elementary schools were significantly more likely to be

achieving at provincial levels in Reading, Writing, and Mathematics than the other students in

the other schools; however, this was not significant after controlling for student and school SES.

Using report card marks as an outcome, results are significant at the 0.01 level both within and

across the schools. For example, the odds of students in the alternative elementary schools

achieving at provincial levels were 2.17 in Reading, 2.57 in Writing, and 1.84 in Mathematics

compared to other students in the other school types in TDSB (Table 10).

Table 10: Hierarchical non-Linear Modelling (HNLM ) Fixed Effects Estimates: Grade 6 Report Card Marks and EQAO, 2008-09

Report Card Marks (K-8) EQAO Grade 6

Absolute effect Relative effect Absolute effect Relative effect

Reading 2.17** (0.006) 1.36 (0.233) 1.19 (0.733) 0.83 (0.705)

Writing 2.57** (0.000) 1.31* (0.017) 0.72 (0.375) 0.55 (0.094)

Mathematics 1.84** (0.008) 1.19 (0.359) 0.85 (0.718) 0.59 (0.256)

*p<0.05: Coefficient significant at the 0.05 level ,**p<0.01: Coefficient significant at the 0.01 level Notes: Values in parentheses are the corresponding P-Values for the effect sizes. For report Card Marks, analyses were based on data for 127,343 K-8 students in 467 schools with complete data on the variables of interest. For EQAO Grade 6, analyses were based on data for 16763 students in 330 schools with complete data on the variables of interest. The odds-ratios represent coefficients of students’ achievement.

15

Overall, two different HLM models were examined. The first model was an unconditional model. This model is used to find out the amount of variation in student achievement between schools and within schools. The results for the unconditional model for EQAO junior division test show that there is significant variation in literacy achievement at both student and school levels and that only about 14% of the variance in student achievement is in between-school differences, and therefore, 86% of it is in within-school variability. This suggests that achievement scores in EQAO Literacy may be more related with students’ family background and individual characteristics than school-level factors.


52

When looking at the adjusted achievement results, we found that the higher average

achievement in alternative schools based on raw achievement results still existed but

considerably decreased and not significant after controlled for student and school SES. For

example, the odds of students in the alternative elementary schools achieving at provincial

levels reduces to 1.36 in Reading, 1.31 in Writing, and 1.19 in Mathematics compared to other

students in the other school types in TDSB after adjusting for student and school SES (Table

10).

There was no significant difference between alternative elementary schools and others in

Reading and Mathematics as measured by elementary report card marks after controlling for

student and school SES. An immediate conclusion is that a large proportion of the alternative

school advantage in report card marks can be accounted for (on a statistical basis) by

differences in their populations with respect to student characteristics associated with

achievement. Adjusting for these differences reduces the gap between alternative schools and

other schools, depending on the subject and assessment.

Secondary

As of 2009-10, the TDSB has 22 alternative secondary schools. Only 12 out of the 22 schools

have at least 3 out of 5 secondary success indicators (Grade 9 and 10 Credit Accumulation, the

Grade 9 EQAO Assessment of Mathematics, the Ontario Secondary School Literacy Test

(OSSLT), and the Graduation of 17 year-olds in the 2006-07, 2007-08, and 2008-09 school

years).

Using contextual as well as assessment data helps educational leaders to focus on how to

ensure students thrive through their schooling. Figure 30 illustrates the aggregated composite

achievement results16 of the TDSB secondary schools in relation to their internal and external

challenges as measured by composite index (LOI and special education needs) 2007-0917.

16

An aggregated achievement result is obtained by combining the school results across three consecutive years. The aggregated result is the percentage of students at Levels 3 and 4 in the selected grade of the school across those three years (2006-07 to 2008-09). 17

Composite Index (LOI and special education needs) 2007-09: A combination of LOI and special education needs, on a scale from 0 to 100; larger numbers on the composite indicates larger external (LOI) and internal (proportion of special education needs students) challenges for a school in a given year.


53

Figure 30: TDSB Secondary Schools Overall Achievement Scores in Relation to Composite Index of LOI & Special Education Needs, 2007-09

SOURCE:TDSB Secondary Success Indicators 2007-09 and Learning Opportunities Index 2009

Most of the alternative secondary schools in the TDSB are between the 40th and 70th percentile

band of the composite demographic index (with the exception of Delphi Secondary Alternative

School, Avondale Alternative Secondary School, and the School of Experiential Education),

meaning that alternative secondary schools are in the category of TDSB schools facing average

and higher external (LOI) and internal (special education needs) challenges. Based on their

external and internal challenges almost all of the alternative secondary schools are performing

either below or close to their expected achievement levels.

Table 11 shows the current enrolment and the average age of the students in the alternative

secondary schools. The average age in a majority (13) of the alternative secondary schools are

on average older than 18 years of age and are age-appropriate for year 5 or above; therefore,

we have studied the 17-21 year-old students’ graduation rates of the students in the alternative

secondary schools compared to their peers in the TDSB in general. On average, a lower

percentage of 17-21 year-old students in the alternative secondary schools graduated

compared to students in the TDSB in general (33% versus 58%) (Figure 31).


54

Table 11: Enrolment, Grade Range, and Average Age in the Alternative Secondary Schools

School Name FOS Ward From Grade

To Grade

Enrolment Average

Age

Alternative Scarborough Education 1 SE4 19 9 12 162 18.3

Avondale Alternative Secondary School NE1 12 9 12 99 16.3

City School SW5 10 9 12 147 17.7

Contact Alternative School SW5 10 9 12 224 18.0

Delphi Secondary Alternative School SE4 21 9 12 137 16.1

East York Alternative Secondary School SW5 16 10 12 118 18.1

Etobicoke Year-Round Alternative Centre SW1 3 9 12 59 17.1

Inglenook Community School SW5 14 9 12 98 17.5

North East Year-Round Alternative Centre NE2 17 9 12 38 16.5

Oasis Alternative Secondary School SW5 10 9 12 129 17.0

Overflow Centre SE4 19 9 12 89 17.2

Scarborough Centre for Alternative Studies SE4 19 9 12 254 19.2

School of Experiential Education SW5 1 9 12 76 17.1

School of Life Experience SW4 15 9 12 193 18.0

SEED Alternative School SW5 15 9 12 55 18.5

South-East Year-Round Alternative Centre SE4 18 9 12 89 17.6

Subway Academy I SW4 15 9 12 198 18.3

Subway Academy II SW5 10 9 12 89 18.5

THESTUDENTSCHOOL SW2 7 9 12 153 18.1

West End Alternative School SW5 10 9 12 134 18.1

Year Round Alternative School NW3 8 9 12 39 16.9

Alternative Secondary Total 2580 17.8

TDSB Secondary Total 86374 16.0


Appendix C: Tables C1, C2, C3, and C4 illustrate the actual achievement results for students in

the alternative secondary schools. Each alternative school is unique, with a distinct identity and

approach to curriculum delivery (TDSB, 2010, para. 1) and this should be taken into

consideration when looking at the achievement results of the students in the alternative schools.

Figure 31: Secondary Student Success Indicators in the Alternative Schools

SOURCE: TDSB Secondary Success Indicators 2008-09. NOTE: Count represents the total number of students in each indicator for each group.

Graduation Rate - 17-21 Years Old

17%

61%

33%58%

32095198018594530

0%

20%

40%

60%

80%

100%

Alt . TDSB Alt . TDSB

%Non-Grad

% Graduation

Count

17 Ye a r s Ol d

S t ude nt s

17 - 2 1 Ye a r s

Ol d S t ude nt s

CountCredit Accumulation - Grade 9&10

94%

62%79% 77% 84%88%

3499416941521805347 99

0%

20%

40%

60%

80%

100%

Alt. TDSB Alt. TDSB Alt. TDSB

Series2

% On Track

Series3

Gr a de 9 ( 7 +

Cr e di t s)Combi ne d

Gr a de 10

( 15 + Cr e di t s)

Count


55

School Effects - Alternative Secondary Schools

Table 12 shows the absolute and relative school effects as measured by Hierarchical non-

Linear Modeling. As was supported by the descriptive analysis, 17-21 year-old students enrolled

in alternative secondary schools were less likely to graduate and successfully write the OSSLT

compared to the students in the other schools even after controlling for student and school SES.

For example, 17-21 year-old students in the alternative secondary schools were 76% (odds ratio

of 0.24) less likely to graduate and 58% (odds ratio of 0.42) less likely to successfully complete

the OSSLT for the first time compared to students in the other school types with similar student

and school SES background.

Table 12: Hierarchical non-Linear Modelling (HNLM ) Fixed Effects Estimates: Graduation of 17-21 Year-Olds and OSSLT 2008-09

Absolute effect Relative effect

Graduation of 17-21 0.34**(0.000) 0.24** (0.000)

OSSLT 0.38** (0.004) 0.42** (0.001)

*p<0.05: Coefficient significant at the 0.05 level ,**p<0.01: Coefficient significant at the 0.01 level Notes: Values in parentheses are the corresponding P-Values for the effect sizes. For Graduation Rates, analyses were based on data for 27375 students in 114 schools with complete data on the variables of interest. For OSSLT, analyses were based on data for 18181 students in 102 schools with complete data on the variables of interest. The odds-ratios represent coefficients of students’ achievement.

Student Engagement

Using administrative data on TDSB students, we find that students in both the alternative

elementary and secondary schools are less likely to be cited for discipline problems, though

more likely to have higher absenteeism rates. Student mobility rates in the alternative

elementary schools were lower than the TDSB in general and that of the alternative secondary

schools (Figures 32-34).

Student Absenteeism Rates

Figure 32 represents the overall absenteeism rates18 of students in the alternative elementary

and secondary schools compared to the TDSB in general. In both of the educational panels,

higher absenteeism rates is observed among the students in the alternative schools; however,

the differences were considerably higher in the alternative secondary schools than in the TDSB

schools in general and in the alternative elementary schools (7% versus 6% in elementary

schools, 19% versus 7% in secondary schools).

18

Schools are required to report the number of days each month that the student was absent. The absenteeism ‘rate’ is calculated by dividing the number of days a student was absent by the number of days that student was registered in TDSB over the year. For example, if a student was absent 18.5 days out of 185 school days in the year, his or her absenteeism rate is 10% (Brown, 2010).


56

Figure 32: Absenteeism Rates for Students Enrolled in Alternative Schools Compared to the TDSB

2008-09 School Year

7.0% 5.8%

19.3%

6.8%

14.2%

6.1%

1386 175255 1967 85708 3353 260963

0%

5%

10%

15%

20%

Alt. TDSB Alt. TDSB Alt. TDSB

Absenteeism


Enrolment

SOURCE: TDSB Data Warehouse Extracts as of Oct.31, 2008 and June 30, 2009 NOTE: Count represents the total number of students in each panel for each group.

Student Suspension Rates

Using administrative data on suspensions of the TDSB students from alternative schools in

comparison to the TDSB in general, we find that students attending both the alternative

elementary and secondary schools are less likely to be cited for discipline problems than

students in the TDSB in general. For example, in 2008-09 recorded suspension rates for the

students in the alternative elementary schools was 1% compared to the 2% of elementary

schools in the TDSB in general (Figure 33).

Figure 33: Suspension Rates (Number of Students Suspended by Enrolment) for Students Enrolled in Alternative Schools Compared to the TDSB

Suspensions - Suspension Rate

1%

3% 2%1%

2%

6% 6%4%

5%

4%2%

3% 3% 3%3%2%

1%2%

0%

2%

4%

6%

8%

10%

Alt. TDSB Alt. TDSB Alt. TDSB Alt. TDSB Alt. TDSB Alt. TDSB Alt. TDSB Alt. TDSB Alt. TDSB

20062007 20072008 20082009 20062007 20072008 20082009 20062007 20072008 20082009

Student Suspended by Enrollment


Enrolment

1359 182218 1404 17832 1386 175316 2276 87539 2403 86517 2310 85762 3635 26975 3807 26484 3696 261078

SOURCE: TDSB Suspension/Expulsion data extracted for Data Interpretation Handbook 2008-09. NOTE: Count represents the total number of students in each panel for each group.


57

Student Mobility Rates

Figure 34 shows the within-year mobility rates of students enrolled in the alternative elementary

and secondary schools compared to students in the TDSB in general. Unlike alternative

elementary schools (2% versus 5%), the within-year mobility rate for the students in the

alternative secondary schools is considerably higher than that of the TDSB secondary schools

in general (43% versus 10%).

Figure 34: Mobility Rates for Students Enrolled in Alternative Schools Compared to the TDSB

5%

43%

10%

28%

6%

2% 1386

175255

2306

85708

260963

3692

0% 10% 20% 30% 40% 50%

Alt.

TDSB

Alt.

TDSB

Alt.

TDSB

Ele

me

nta

ryS

eco

nd

ary

Co

mb

ine

d

% of Students

Mobility

Count

SOURCE: OD/Research and Information Services Data Interpretation Handbook 2008-09 NOTE: Count represents the total number of students in each indicator for each group.


58

SPECIALIZED SCHOOLS, SPECIALIZED PROGRAMS, AND OTHER PROGRAMS

“All schools offer students a broad spectrum of curricular opportunities including English as a

Second Language (ESL) and special education programs. Some schools may have strong

leadership, music, technical, or athletic programs that are not necessarily considered

specialized according to the TDSB criteria. Some schools have other program opportunities that

are unique to a school or support an existing pathway, like French Immersion, and some have a

clearly articulated school or program focus area which is deemed specialized by the Board”

(TDSB, 2010, para. 1):19

“There are three broad categories used for communication purposes to differentiate areas of

specialization. They are as follows” (TDSB, 2010, para 2):

Specialized Schools and Programs;

Specialized Programs - Skills Enhanced; and

Other Programs (i.e., French Immersion).

“Each of the categories above has specific program requirements as well as unique admission

criteria. Application to Specialized Schools and Programs is made directly to each

school/program based on the Optional Attendance Procedures” (TDSB, 2010, para.3).

Students in the International Baccalaureate Programs

The TDSB offers three international education programs, working in cooperation with

International Baccalaureate (IB) World Schools20. There are three IB programs in TDSB (TDSB,

2010, para. 3; The International Baccalaureate, 2010):

The Primary Years Program for students aged 3 to 12 focuses on the development of

the whole child in the classroom and in the world outside.

The Middle Years Program for students aged 11 to 16 provides a framework of

academic challenge and life skills, achieved through embracing and transcending

traditional school subjects.

19

Information regarding Programs of Choice directly taken from the TDSB internal documents through intranet and/or

public website. For further information on Specialized Schools, Specialized Programs & Other Programs please see: http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=121&menuid=489&pageid=378 20 For further information on IB programs in TDSB please visit:





59

The Diploma Program for students aged 16 to 19 is a demanding two-year curriculum

leading to final examinations and a qualification that is welcomed by leading universities

around the world.

“Each programme includes a curriculum and pedagogy, student assessment appropriate to the

age range, professional development for teachers and a process of school authorization and

evaluation (TDSB, 2010, para. 5); The International Baccalaureate, 2010).

In the TDSB, 10 schools offer IB programs in the elementary and secondary panels (TDSB,

2010) (Table 13).

Table 13: PYP, MYP, and IB Diploma Programs Offered in the TDSB Elementary and Secondary Schools

Primary Years Program/International Baccalaureate Program

Harrison PS

Cedarvale CS

International Baccalaureate Middle Years Program

Arlington MS

Milne Valley MS International Baccalaureate Diploma Program

Monach Park CI

Parkdale CI

Sir Wilfrid Laurier CI

Vaughan Road Academy

Victoria Park CI

Weston CI SOURCE: TDSB internal documents through intranet and/or public website.

http://www.tdsb.on.ca/scripts/Schoolasp.asp?schno=6105



60

Demographic Characteristics of the Students Enrolled in the International Baccalaureate Programs In this section we studied the demographic characteristics of the IB students in relation to

students in regular schools in the TDSB based on the divisions (Grades K-6, Grades 7-8, and

Grades 9-12). The comparisons are made by divisions because the student and household

characteristics were derived mostly from the TDSB Student Census Grades 7-8 and Grades 9-

12 and the Parent Census Grades K-6.

The percentage of students enrolled in IB programs varied by student language, country of birth,

recent arrivals, and student racial background. Relatively, a higher percentage of students

speaking only English at home enrolled in PYP (59% in Grades K-6 versus 46% in TDSB

Grades K-6) and MYP (52% in Grades 7-8 versus 45% in TDSB Grades 7-8); whereas, a

smaller percentage of students speaking only English at home enrolled in the IB Diploma

Program (30% in versus 46%). A majority of the students enrolled in the Grades K-6 (77%

versus 23%), Grades 7-8 (67% versus 33%), and Grades 9-12 (56% versus 44%) IB programs

were born in Canada. Compared to regular TDSB schools, a higher percentage of students born

outside Canada enrolled in the IB Diploma Program (36% versus 44%) (Table 14).

Recent arrivals (1-3 years) were almost equally represented in the primary, junior, and middle

grades but not in the secondary grades. For example, the proportion of recent arrivals (1-3

years) in the K-6 IB programs and recent arrivals in regular TDSB schools was 7%. The

proportion of recent arrivals (1-3 years) in the IB Diploma Program was 3% compared to 9% in

the TDSB.

White students were the highest group represented in all IB programs. Relative to regular TDSB

schools, a higher percentage of White students were enrolled in IB programs in Grades K-6

(51% versus 29%) and Grades 7-8 (43% versus 31%) but not in the IB Diploma Program in

Grades 9-12 (29% versus 33%) (Table 14).


61

Table 14: Percentage Distribution of the International Baccalaureate Students Enrolled in TDSB Schools by Student Demographics

Student Characteristics

Grades K-6 Grades 7-8 Grades 9-12

IB TDSB IB TDSB IB TDSB

Total (%)* 632(1%) 137360 612 (2%) 35270 1620 (2%) 87328

Gender*

Male 54% 51% 50% 52% 41% 53%

Female 46% 49% 50% 48% 59% 47%

Student Language*

English 59% 46% 52% 45% 30% 46%

Other 41% 54% 48% 55% 69% 54%

Student Birth Country*

Canada 77% 81% 67% 71% 56% 64%

Outside Canada 23% 19% 33% 29% 44% 36%

Recent Arrivals*

1-3 Years 7% 7% 8% 7% 3% 9%

4-5 Years 5% 5% 6% 5% 5% 6%

Racial Background** 455

(<1%†) 95404 615 (2%) 34067 989 (1%) 70410

Aboriginal 0% <1%† 1% <1%† 0% <1%†

Black 3% 10% 13% 15% 4% 12%

East Asian 18% 15% 9% 16% 26% 20%



South Asian 9% 27% 9% 21% 27% 19%


White 51% 29% 43% 31% 29% 33%

Mixed 10% 9% 8% 6% 4% 5%

Special Education*

SPED excluding gifted 14% 12% 16% 21% 1% 16%

* TDSB Data Warehouse Extracts as of October 31st 2009

** TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. †Where percentages are less than 0.5%, "<1%" is shown NOTE: Percentages in tables may not add up to 100, due to rounding.


62

Table 15 shows the percentage distribution of students enrolled in IB programs in the TDSB

schools by household characteristics across the divisions. IB students enrolment varied by

students’ household characteristics across the divisions. The greatest variation in IB program

enrolment in 2007-08 was in parents who had the highest levels of SES in Grades K-6

compared to the parents of students in all regular TDSB schools. Students in Grades K-6 whose

parents were in the highest income category ($100,000 and above) had a higher percentage

enrolment of their children in IB programs than parents in all TDSB schools (51% versus 22%).

Also, a greater percentage of students who had both parents present at home attended IB

programs in Grades K-6 (89% versus 81%) and Grades 9-12 (89% versus 74%) but not in

Grades 7-8 (76% versus 78%) compared to the TDSB totals.

Parents’ educational levels clearly have considerable influence on enrolment in the IB programs

across the divisions. For example, a higher percentage of students whose parents have a

university education enrolled in the IB Diploma program (Grades 9-12) than TDSB students with

parents with a university level of education (69% versus 47%). The effect of parents’

educational level in the children’s/parents’ choice in participating in the IB programs was

consistent across the divisions (Table 15).

Children of immigrant parents are currently less likely than children of non-immigrant parents to

participate in the IB programs at the elementary panel. For example, in the elementary IB

programs Grades K-6, children of immigrant parents make-up 46% of the student population

compared to 66% of the Grades K-6 students from non-immigrant parents in TDSB (Table 15).

Table 15 also shows the parents’ involvement in their children’s schools in the Grades K-6 IB

programs compared to all Grade K-6 schools in the TDSB. Overall, a larger percentage of IB

students in Grades K-6 have parents who are involved in school activities compared with the

TDSB as a whole. In 2007-08, a higher percentage of students in the IB programs, compared

with parents of students in all TDSB schools, had parents who attended parent-teacher

interviews (84% versus 72%), spoke with their child’s teacher (47% versus 41%), attended

meetings and events at the school (42% versus 38%), and volunteered at the school (26%

versus 15%).


63

Table 15: Percentage Distribution of the International Baccalaureate Students Enrolled in TDSB Schools by Household Characteristics

Household Characteristics Grades K-6 Grades 7-8 Grades 9-12


Family SES 406 85914 477 24889 827 48405


Semi-Professional/Middle Management ($75,000 - $99,999) 12% 10% 32% 29% 32% 32%

Skilled/Semi-skilled Clerical/Trades ($50,000 - $74,999) 17% 18% 25% 28% 19% 25%



Family Structure 452 94058 604 33553 993 69610

Both Parents 89% 81% 76% 78% 89% 74%

Mother Only 10% 15% 20% 17% 10% 18%

Father Only <1%† 1% 3% 2% 1% 3%

Others* 2% 2% 1% 4% 1% 5%

Parents’ Education Level 450 93196 593 33359 979 68880


College 19% 24% 11% 13% 11% 16%

University 76% 52% 49% 42% 69% 47%

Don’t know / None** <1%† 1% 28% 34% 12% 20%

Parents’ Place of Birth 452 94484 612 33878 991 67978

Both Canada 36% 21% 25% 20% 12% 19%

Canada and other Country 17% 12% 13% 10% 8% 9%

Both outside Canada 46% 66% 62% 70% 80% 72%

Parent Involvement 450 93695 — — — —

Attend parent-teacher interviews 84% 72% — — — —

Speak with your child’s teachers 47% 41% — — — —

Attend meetings and events at this school 42% 38% — — — —

Volunteer at this school 26% 15% — — — — SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. *Others includes: father and stepmother, mother and stepfather, half the time with each parent, foster parent(s), adult relatives or guardians, group home adults, on his/her own, friends, and other. ** None for K-6 (parent census) and Don’t know for 7-12 (student census). †Where percentages are less than 0.5%, "<1%" is shown — Not available. Comparable variables are not available on the data files (not from parents’ perspective) NOTE: Percentages in tables may not add up to 100, due to rounding.


64

Achievement Characteristics of the Students Enrolled in the International Baccalaureate Programs Table 16 shows the Literacy and Numeracy achievement for the students enrolled in the

elementary panel IB programs compared with students in all TDSB schools in both report cards

and standardized tests. In all grades, students’ Literacy and Mathematics achievement in the IB

program, as measurable by Term 3 report card marks in 2008-09, were considerably higher

than those of the TDSB averages. For example, the greatest variation in the IB students’

achievement, in comparison with students in all TDSB schools, was observed in the Writing

achievement of the IB students enrolled in the Grades K-6 IB programs (87% versus 62%).

Measurable differences in the achievement of students in the IB program in Reading, Writing,

and Mathematics compared with the TDSB in general were also evident in the EQAO Grades 3

and 6 assessments. For example, in Grade 3 Reading, 80% of the students enrolled in IB

programs achieved at the provincial standard compared to 58% of the students enrolled in all

TDSB schools.

Table 16: Achievement Characteristics of the International Baccalaureate

Elementary School Students Compared to the TDSB

Elementary Report Card Results



Grade 1 98% 67% 98% 56% 100% 79%

Grade 2 94% 73% 92% 60% 98% 79%

Grade 3 95% 72% 95% 60% 97% 75%

Grade 4 89% 68% 91% 62% 98% 74%

Grade 5 98% 70% 100% 64% 100% 76%

Grade 6 78% 70% 77% 67% 75% 72%

Grade K-6 87% 70% 87% 62% 89% 76%

Grade 7 67% 66% 73% 65% 70% 67%

Grade 8 77% 68% 76% 67% 70% 64%

Grade 7-8 72% 67% 75% 66% 70% 65%

EQAO Primary and Junior 73% 63% 75% 67% 71% 66%

Primary Division (Grade 3) 80% 58% 81% 66% 91% 69%

Primary Division (Grade 6) 71% 67% 73% 67% 65% 63% SOURCE: TDSB Term 3 Elementary Report Card Results and EQAO Grade 3 and 6 results for 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands


65

Table 17 shows the achievement of the students enrolled in the IB Diploma Program at the

secondary panel compared with students in all TDSB schools in both standardized tests and

key secondary student success indicators. It is clear from Table 17 that in all of the secondary

success indicators, students in the IB program had a higher success rate than that of students

in all TDSB schools. For example, first time-eligible fully participating students successfully

completing the OSSLT in IB programs were at 99% and 82% for students in all TDSB schools.

Students accumulating 7 or more credits by the end of Grade 9 and 15 or more credits by the

end of Grade 10 were also considerably higher for students in IB programs than that of

students in all TDSB schools (99% versus 88% for Grade 9 credit accumulation; 99% versus

79% for Grade 10 credit accumulation). It should also be noted that the proportion of graduating

17 year-olds21 students enrolled in the IB programs, was 95% compared with 61 % for students

in all TDSB schools.

Table 17: Achievement Characteristics of the International Baccalaureate

Secondary School Students Compared to the TDSB

EQAO Grade 9 Mathematics IB TDSB

Applied — 23%

Academic 93% 75%

OSSLT 99% 82%

Grade 9 Credit Accumulation 99% 88%


17 Years Old Outcome 95% 61%

SOURCE: TDSB results for EQAO Grade 9, OSSLT and Secondary Success Indicators 2008-2009. — Not available. Comparable variables are not available on the data files

21

This examines what happened to 17-year-old students attending the school in Fall of the school year, most of who were in their fourth year of secondary studies. By the beginning of the next school year, students were categorized as 1) graduated or accumulated 30 or more credits; 2) still attending the TDSB; 3) dropped out of school or left the TDSB (Brown, 2010).


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Student Engagement

Table 18 shows the suspension, absenteeism, and mobility rates for the students enrolled in the

IB programs compared to TDSB averages. It is clear in all three of these engagement measures

that there were lower rates of suspensions, absenteeism, and student mobility in the IB

programs compared to that of all other TDSB schools. For example, the proportion of students

suspended by enrolment was 0.3% for the IB students in Grades K-6 compared with 1.2% for

students in Grades K-6 in the TDSB. The only observed minor difference was that IB program

students in Grades 7-8 have slightly higher absenteeism rates (6.5% versus 5.6%) and mobility

rates (4.3% versus 3.4%) compared to their peers in TDSB schools. It should also be noted that

the lowest levels of suspensions, absenteeism, and mobility rates in the IB program compared

to TDSB rates is observed in the students enrolled in the IB Diploma program at the secondary

panel.

Table 18: Student Engagement of the International Baccalaureate Students Compared to the TDSB

Student Engagement Grades K-6 Grades 7-8 Grades 9-12


Suspension Rate 0.3% 1.2% 3% 4.5% 0.4% 5.4%

Absenteeism Rate 5.5% 5.9% 6.5% 5.6% 2.4% 6.8%

Mobility Rate 4.0% 5.4% 4.3% 3.4% 0.6% 9.6%

SOURCE: TDSB Data Warehouse Extracts as of Oct.31, 2008 and June 30, 2009

Arts and Sports Related Elementary Specialized Schools and Programs

Table 19 shows the arts and sports related elementary specialized schools and programs in the

TDSB. In this section we studied the demographics and achievement characteristics of the

students attending art schools, CyberARTS, and High Performance Athletes programs.

Table 19: Arts and Sports Related Elementary Specialized Schools and Programs

Arts Schools Claude Watson School for the Arts, Seneca Campus

Claude Watson School for the Arts (Grades 4-8), Spring Garden Campus

Karen Kain School of the Arts

Fairmount Public School

Faywood Arts-Based Curriculum School

CyberARTS Don Mills Middle School

C.H. Best Middle School

High Performance Athletes Program Hollycrest MS

St. Andrew's JHS SOURCE: TDSB internal documents through intranet and/or public website.

http://www.tdsb.on.ca/scripts/schoolasp.asp?schno=3241










67

Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs The percentage of students enrolled in art schools, CyberARTS programs, and High

Performance Athletes programs varied by student gender, language, country of birth, recent

arrivals, and student racial background. A relatively higher percentage of female students

enrolled in all three of the arts and sports related specialized programs in the elementary panel

(56% versus 44% in the art schools; 63% versus 37% in the CyberARTS programs; and 80%

versus 20% in the High performance Athletes program). The highest enrolment in favour of

female students was in the High Performance Athletes programs (80% versus 20%) (Table 20).

A majority of the students enrolled in the art schools (69% versus 31%) and the High

Performance Athletes program (80% versus 20%) speak only English at home. A higher

percentage of the students enrolled in the CyberARTS program speak a language other than

English at home (69% versus 31%). Similar patterns were observed when looking at the country

of birth for the students enrolled in the arts and sport related programs in the TDSB elementary

schools. Relative to TDSB and other programs, the highest representation of recent arrivals was

in the CyberARTS programs (9% arrive 1-3 years and 8% in 4-5 years) (Table 20).

White students were the highest group represented in the arts and High Performance Athletes

programs (55% Grades K-6 arts; 57% Grades 7-8 arts; 69% Grades 7-8 High Performance

Athletes program). The highest group enrolled in the CyberARTS programs were East Asian

students (47%) (Table 20).


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Table 20: Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs

Student Characteristics

Arts Schools CyberArts H.P Athletes.

Prg. TDSB

Total (%)* 1178 (1%) 98 (<1%†) 74 (<1%†) 259958

Gender*

Male 44% 37% 20% 52%

Female 56% 63% 80% 48%

Student Language*

English 69% 31% 80% 46%

Other 31% 69% 20% 54%


Canada 85% 43% 92% 74%

Outside Canada 15% 57% 8% 26%

Recent Arrivals*

1-3 Years 4% 9% 0% 8%

4-5 Years 2% 8% 1% 5%

Racial Background** K-6† 7-8† K-6† 7-8† K-6† 7-8† K-6† 7-8†

Total (%) 532 (1%) 212 (1%) 0 75

(<1%†) 7 (<1%†) 58 (<1%†) 95404 34067

Aboriginal 0% 0% — 0% — 0% <1%† <1%†

Black 5% 5% — 0% — 5% 10% 15%

East Asian 16% 24% — 47% — 7% 15% 16%

Latin American 1% 3% — 0% — 2% 2% 2%

Middle Eastern 2% 1% — 3% — 2% 4% 5%

South Asian 2% 1% — 3% — 2% 27% 21%

Southeast Asian 6% 3% — 3% — 2% 4% 4%

White 55% 57% — 41% — 69% 29% 31%

Mixed 14% 6% — 4% — 12% 9% 6%

Special Education*

SPED excluding gifted 13% 9% 1% 15%


** TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. †Where percentages are less than 0.5%, "<1%" is shown NOTE: Percentages in tables may not add up to 100, due to rounding — Not available. Comparable variables are not available on the data files


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Table 21 shows the household characteristics for students in the arts schools, CyberARTS, and

High Performance Athletes programs in relation to regular schools in the TDSB across the

divisions. Student enrolment in the elementary panel arts and sports related specialized

programs varied by students’ household characteristics across the divisions.

Students enrolled in art schools, CyberARTS, and High Performance Athletes programs are

more likely to be from a family with a high SES background, live in two-parent family, and have

university educated parents. For example, 83% of art school students in Grades 7-8; 85% of

CyberARTS students in Grades 7-8; and 84% of High Performance Athletes students in Grades

7-8, lived in two-parent families in 2006-2007.

Children of immigrant parents (40%) and children of non-immigrant parents (41%) participated

almost equally in the arts programs in Grades K-6. There were 17% more students from

immigrant families participating in the arts programs at the middle grades (Grades 7-8). A higher

percentage of students from immigrant parents enrolled in the CyberARTS programs compared

to students from immigrant parents in all TDSB schools (79% versus 70%). Children of

immigrant parents were relatively less likely to attend a High Performance Athletes program. For

example, only 29% of the Grades 7-8 students in the High Performance Athletes programs had

both of their parents born in Canada.

Table 21 also shows the parents’ involvement in their children’s schools in Grades K-6 in the

arts and sports related specialized programs in the elementary schools. Overall, a larger

percentage of students in art schools had parents who were involved in school activities

compared with the TDSB as a whole. In 2007-08, a higher percentage of students in art schools

had parents who attended parent-teacher interviews (80% versus 72%), attended meetings and

events at the school (45% versus 38%), and volunteered at the school (22% versus 15%).


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Table 21: Household Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs

Household Characteristics Arts Schools CyberArts

H.P Athletes Prg.

TDSB

K-6 7-8 K-6 7-8 K-6 7-8 K-6 B 7-8

Family SES 477 188 — 58 6 51 85914 24889

Professional/Senior Management ($100,000+) 47% 47% — 48% — 43% 22% 25%

Semi-Professional/Middle Management ($75,000 - $99,999) 16% 35% — 26% — 39% 10% 29%

Skilled/Semi-skilled Clerical/Trades ($50,000 - $74,999) 16% 12% — 16% — 10% 18% 28%

Unskilled Clerical/Trades ($30,000 - $49,999) 11% 6% — 10% — 6% 23% 14%

Non-Remunerative (Less than $30,000) 10% 1% — 0% — 2% 27% 4%

Family Structure 528 209 — 74 — 58 94058 33553

Both Parents 88% 83% — 85% — 84% 81% 78%

Mother Only 11% 14% — 9% — 14% 15% 17%

Father Only 0% <1%† — 1% — 0% 1% 2%

Others* 1% 3% — 4% — 2% 2% 4%

Parents’ Education Level 522 209 — 73 — 58 93196 33359

Elementary School or High School 9% 6% — 3% — 5% 23% 11%

College 17% 8% — 14% — 12% 24% 13%

University 73% 68% — 67% — 66% 52% 42%

Don’t know / None** 1% 18% — 16% — 17% 1% 34%

Parents’ Place of Birth 529 212 — 75 — 58 94484 33878

Both Canada 41% 31% — 12% — 52% 21% 20%

Canada and other Country 19% 21% — 9% — 19% 12% 10%

Both outside Canada 40% 48% — 79% — 29% 66% 70%

Parent Involvement 524 102 — — — — 93695 —

Attend parent-teacher interviews 80% — — — — — 72% —

Speak with your child’s teachers 38% — — — — — 41% —

Attend meetings and events at this school 45% — — — — — 38% —

Volunteer at this school 22% — — — — — 15% —

SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. *Others includes: father and stepmother, mother and stepfather, half the time with each parent, foster parent(s), adult relatives or guardians, group home adults, on his/her own, friends, and other. ** None for K-6 (parent census) and Don’t know for 7-12 (student census). †where percentages are less than 0.5%, "<1%" is shown — Not available. Comparable variables are not available on the data files NOTE: Percentages in tables may not add up to 100, due to rounding.


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Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs Table 22 shows the Literacy and Numeracy achievement of students enrolled in the arts and

sports related specialized elementary schools compared with students in all TDSB schools in

both report card data and standardized tests. In all grades, achievement in Literacy and

Mathematics for the students in the arts and sports related specialized elementary schools and

programs were considerably higher than that of the TDSB averages as measurable by the Term

3 report card marks in 2008-09. For example, all of the students enrolled in the High

Performance Athletes programs in Grades K-6 achieved at the provincial standard in Reading,

Writing, and Mathematics. Measurable differences were evident in the achievement levels of the

students in the arts and High Performance Athletes programs in Reading, Writing, and

Mathematics and in the EQAO Grade 3 and 6 assessments compared with the students in all

TDSB schools. For example, in Grade 6 Reading 90% of the students in the arts program

achieved at the provincial standard compared to 67% for students in all TDSB schools.

Table 22: Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Elementary Specialized Schools and Programs



Arts* Carts^ HPAP† TDSB Arts* Carts^ HPAP† TDSB Arts* Carts^ HPAP† TDSB

Grade 1 78% — — 67% 80% — — 56% 93% — — 79%

Grade 2 87% — — 73% 79% — — 60% 88% — — 79%

Grade 3 81% — — 72% 67% — — 60% 92% — — 75%

Grade 4 87% — 100% 68% 85% — 100% 62% 92% — 100% 74%

Grade 5 88% — 100% 70% 82% — 100% 64% 87% — 100% 76%

Grade 6 89% — 100% 70% 87% — 100% 67% 88% — 100% 72%

Grade K-6 86% — 100% 70% 82% — 100% 62% 89% — 100% 76%

Grade 7 83% 86% 100% 66% 81% 84% 100% 65% 83% 88% 96% 67%

Grade 8 79% 83% 92% 68% 85% 93% 92% 67% 75% 83% 92% 64%

Grade 7-8 82% 84% 96% 67% 83% 89% 96% 66% 80% 85% 94% 65%

EQAO Primary and Junior

84% — — 63% 86% — — 67% 72% — — 66%

Primary Division (Grade 3)

65% — — 58% 75% — — 66% 67% — — 69%


90% — 100% 67% 89% — 100% 67% 74% — 100% 63%

SOURCE: TDSB Term 3 Elementary Report Card Results and EQAO Grade 3 and 6 results for 2008-2009. *Arts Schools ; ^CyberARTS ; †High Performance Athletes Program — Not available. Comparable variables are not available on the data files NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands


72

Table 23 shows the suspension, absenteeism, and mobility rates of the students enrolled in the

arts and sports related specialized programs in the elementary panel compared to the TDSB

averages. It is clear in all three of these engagement measures that there were lower rates of

suspensions, absenteeism, and student mobility in all of the arts and sports related elementary

schools specialized programs. For example, the proportion of students suspended by enrolment

was 0.7% for the students in the arts compared with 2.9% for students in regular TDSB schools.

Table 23: Student Engagement of the Specialized Students Compared to the TDSB

Student Engagement Arts* CArts^ HPAP† TDSB

Suspension Rate 0.7% 0% 0% 2.9%

Absenteeism Rate 5.5% 4.7% 5.3% 6.1%

Mobility Rate 0.9% 0% 1.6% 6.5%

SOURCE: TDSB Data Warehouse Extracts as of Oct.31, 2008 and June 30, 2009 *Arts Schools; ^CyberARTS; †High Performance Athletes Program

Secondary Specialized Schools and Programs

The Board deems Specialized Schools and Programs22. The criteria are as follows (TDSB, 2010, para. 1): “A written, clearly articulated specific program focus (e.g., the arts, athletics, and information

technology) is required. To be designated a Specialized School; this focus must apply to

the whole school” (TDSB, 2010, para. 1).

“In secondary schools, students must take a minimum of 7 courses directly related to the

school's particular program focus. In the case of professional performing arts students or

gifted athletes, students are not required to take the minimum number of courses related to

their areas of focus. However, timetable accommodation must be made by the school to

allow these students to pursue their area of focus. Each school has developed specific

admission criteria” (TDSB, 2010, para. 1).

22

Information regarding Programs of Choice directly taken from the TDSB internal documents through intranet and/or public website. For further information please see: http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=121&menuid=489&pageid=378



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Arts and Sports Related Secondary Specialized Schools and Programs Table 24 shows the arts and sports related secondary specialized schools and programs in the

TDSB23. In this section we studied the demographics and achievement characteristics of the

students attending specialized schools and programs with Arts Focus, Cyber Arts/Studies, and

Elite Athletes.

Table 24: Arts and Sports Related Secondary Specialized Schools and Programs

Arts Focus/Programs Earl Haig SS Etobicoke School of the Arts Rosedale Heights School of the Arts Wexford Collegiate School of the Arts Central Technical School CW Jefferys CI Downsview SS Cyber Arts/Studies Don Mills CI Lakeshore CI Northview Heights SS Western Technical - Commerical School Cybridge @ George Harvey CI Emery CI SATEC @ WA Porter CI Elite Athletes Program Birchmount Park CI

Northview Heights SS

Silverthorn CI

Vaughan Road Academy SOURCE: TDSB internal documents through intranet and/or public website.

23

According to extracts from Student Information System as of October 31 2009 there were only 8 students enrolled in the Media Arts program therefore it didn’t meet the reporting requirement of this report.


74

Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs The percentage of students enrolled in the Arts Focus, Cyber Arts, and Elite Athletes programs

varied by student gender, language, country of birth, recent arrivals, student racial background,

and special education needs. A relatively, higher percentage of female students enrolled in the

Arts Focus programs (68% versus 32%). Cyber Arts programs have a relatively higher

percentage of male students then female students (61% versus 39%).

A majority of the students enrolled in the Arts Focus (72% versus 28%) and Elite Athletes (76%

versus 24%) programs speak only English at home. A higher percentage of the students

enrolled in the Cyber Arts program speak a language other than English at home (72% versus

28%). A majority of the students enrolled in the Arts Focus (83% versus 17%), Cyber Arts (61%

versus 39%), and Elite Athletes (86% versus 14%) programs are born in Canada. Relative to

the TDSB and other programs, the highest representation of recent arrivals was in the Cyber

Arts programs (7% arrive 1-3 years and 5% in 4-5 years) (Table 25).

White students were the highest group represented in the Arts Focus and Elite Athletes

programs (70% in Arts Focus, 78% in Elite Athletes program). The highest group enrolled in the

Cyber Arts programs were South Asian students (30%), followed by White students (24%) and

East Asian students (22%) (Table 25).


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Table 25: Demographic Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs

Student Characteristics Grades 9-12

Arts Focus Cyber Arts Elite Athletes TDSB

Total (%)* 3004 (3%) 573 (1%) 354 (<1%†) 87328

Gender*

Male 32% 61% 54% 53%

Female 68% 39% 46% 47%

Student Language*

English 72% 28% 76% 46%

Other 28% 72% 24% 54%


Canada 83% 61% 86% 64%

Outside Canada 17% 39% 14% 36%

Recent Arrivals*

1-3 Years 1% 7% 1% 9%

4-5 Years 2% 5% 2% 6%

Racial Background**

Total Count 2185 467 77 70410

Aboriginal <1%† 0% 0% <1%†

Black 5% 10% 5% 12%

East Asian 9% 22% 4% 20%

Latin American 2% 2% 0% 2%

Middle Eastern 1% 2% 3% 5%

South Asian 3% 30% 3% 19%

Southeast Asian 1% 6% 0% 3%

White 70% 24% 78% 33%

Mixed 8% 4% 8% 5%

Special Education*

SPED excluding gifted 14% 12% 4% 16%


** TDSB Student Census Grade 7-12, 2006-2007. †Where percentages are less than 0.5%, "<1%" is shown NOTE: Percentages in tables may not add up to 100, due to rounding


76

Table 26 shows the household characteristics of the students in the Arts Focus, Cyber Arts, and

Elite Athletes programs in relation to the TDSB. Student enrolment in the secondary panel arts

and sports related specialized programs varied by students’ household characteristics.

In comparison to students in all TDSB schools, students enrolled in the Arts Focus and Elite

Athletes programs are more likely to be from a family with a high SES background, live in two-

parent family, and have university educated parents. For example, 38% of the students from a

high SES family background (professional/senior management) enrolled in Arts Focus and 45%

of the students from a high SES family background enrolled in Elite Athletes program in 2006-07

compared to 29% in the TDSB. Student enrolment in the Cyber Arts programs in relation to

family SES, family structure, and parent’s education shows somewhat similar patterns with the

TDSB students in general (Table 26).

Children of immigrant parents were relatively less likely to attend an Arts Focus and Elite

Athletes programs though more likely to attend Cyber Arts programs compared to the TDSB in

general. For example, 35% of the students in the Arts Focus, 36% in the Elite Athletes

programs, and 78% in the Cyber Arts programs had both of their parents born outside Canada

compared to 72% of the Grades 9-12 TDSB students with both of their parents born outside

Canada.


77

Table 26: Household Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs

Household Characteristics Arts Focus Cyber Arts Elite

Athletes TDSB

Grades 9-12

Family SES 1959 327 64 48405

Professional/Senior Management 38% 28% 45% 29%

Semi-Professional/Middle Management 39% 33% 31% 32%

Skilled/Semi-skilled Clerical/Trades 16% 24% 16% 25% Unskilled Clerical/Trades 4% 12% 8% 12%

Non-Remunerative 1% 3% 0% 3%

Family Structure 2186 468 77 69610

Both Parents 77% 75% 83% 74%

Mother Only 19% 20% 13% 18%

Father Only 2% 2% 1% 3%

Others* 2% 3% 3% 5%

Parents’ Education Level 2167 461 77 68880

Elementary or High School 11% 18% 5% 17%

College 16% 16% 3% 16%

University 64% 42% 81% 47%

Don’t know 9% 23% 12% 20%

Parents’ Place of Birth 2194 473 77 67978

Both Canada 42% 15% 49% 19%

Canada and other Country 22% 7% 14% 9%

Both outside Canada 35% 78% 36% 72% SOURCE: TDSB Student Census Grade 7-12, 2006-2007 *Others includes: father and stepmother, mother and stepfather, half the time with each parent, foster parent(s), adult relatives or guardians, group home adults, on his/her own, friends, and other. NOTE: Percentages in tables may not add up to 100, due to rounding.

Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs Table 27 shows the Literacy and Numeracy achievement of students enrolled in the arts and

sports related specialized secondary schools compared with students in all TDSB schools. In all

secondary success indicators, achievement in Literacy and Mathematics for the students in the

arts and sports related specialized secondary schools and programs were considerably higher

than that of the TDSB averages. For example, all of the students enrolled in the Elite Athletes

program completed the Ontario Secondary School Literacy Test (OSSLT) successfully on their

first attempt in 2008-09.


78

Table 27: Achievement Characteristics of the Students Enrolled in the Arts and Sports Related Secondary Specialized Schools and Programs

Compared to the TDSB

EQAO Grade 9 Mathematics Arts Focus Cyber

Arts Elite Athletes

TDSB

Applied 50% 44% − 23%

Academic 84% 84% 95% 75%

OSSLT 94% 92% 100% 82%

Grade 9 Credit Accumulation 96% 99% 95% 88%

Grade 10 Credit Accumulation

91% 89% 96% 79%

17 Years Old Outcome 79% 57% 55% 61%

SOURCE: TDSB results for EQAO Grade 9, OSSLT, and Secondary Success Indicators 2008-2009. — Not available. Comparable variables are not available on the data files

Table 28 shows the suspension, absenteeism, and mobility rates of the students enrolled in the

arts and sports related specialized programs in the secondary panel compared to the TDSB

averages. It is clear in all three of these engagement measures that there were lower rates of

suspensions, absenteeism, and student mobility in all of the arts and sports related secondary

schools specialized programs. For example, the proportion of students suspended by enrolment

was 1.4% for the students in the Arts Focus programs compared with 5.4% for all students in

the TDSB secondary schools.

Table 28: Student Engagement of Students Enrolled in the TDSB Secondary

Specialized Schools or Programs Compared to the TDSB

Student Engagement Grades 9-12


Suspension Rate 1.4% 2.4% 0.8% 5.4%

Absenteeism Rate 6.0% 2.7% 2.0% 6.8%

Mobility Rate 0.2% 0.8% 0.4% 9.6%



79

Policy Implications and Recommendations The TDSB’s Vision, sets the goals and necessary skills and knowledge to prepare students in

rapidly globalized world by providing finest teaching and learning environments through regular,

alternative, or specialized schools and programs in the TDSB. Currently, a diverse collection of

alternative schools, specialized schools and programs is available through the TDSB’s

Programs of Choice. For example, these include French Immersion programs, the International

Baccalaureate programs, alternative schools, arts schools, CyberARTS, and High Performance

Athletes Programs.

School and program choices and school demographics are equally related. With few

exceptions, social structure of the students who attend alternative schools and specialized

schools and programs are more likely to come from families with higher SES, non-immigrant

status, a two-parent family structure, and have parents with a high level of education. In general,

this is more evident in the French Immersion programs.

It may look likely that learning English as a second language presents enough of a challenge to

immigrant students whose first language is not English. However, the available evidence shows

that immigrant English Language Learners (ELLs) enrolled in regular or French Immersion

programs achieve as well as their English speaking counterparts. ELLs who attend to French

Immersion with developed literacy in their mother tongue usually achieve even better than the

English speaking students (Hurd, 1993; Swain et al., 1990, as cited in Canadian Council on

Learning, 2007, p.9).

Today a variety of alternative schools and specialized schools and programs are available in the

TDSB; however, the students attending these schools and programs do not reflect the diversity

of the TDSB population as a whole. Therefore, policy makers should focus their attention on

attracting students by responding to the needs of their student community and by providing the

options that parents, students, and teachers seek.

Policy makers should take into account that “recent immigrants are not progressing as well as

earlier immigrants despite the fact that Canada has improved wealth and decreasing

unemployment for quite a few years” (Human Resources and Social Development Canada,

2007, as cited in Levin, 2008, p. 394). Therefore, in the absence of public resources such as

Programs of Choice, these students from challenging family circumstances face considerable


80

obstacles. School community engagement can be an effective strategy to identify and remove

barriers to learning and increase enrolment through the Programs of Choice initiative as well as

in regular programs.

While it is not evident through achievement outcomes of the students in alternative secondary

schools, some common characteristics of alternative schooling and specialized programs in the

TDSB can be used to confirm the directions suggested by the learning sciences. Many teaching

practices developed in alternative schools and specialized programs, such as student-focused

and independent learning, personalized learning, differentiated teaching and learning, project-

based and cooperative learning have become increasingly common throughout regular schools

in the TDSB (See also in OECD, 2008). Successful teaching and instructional practices that will

be developed in the newly proposed four elementary Programs of Choice (a Boys Leadership

Academy for Grades K-3, a Girls Leadership Academy for Grades 4-8, a Co-educational Choir

School for Grades 4-8, and a Co-educational Sports Academy for Grades 4-8) can also set

directions and contribute to the learning of the students in the regular schools in the TDSB.


81


82

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subtractive semi-lingualism? Canadian Modern Language Review, 49, 514-525.

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Document). Toronto, Ontario, Canada: Toronto District School Board.

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84

APPENDIX A

TECHNICAL NOTES

Protection of Personal Information

In order to protect the privacy of individual students and to avoid misinterpretations and

generalizations based on very small numbers, results have been suppressed for schools and

categories with number of students less than 10 in a given year, grade or subject.

School Effect Estimation

Type A school effects address the question, "how well would we expect a student with average

background characteristics to perform in school j relative to the grand mean" (Willms &

Raudenbush, 1989, p. 213, as cited in Winokur, 2004).

Type B school effects ask, "how well a particular school performed relative to other schools with

similar student intakes, contextual effects, and wider social influences" (Willms & Raudenbush,

1989, p. 213, as cited in Winokur, 2004).

School effects were estimated following a three-step procedure:

Model 1-Unconditional Model

The unconditional model did not include any student or school level variables. It is a

random-effect model (see Roudenbush & Bryk, 2002 for more detail):

Symbolically the unconditional model is:

Level-1 Model

Y = ß 0 + R

Level-2 Model

ß 0 = 00 + 0


85

Model 2: Symbolically Model 2 is:

Model 3: Symbolically Model 3 is:

Table A1: List of Variables at Each Level Example of School Effects Model- Alternative Elementary Schools

Name of Variable Description of Variable

Student Level Characteristic

Student Outcome in Report Card Reading, R34_RC

Equals 1 if student is achieving at or above provincial standard, 0 otherwise

Student SES, Income Equals 1 if student’s family income is within 8-10 income decile, 0 otherwise

School Level Characteristics

School SES, LOISCORE School SES as measured by Learning Opportunities Index

Alternative School, ALT Equals 1 if student enrolled in Alternative School, 0 otherwise


86

APPENDIX B

SUPPLEMENTAL TABLES – ELEMENTARY PANEL ALTERNATIVE SCHOOLS

Table B1: Percentage of Students At or Above the Provincial Standard in EQAO Grade 3 Assessments, 2006-07 to 2008-09

Alternative Schools Compared to the TDSB

EAQO Grade 3 Reading Writing Mathematics

Year # Students % L34 # Students % L34 # Students % L34

ALPHA Alternative Junior School

2008-09 10 0% 10 0% 10 0%

2007-08 8 — 8 — 8 —

2006-07 10 0% 10 0% 10 0%

Avondale Alternative Elementary School

2008-09 12 92% 12 92% 12 92%

2007-08 19 89% 19 89% 19 84%

2006-07 13 92% 13 92% 13 92%

Beaches Alternative Junior School

2008-09 12 58% 12 50% 12 50%

2007-08 7 — 7 — 7 —

2006-07 11 9% 11 9% 11 9%

Downtown Alternative School

2008-09 4 — 4 — 4 —

2007-08 7 — 7 — 7 —

2006-07 13 69% 13 62% 13 77%

Hawthorne II Bilingual Alternative Junior School

2008-09 27 78% 27 59% 27 74%

2007-08 23 61% 23 57% 23 87%

2006-07 23 78% 23 65% 23 83%

High Park Alternative Junior School

2008-09 17 59% 17 65% 17 59%

2007-08 14 71% 14 50% 14 79%

2006-07 14 64% 14 57% 14 57%

Mountview Alternative Junior School

2008-09 13 85% 13 69% 13 100%

2007-08 13 77% 13 62% 13 77%

2006-07 10 60% 10 80% 10 90%

Scarborough Village Public School

2008-09 17 47% 17 53% 17 59%

2007-08 14 50% 14 57% 14 29%

2006-07 23 30% 23 48% 23 35%

Alternative Schools Total

2008-09 112 63% 112 57% 112 64%

2007-08 105 62% 105 56% 105 63%

2006-07 117 53% 117 54% 117 57%

TDSB

2008-09 16062 58% 16062 66% 17388 69%

2007-08 15866 57% 15866 64% 17210 67%

2006-07 16526 57% 16525 64% 17813 66%

SOURCE: EQAO Grade 3 results for 2006-2007 to 2008-2009 — In order to protect the privacy of individual students and to avoid misinterpretations and generalizations based on very small numbers, results have been suppressed for schools and categories with number of students less than 10 in a given year, grade or subject.


87

Table B2: Percentage of Students At or Above the Provincial Standard in EQAO Grade 6 Assessments, 2006-07 to 2008-09



EAQO Grade 6 Year # Students % L34 # Students % L34 # Students %

L34

ALPHA Alternative Junior School

2008-09 11 0% 11 0% 11 0%

2007-08 9 — 9 — 9 —

2006-07 10 0% 10 0% 10 0%


2008-09 9 — 9 — 9 —

2007-08 6 83% 6 100% 6 83%

2006-07 10 90% 10 100% 10 100%


2008-09 11 73% 11 64% 11 55%

2007-08 14 50% 14 29% 14 29%

2006-07 9 — 9 — 9 —


2008-09 7 — 7 — 7 —

2007-08 7 — 7 — 7 —

2006-07 11 55% 11 36% 11 18%


2008-09 18 94% 18 72% 18 100%

2007-08 19 95% 19 84% 19 89%

2006-07 14 79% 14 79% 14 86%


2008-09 11 82% 11 55% 11 55%

2007-08 17 82% 17 76% 17 82%

2006-07 12 75% 12 83% 12 75%


2008-09 9 — 9 — 9 —

2007-08 7 — 7 — 7 —

2006-07 10 60% 10 60% 10 60%


2008-09 21 57% 21 57% 21 57%

2007-08 16 81% 16 69% 16 81%

2006-07 23 61% 23 65% 23 52%


2008-09 97 71% 97 60% 97 63%

2007-08 95 71% 95 63% 95 65%

2006-07 99 56% 99 58% 99 52%

TDSB

2008-09 17546 67% 17546 67% 17535 63%

2007-08 18355 63% 18355 66% 18355 60%

2006-07 19086 61% 19086 61% 19086 59%

SOURCE: EQAO Grade 6 results for 2006-2007 to 2008-2009. — In order to protect the privacy of individual students and to avoid misinterpretations and generalizations based on very small numbers, results have been suppressed for schools and categories with number of students less than 10 in a given year, grade or subject.


88

Table B3: Percentage of Students At or Above the Provincial Standard (A or B) in Term 3 Report Cards in Primary Division (Grades 1-3), 2006-07 to 2008-09


Report Card (Primary Division) Reading Writing Mathematics

Year # Students % AB # Students % AB # Students % AB


2008-09 37 100% 37 95% 37 97%

2007-08 39 95% 39 95% 39 97%

2006-07 43 95% 43 91% 43 98%


2008-09 30 50% 30 60% 30 87%

2007-08 29 55% 29 45% 29 72%

2006-07 33 55% 33 42% 33 61%


2008-09 28 86% 28 79% 28 68%

2007-08 31 71% 31 61% 31 61%

2006-07 31 61% 31 45% 31 61%


2008-09 82 88% 82 82% 82 96%

2007-08 78 90% 78 77% 79 86%

2006-07 72 90% 72 79% 71 94%


2008-09 47 81% 47 81% 47 94%

2007-08 43 88% 43 88% 43 98%

2006-07 46 85% 46 85% 46 98%


2008-09 39 92% 39 92% 39 95%

2007-08 40 98% 40 98% 40 100%

2006-07 34 91% 34 85% 34 97%


2008-09 38 68% 38 55% 38 79%

2007-08 43 81% 42 67% 41 85%

2006-07 53 81% 53 60% 53 87%

Alternative School Total

2008-09 301 82% 301 79% 301 90%

2007-08 303 85% 302 77% 302 87%

2006-07 312 82% 312 72% 311 87%

TDSB

2008-09 46378 71% 46363 59% 51131 78%

2007-08 46856 71% 46873 60% 51397 78%

2006-07 47824 71% 47788 60% 52270 78%

SOURCE: TDSB Term 3 Report Card results for 2006-2007 to 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands


89

Table B4: Percentage of Students At or Above the Provincial Standard (A or B) in Term 3 Report Cards in Junior Division (Grades 4-6), 2006-07 to 2008-09


Report Card (Junior Division) Reading Writing Mathematics

Year #

Students % AB

# Students

% AB #

Students % AB


2008-09 35 94% 35 83% 35 97%

2007-08 26 85% 26 77% 26 88%

2006-07 29 93% 29 86% 29 93%


2008-09 29 79% 29 83% 29 90%

2007-08 34 79% 34 79% 34 94%

2006-07 35 74% 35 71% 35 86%


2008-09 23 87% 23 70% 23 70%

2007-08 29 76% 29 69% 28 68%

2006-07 30 60% 30 70% 30 73%


2008-09 60 98% 60 93% 60 98%

2007-08 59 98% 59 97% 59 100%

2006-07 50 94% 50 86% 52 92%


2008-09 39 77% 39 69% 39 82%

2007-08 44 91% 44 84% 44 84%

2006-07 43 84% 43 58% 43 79%


2008-09 26 88% 26 88% 26 96%

2007-08 26 100% 26 100% 26 100%

2006-07 26 96% 26 88% 25 92%


2008-09 46 63% 46 59% 45 64%

2007-08 53 66% 53 64% 53 70%

2006-07 56 57% 56 50% 56 79%


2008-09 258 84% 258 78% 257 86%

2007-08 271 85% 271 82% 270 86%

2006-07 269 78% 269 71% 270 84%

TDSB

2008-09 51063 69% 51052 65% 51486 74%

2007-08 52604 69% 52582 65% 53028 73%

2006-07 54804 69% 54794 64% 55168 72%

SOURCE: TDSB Term 3 Report Card results for 2006-2007 to 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands.


90

Table B5: Percentage of Students At or Above the Provincial Standard (A or B) in Term 3 Report Cards in Middle Grades (Grades 7-8), 2006-07 to 2008-09


Report Card (Middle Grades) Reading Writing Mathematics

Year #

Students % AB

# Students

% AB #

Students % AB


2008-09 15 100% 15 100% 15 87%

2007-08 19 95% 19 95% 19 84%

2006-07 13 100% 13 92% 13 92%

City View Alternative Senior School

2008-09 60 88% 60 80% 60 67%

2007-08 63 75% 63 81% 63 89%

2006-07 63 87% 63 95% 63 89%

Delta Alternative Senior School

2008-09 44 93% 44 91% 44 82%

2007-08 59 90% 59 88% 59 59%

2006-07 61 77% 61 79% 61 70%

East Alternative School of Toronto

2008-09 65 74% 65 80% 66 79%

2007-08 67 85% 67 72% 67 63%

2006-07 66 74% 66 77% 66 73%


2008-09 39 82% 39 82% 39 82%

2007-08 18 78% 18 78% 18 67%

Horizon Alternative Senior School

2008-09 71 54% 71 49% 71 72%

2007-08 70 57% 70 50% 70 64%

2006-07 70 39% 70 36% 70 66%

Quest Alternative Senior School

2008-09 68 90% 68 97% 68 88%

2007-08 67 85% 67 96% 67 84%

2006-07 68 93% 68 99% 68 93%


2008-09 34 74% 34 79% 34 62%

2007-08 40 60% 40 60% 40 63%

2006-07 39 59% 39 59% 40 58%

Spectrum Alternative Senior School

2008-09 62 100% 62 100% 62 95%

2007-08 63 97% 63 97% 63 95%

2006-07 63 100% 63 98% 63 100%


2008-09 458 82% 458 82% 459 79%

2007-08 466 80% 466 79% 466 74%

2006-07 443 77% 443 79% 444 80%

TDSB

2008-09 35729 67% 35718 66% 35829 65%

2007-08 36567 66% 36547 65% 36677 64%

2006-07 35849 65% 35827 64% 35941 63%

SOURCE: TDSB Term 3 Report Card results for 2006-2007 to 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands


91

APPENDIX C

SUPPLEMENTAL TABLES – SECONDARY PANEL ALTERNATIVE SCHOOLS

Table C1: Percentage of Students At or Above the Provincial Standard in

EQAO Grade 9 Assessment of Mathematics, 2006-07 to 2008-09 Alternative Schools Compared to the TDSB

EAQO Grade 9 Year Academic Applied

Total %

L34 Total

% L34

Avondale Alternative Secondary School

2008-09 14 36% 0 —

2007-08 33 18% 0 —

2006-07 10 40% 0 —

Contact Alternative School

2008-09 3 — 42 0%

2007-08 10 0% 70 0%

2006-07 6 — 51 0%

Delphi Secondary Alternative School

2008-09 33 70% 0 —

2007-08 23 65% 0 —

2006-07 18 50% 0 —

Etobicoke Year-Round Alternative Centre

2008-09 0 — 11 0%

2007-08 0 — 10 10%

2006-07 0 — 6 —

North East Year-Round Alternative Centre

2008-09 1 — 5 —

2007-08 2 — 9 —

2006-07 0 — 1 —

Oasis Alternative Secondary School 2008-09 1 — 4 —

Overflow Centre

2008-09 0 — 5 —

2007-08 1 — 10 10%

2006-07 0 — 0

School of Experiential Education

2008-09 7 — 0

2007-08 9 — 0

2006-07 16 0% 1 0%

South-East Year-Round Alternative Centre

2008-09 0 — 12 0%

2007-08 0 — 18 6%

2006-07 0 — 10 0%

Subway Academy I

2008-09 2 — 22 5%

2007-08 3 — 29 0%

2006-07 0 — 25 0%

West End Alternative School

2008-09 0 — 0 —

2007-08 0 — 7 —

2006-07 0 — 10 0%

Year Round Alternative School

2008-09 0 — 12 0%

2007-08 0 — 8 —

2006-07 0 — 2 —


2008-09 61 49% 113 3%

2007-08 81 26% 161 6%

2006-07 50 26% 106 1%

TDSB

2008-09 13279 75% 6356 23%

2007-08 13329 72% 5894 19%

2006-07 13528 66% 6228 17% SOURCE: EQAO Grade 9 Assessment of Mathematics results for 2006-2007 to 2008-2009. — In order to protect the privacy of individual students and to avoid misinterpretations and generalizations based on very small numbers, results have been suppressed for schools and categories with number of students less than 10 in a given year, grade or subject.


92

Table C2: Percentage of Fully Participating First-Time Eligible Students Successful in OSSLT Over Time


OSSLT Year # Fully

Participating % Successful

Avondale Alternative Secondary School

2008-09 18 100%

2007-08 12 92%

2006-07 17 88%

Contact Alternative School

2008-09 13 62%

2007-08 25 36%

2006-07 34 50%

Delphi Secondary Alternative School

2008-09 21 100%

2007-08 16 94%

2006-07 35 100%

East York Alternative Secondary School

2008-09 2 —

2007-08 0 —

2006-07 3 —

Etobicoke Year-Round Alternative Centre

2008-09 13 38%

2007-08 9 —

2006-07 14 50%

Inglenook Community School 2008-09 1 —

North East Year-Round Alternative Centre

2008-09 6 —

2007-08 18 83%

2006-07 8 —

Oasis Alternative Secondary School

2008-09 21 67%

2007-08 6 —

2006-07 6 —

Overflow Centre

2008-09 8 —

2007-08 15 20%

2006-07 0 —

School of Experiential Education

2008-09 10 70%

2007-08 11 100%

2006-07 8 —

School of Life Experience

2008-09 2 —

2007-08 4 —

2006-07 4 —

South-East Year-Round Alternative Centre

2008-09 20 50%

2007-08 26 50%

2006-07 11 45%

Subway Academy I

2008-09 5 —

2007-08 2 —

2006-07 0 —

West End Alternative School

2008-09 7 —

2007-08 6 —

2006-07 8 —

Year Round Alternative School

2008-09 2 —

2007-08 6 —

2006-07 8 —


2008-09 149 70%

2007-08 156 62%

2006-07 156 71%

TDSB

2008-09 16985 82%

2007-08 16918 80%

2006-07 17191 81% SOURCE: OSSLT results for Fully Participating First-Time Eligible Students in 2006-2007 to 2008-2009 — In order to protect the privacy of individual students and to avoid misinterpretations and generalizations based on very small numbers, results have been suppressed for schools and categories with number of students less than 10 in a given year, grade or subject.


93

Table C3: Graduation Rates (Diploma or Completed 30+ Credits) for 17 to 21 Year-old Secondary Students, 2008-09


Graduation Rates 17 Year 17-21Year

# Students % Graduation #

Students % Graduation

Alternative Scarborough Education 1 25 24% 153 54%

Avondale Alternative SS 22 32% 41 29%

City School 42 36% 130 58%

Contact Alternative School 80 0% 203 17%

Delphi Secondary Alternative School 28 75% 67 57%

East York Alternative SS 29 3% 100 20%

Etobicoke Year-Round Alternative Centre 6 — 8 —

Inglenook CS 38 47% 67 51%

North East Year-Round Alternative Centre 5 — 6 —

Oasis Alternative SS 42 2% 82 10%

Overflow Centre 41 0% 71 8%

Scarborough Centre for Alternative Studies 0 — 231 33%

School of Experiential Education 16 31% 39 38%

School of Life Experience 39 13% 180 34%

SEED Alternative School 13 23% 51 55%

South-East Year-Round Alternative Centre 6 — 8 —

Subway Academy I 38 8% 168 21%

Subway Academy II 5 — 84 57%

The Student School 18 22% 163 42%

West End Alternative School 37 0% 126 12%

Year Round Alternative School 0 — 2 —

Alternative Schools Total 530 17% 1980 33%

TDSB 18594 61% 32095 58% SOURCE: TDSB Secondary Students Success Indicators 2008-2009. — In order to protect the privacy of individual students and to avoid misinterpretations and generalizations based on very small numbers, results have been suppressed for schools and categories with number of students less than 10 in a given year, grade or subject.


94

Table C4: Percentage of Students at Level 3 or 4 in English and Mathematics, Final Marks 2008-09


English Mathematics

Name # Students %

L34 #

Students %

L34

Alternative Scarborough Education 1 145 35% 95 32%

Avondale Alternative Secondary School 83 42% 55 40%

City School 132 51% 70 39%

Contact Alternative School 237 11% 204 10%

Delphi Secondary Alternative School 112 76% 98 57%

East York Alternative Secondary School 100 26% 61 13%

Etobicoke Year-Round Alternative Centre 58 31% 60 30%

Inglenook Community School 82 60% 34 35%

North East Year-Round Alternative Centre 41 17% 42 17%

Oasis Alternative Secondary School 97 43% 93 26%

Overflow Centre 96 31% 60 8%

Scarborough Centre for Alternative Studies 337 25% 275 25%

School of Experiential Education 59 66% 42 40%

School of Life Experience 184 45% 109 47%

SEED Alternative School 33 73% 26 27%

South-East Year-Round Alternative Centre 81 21% 82 17%

Subway Academy I 145 22% 130 19%

Subway Academy II 102 38% 56 30%

THESTUDENTSCHOOL 98 34% 42 19%

West End Alternative School 139 31% 119 22%

Year Round Alternative School 59 12% 42 5%

Alternative Schools Total 2420 35% 1795 26%

TDSB 81567 56% 75454 44%

SOURCE: TDSB Secondary Report Card Data 2008-2009


95

APPENDIX D

SUPPLEMENTAL TABLES – EXTENDED FRENCH STUDENTS

Table D1: Percentage Distribution of Extended French Students Enrolled in TDSB Schools by Student Characteristics

Student Characteristics Grades K-6 Grades 7-8 Grades 9-12

EF TDSB EF TDSB EF TDSB

Total (%)* 1971 (1%) 137360 1921 (5%) 35270 1296 (1%) 87328

Gender*

Male 42% 51% 40% 52% 38% 53%

Female 58% 49% 60% 48% 62% 47%

Student Language*

English 41% 46% 46% 45% 48% 46%

Other 59% 54% 54% 55% 52% 54%

Student Country*

Canada 70% 81% 73% 71% 76% 64%

Outside Canada 30% 19% 27% 29% 24% 36%

Recent Arrivals*

1-3 Years 3% 7% 2% 7% <1%† 9%

4-5 Years 8% 5% 3% 5% 1% 6%

Racial Background** 1154 (1%) 95404 1439 (4%) 34067 1154 (2%) 70410

Aboriginal 0% <1%† <1%† <1%† <1%† <1%†

Black 11% 10% 8% 15% 9% 12%

East Asian 22% 15% 21% 16% 24% 20%



South Asian 14% 27% 15% 21% 14% 19%


White 32% 29% 39% 31% 40% 33%

Mixed 9% 9% 7% 6% 7% 5%

Special Education**

SPED excluding gifted 4% 12% 3% 21% 3% 16%


** TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. †Where percentages are less than 0.5%, "<1%" is shown NOTE: Percentages in tables may not add up to 100, due to rounding


96

Table D2: Percentage Distribution of Extended French Students Enrolled in TDSB Schools by Household Characteristics

Household Characteristics Grades K-6 Grades 7-8 Grades 9-12


Family SES 1039 85914 1138 24889 951 48405


Semi-Professional/Middle Management ($75,000 - $99,999) 13% 10% 32% 29% 34% 32%

Skilled/Semi-skilled Clerical/Trades ($50,000 - $74,999) 26% 18% 22% 28% 19% 25%



Family Structure 1150 94058 1428 33553 1155 69610

Both Parents 82% 81% 83% 78% 81% 74%

Mother Only 16% 15% 13% 17% 16% 18%

Father Only <1%† 1% 1% 2% 2% 3%

Others* 2% 2% 3% 4% 2% 5%

Parents’ Education Level 1136 93196 1425 33359 1147 68880


College 20% 24% 11% 13% 16% 16%

University 67% 52% 58% 42% 55% 47%

Don’t know / None** 1% 1% 23% 34% 16% 20%

Parents’ Place of Birth 1143 94484 1434 33878 1152 67978

Both Canada 15% 21% 24% 20% 21% 19%

Canada and other Country 11% 12% 14% 10% 13% 9%

Both outside Canada 74% 66% 61% 70% 66% 72%

Parent Involvement 1139 93695 — — — —

Attend parent-teacher interviews 68% 72% — — — —

Speak with your child’s teachers 27% 41% — — — —

Attend meetings and events at this school 31% 38% — — — —

Volunteer at this school 10% 15% — — — —

SOURCE: TDSB Student Census Grade 7-12, 2006-2007 and Parent Census Grades K-6 2007-2008. — Not available. Comparable variables are not available on the data files *Others includes: father and stepmother, mother and stepfather, half the time with each parent, foster parent(s), adult relatives or guardians, group home adults, on his/her own, friends, and other. ** None for K-6 (parent census) and Don’t know for 7-12 (student census). †Where percentages are less than 0.5%, "<1%" is shown NOTE: Percentages in tables may not add up to 100, due to rounding.


97

Table D3: Achievement Characteristics of Extended French Students Enrolled in TDSB Elementary Schools Compared to the TDSB




Grade 1 — 67%

— 56%

— 79%

Grade 2 — 73%

— 60%

— 79%

Grade 3 — 72%

— 60%

— 75%

Grade 4 78% 68% 73% 62% 89% 74%

Grade 5 78% 70% 76% 64% 83% 76%

Grade 6 87% 70% 81% 67% 87% 72%

Grade K-6 80% 70% 76% 62% 86% 76%

Grade 7 84% 66% 86% 65% 85% 67%

Grade 8 92% 68% 89% 67% 84% 64%

Grade 7-8 88% 67% 88% 66% 84% 65%

EQAO Primary and Junior 91% 63% 89% 67% 78% 66%

Primary Division (Grade 3) — 58% — 66% — 69%

Primary Division (Grade 6) 91% 67% 89% 67% 78% 63% SOURCE: TDSB Term 3 Elementary Report Card Results and EQAO Grade 3 and 6 results for 2008-2009. — Not available. Comparable variables are not available on the data files. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands

Table D4: Achievement Characteristics of Extended French Students Enrolled in TDSB Secondary Schools Compared to the TDSB

EQAO Grade 9 Mathematics EF TDSB

Applied 47% 23%

Academic 90% 75%

OSSLT 98% 82%



17 Years Old Outcome 86% 61%

SOURCE: TDSB results for EQAO Grade 9, OSSLT, and Secondary Success Indicators 2008-2009.


98

Table D5: Student Engagement of Extended French Students Compared to the TDSB

Student Engagement Grades K-6 Grades 7-8 Grades 9-12


Suspension Rate 1% 1% 1% 5% 1% 5%

Absenteeism Rate 5% 6% 5% 6% 5% 7%

Mobility Rate 2% 5% 1% 3% 2% 10%



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APPENDIX E

SUPPLEMENTAL TABLES – ACHIEVEMENT RESULTS BY GENDER IN FRENCH IMMERSION, ALTERNATIVE SCHOOLS, AND OTHER SPECIALIZED SCHOOLS

AND PROGRAMS

Achievement Results by Gender - French Immersion Programs

Table E1: Percentage of Students At or Above the Provincial Standard in EQAO Grades 3 and 6 Assessments, 2008-09

Grade



Female Male Female Male Female Male Female Male Female Male Female Male


— — 63% 53% — — 73% 59% 76% 80% 71% 67%

Junior Division (Grade 6)

89% 85% 73% 62% 87% 70% 77% 59% 79% 79% 66% 62%

SOURCE: EQAO Grade 3 and 6 TDSB results for 2008-2009. — Not available. Comparable variables are not available on the data files

Table E2. Percentage of Students Who Achieved A or B in Term 3 Report Card Assessment (2008-09 French Immersion vs. TDSB)

Grade

Reading Writing Overall Mathematics



1 78% 74% 71% 63% 78% 65% 63% 50% 90% 87% 81% 77%

2 83% 79% 76% 70% 81% 68% 67% 54% 92% 90% 81% 78%

3 84% 79% 76% 68% 78% 67% 68% 53% 85% 84% 76% 74%

4 86% 74% 73% 63% 78% 65% 69% 55% 86% 84% 75% 74%

5 87% 82% 75% 65% 81% 72% 73% 56% 87% 88% 77% 74%

6 87% 78% 76% 64% 81% 69% 75% 59% 87% 85% 73% 70%

7 82% 68% 74% 58% 79% 63% 74% 56% 75% 73% 70% 64%

8 81% 69% 76% 61% 75% 61% 76% 59% 72% 68% 67% 62% SOURCE: TDSB Term 3 Elementary Report Card Results for 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands


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Table E2: Achievement of French Immersion Students Enrolled in TDSB Secondary Schools Compared to TDSB

FI TDSB

Subject Female Male Female Male

EQAO Grade 9 Mathematics (Applied) 46% — 21% 25%

EQAO Grade 9 Mathematics (Academic) 81% 87% 73% 77%

OSSLT 98% 98% 84% 80%



17 Years Old Outcomes 89% 83% 67% 55%

SOURCE: TDSB results for EQAO Grade 9, OSSLT and Secondary Success Indicators 2008-2009.

Achievement Results by Gender in Alternative Elementary Schools

Table E3: Percentage of Students At or Above the Provincial Standard in EQAO Grade 3 and 6 Assessments, 2008-09

Grade Reading Writing Mathematics

Alternative TDSB Alternative TDSB Alternative TDSB



70% 55% 63% 53% 70% 45% 73% 59% 69% 60% 71% 67%


76% 66% 73% 62% 74% 45% 77% 59% 66% 60% 66% 62%

SOURCE: EQAO Grade 3 and 6 TDSB results for 2008-2009.

Table E4: Percentage of Students Who Achieved A or B in Term 3 Report Card Assessment, 2008-09

Grade

Reading Writing Overall Mathematics

Alternative TDSB Alternative TDSB Alternative TDSB

Female

Male Female

Male Female

Male Female

Male Female

Male Female

Male

1 78% 85% 71% 63% 78% 83% 63% 50% 93% 96% 81% 77%

2 88% 87% 76% 70% 88% 74% 67% 54% 92% 91% 81% 78%

3 84% 75% 76% 68% 86% 65% 68% 53% 90% 78% 76% 74%

4 88% 74% 73% 63% 86% 71% 69% 55% 91% 90% 75% 74%


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5 89% 87% 75% 65% 89% 60% 73% 56% 89% 78% 77% 74%

6 84% 82% 76% 64% 87% 76% 75% 59% 80% 89% 73% 70%

7 86% 81% 74% 58% 82% 82% 74% 56% 82% 77% 70% 64%

8 82% 78% 76% 61% 84% 80% 76% 59% 78% 81% 67% 62% SOURCE: TDSB Term 3 Elementary Report Card Results for 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands

Achievement Results by Gender in Alternative Secondary Schools

Table E5: Student Achievement in the Alternative Secondary Schools Compared to the TDSB

Alternative TDSB


EQAO Grade 9 Mathematics (Applied) 4% 0% 21% 25%


OSSLT 68% 71% 84% 80%




17 to 21 Years Old Outcomes 35% 32% 63% 54%

SOURCE: TDSB results for EQAO Grade 9, OSSLT, and Secondary Success Indicators 2008-2009.

Achievement Results by Gender in International Baccalaureate Programs

Table E6: Percentage of Students At or Above the Provincial Standard in EQAO Grade 3 and 6 Assessments, 2008-09

Grade





83% 76% 63% 53% 87% 76%

73% 59%

90% 91%

71% 67%


78% 64% 73% 62% 81% 65%

77% 59%

68% 61%

66% 62%

SOURCE: EQAO Grade 3 and 6 TDSB results for 2008-2009.


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Gra

de Reading Writing Overall Mathematics



1 100% 96% 71% 63% 100% 96% 63% 50% 100% 100% 81% 77%

2 96% 92% 76% 70% 100% 87% 67% 54% 100% 97% 81% 78%

3 97% 94% 76% 68% 97% 94% 68% 53% 100% 94% 76% 74%

4 92% 87% 73% 63% 96% 87% 69% 55% 96% 100% 75% 74%

5 100% 96% 75% 65% 100% 100% 73% 56% 100% 100% 77% 74%

6 84% 71% 76% 64% 84% 69% 75% 59% 77% 74% 73% 70%

7 82% 52% 74% 58% 83% 63% 74% 56% 73% 67% 70% 64%

8 87% 69% 76% 61% 87% 68% 76% 59% 73% 67% 67% 62%

SOURCE: TDSB Term 3 Elementary Report Card Results for 2008-2009. NOTE: The overall Mathematics result of Elementary Report Card is calculated as the average of the latest results in the five Mathematics strands

Table E8: Achievement of IB Students Enrolled in TDSB Secondary Schools Compared to TDSB

IB TDSB


EQAO Grade 9 Mathematics (Applied) — — 21% 25%


OSSLT 99% 100% 84% 80%






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Achievement Results by Gender in Arts and Sports Related Elementary Schools and Programs

Table E9. Percentage of Students At or Above the Provincial Standard in EQAO Grade 3 and 6 Assessments, 2008-09

Arts CyberArts HPAP TDSB

Female Male Female Male Female Male Female Male


Reading 70% 60% — — — — 63% 53%

Writing 77% 73% — — — — 73% 59%

Mathematics 70% 63% — — — — 71% 67%


Reading 94% 84% — — — — 73% 62%

Writing 94% 82% — — — — 77% 59%

Mathematics 72% 76% — — — — 66% 62%

SOURCE: EQAO Grade 3 and 6 TDSB results for 2008-2009


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Grade Subject Arts CyberArts HPAP TDSB

Female Male Female Male Female Male Female Male

1 Reading 74% 84% — — — —

71% 63%

Writing 84% 74% — — — —

63% 50%

Mathematics 92% 94% — — — —

81% 77%

2 Reading 90% 84% — — — —

76% 70%

Writing 87% 73% — — — —

67% 54%


81% 78%

3 Reading 86% 75% — — — —

76% 68%

Writing 70% 63% — — — —

68% 53%


76% 74%

4 Reading 94% 80% — — — —

73% 63%

Writing 91% 78% — — — —

69% 55%


75% 74%

5 Reading 88% 88% — — — —

75% 65%

Writing 88% 74% — — — —

73% 56%


77% 74%

6 Reading 94% 82% — — — —

76% 64%

Writing 93% 78% — — — —

75% 59%


73% 70%

7 Reading 86% 78% 86% 86% 100% — 74% 58%

Writing 89% 68% 86% 82% 100% —

74% 56%

Mathematics 85% 78% 96% 77% 95% —

70% 64%

8 Reading 83% 75% 96% 63% 100% 80% 76% 61%

Writing 88% 83% 100% 84% 100% 80% 76% 59%

Mathematics 77% 74% 74% 95% 100% 80% 67% 62%

SOURCE: TDSB Term 3 Elementary Report Card Results for 2008-2009. NOTE: The overall mathematics result of Elementary Report Card is calculated as the average of the latest results in the five mathematics strands


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Achievement Results by Gender in Arts and Sports Related Secondary Programs

Table E11: Achievement Characteristics of Students Enrolled in TDSB Secondary Specialized Schools or Programs Compared to the TDSB

EQAO Grade 9 Mathematics Arts Focus Cyber Arts Elite Athletes

TDSB

Applied 50% 44% — 23%

Academic 84% 84% 95% 75%

OSSLT 94% 92% 100% 82%



91% 89% 96% 79%

17 Years Old Outcome 79% 57% 55% 61%


Table E12: Achievement Characteristics of Students Enrolled in TDSB Secondary Specialized Schools or Programs Compared to the TDSB by Gender


EQAO Grade 9 Mathematics F M F M F M F M

Applied 46% 59% 33% 46% — — 21% 25%

Academic 82% 88% 76% 89% 100% 92% 73% 77%

OSSLT 95% 92% 100% 78% 100% 100% 84% 80%

Grade 9 Credit Accumulation 96% 96% 99% 99% — 91% 90% 85%


93% 87% 97% 78% 98% 94% 82% 76%

17 Years Old Outcome 84% 68% 59% 54% 58% 50% 67% 55%



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Documents

Research Report - Toronto District School Board · Research Report. PROGRAMS OF CHOICE IN THE TDSB: CHARACTERISTICS OF STUDENTS IN FRENCH IMMERSION, ALTERNATIVE SCHOOLS, AND OTHER