into practice Overview of Results · EQAO Assessments of Reading, Writing, and Mathematics Primary...

EQAO Assessments of Reading, Writing, and Mathematics

Primary Division (Grades 1‐3) and Junior Division (Grades 4‐6)

2013‐2014

Overview of Results

September 2014

Research & Accountability Curriculum and Instruction Support Services

putting research into practice

Jeff deFreitas

Superintendent

Curriculum and Instruction Support Services

Research and Accountability Department

Kim Bennett, M.Sc.

Research Officer

Rosanne Brown, Ed.D.

Research Officer

Marti Carpenter, B.A.

Testing/Research Technician

Paul Favaro, Ph.D.

Chief of Research and Accountability

Elana Gray, M.Sc.

Research Officer (acting)

Pat Hare

Administrative Assistant

Tom Lam, B.A.

Research Analyst

Aimee Wolanski, Ed.D.

Research Officer

Overview of Results

September 2014

Research & Accountability Curriculum and Instruction Support Services

putting research into practice



2013‐2014

TABLE OF CONTENTS

EQAO Assessments of Reading, Writing, and Mathematics: 2013‐2014


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

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

Overall Achievement for the PDSB – Detailed Results ....................................................................... 6

Primary and Junior Divisions – Trends over Time .............................................................................. 8

Primary and Junior Divisions – Gender – Trends over Time .......................................................... 10

English Language Learners (ELLs) – Trends over Time ................................................................... 12

Students with Special Education Needs (excluding identified gifted) – Trends over Time ....... 14

Primary Division – French Immersion (FI) Students – Trends over Time ..................................... 16

Grade 3 and Grade 6 Student Questionnaire Results by Gender .................................................... 17

A

B

C

D

I

H

G

F

E

71%


2013‐2014

Percentage of students at or above the provincial standard

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70%

1% higher

Province

Figure 2

Primary Division

How did the Peel District School Board’s results compare to the province?

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1% lower

1% higher

same

66%

67%

1% lower

52%

54%

2% lower

78%

78%

79%

78%

78%

79%

Junior Division

EQAO Assessments of Reading, Writing, and Mathematics – Primary and Junior Divisions 2013‐2014 2

Research & Accountability, Curriculum and Instruction Support Services September 2014

This report contains an overview of the 2013‐2014 Education Quality and Accountability Office

(EQAO) provincial assessments in reading, writing, and mathematics for the primary and junior

divisions for the Peel District School Board and the Province. It brings together the information

regarding what EQAO has learned over the past year about student learning in Ontario. Copies of the

full Provincial Report can be downloaded from EQAO’s website, which is located at

http://www.eqao.com.

About

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

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

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

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

and teaching.

EQAO develops and implements provincial assessment programs for primary, junior and secondary

school students in Ontario. EQAO assesses all students in Grade 3 and Grade 6 in reading, writing

and mathematics. EQAO also administers two secondary school assessments: Grade 9 Assessment of

Mathematics and the Ontario Secondary School Literacy Test (OSSLT).

Key Benefits of EQAO Assessments* EQAO assessments provide data, information, and insights on student achievement for individual

students and multiple system levels.

Students know more about how well they are doing in reading, writing and/or mathematics and what

they need to do in order to improve.

Teachers and principals have more feedback on how well students are meeting the expectations in the

provincial curriculum and how effectively teaching strategies and school programs are meeting

students’ needs.

Parents/Guardians are more familiar with the expectations in the provincial curriculum and better

informed about their children’s achievement and progress.

Ontarians have accurate and objective information about student achievement and education quality

in the publicly funded education system.

*Excerpt from: http://www.oqre.on.ca/AboutEQAO/GeneralQuestions.aspx?Lang=E

Introduction A



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About the Primary and Junior Division Assessments

The primary and junior assessments measure how well students have met the provincial expectations

in The Ontario Curriculum in reading, writing, and mathematics at the end of the primary division (up

to the end of Grade 3) and the junior division (up to the end of Grade 6).

EQAO assessments are “large‐scale” assessments which measure student achievement across the

province at critical times in students’ school careers. These summative assessments present a

snapshot of student learning and achievement by having students demonstrate their knowledge and

skills independently on standardized tasks and under standardized conditions. Students demonstrate

their knowledge and skills by answering two different types of questions: multiple‐choice and open‐

response.

In the reading assessment, students read a variety of fiction and non‐fiction

materials, including narrative texts, non‐narrative informational texts, graphic

texts, and poems. Students demonstrate their understanding of explicit (directly

stated) and implicit (implied ideas) meanings of the texts. They show how they

can extend their understanding of the text to their personal knowledge and experience.

In the writing assessment, students develop, support, and organize their

ideas in long writing formats (e.g., stories or letters) and short writing formats

(e.g., descriptions, paragraphs, procedural directions, advertisements). They

demonstrate their ability to use proper language conventions and communicate

effectively in their writing.

In the mathematics assessment, students were asked to apply concepts and

procedures, use a variety of appropriate strategies to solve problems, and

communicate their mathematical thinking (“Show Your Work”, “Justify Your

Thinking”). The mathematics assessment is based on the knowledge and skills

in the five mathematics strands: Number Sense and Numeration, Geometry and

Spatial Sense, Measurement, Patterning and Algebra, and Data Management and

Probability.

Questionnaires EQAO conducts student, teacher and principal questionnaires to collect contextual data, information

about attitudes and behaviours regarding literacy and mathematics, and instructional practices.

“EQAO’s contextual data supplement achievement data and provide more complete information for

school and board improvement planning.” **

**Excerpt from: http://www.eqao.com/pdf_e/07/07P085e.pdf



EQAO Scoring and Reporting

Written responses are carefully and systematically scored by specially trained educators using rubrics

specific to each open‐response item. The scoring was rigorously monitored to ensure that it was

objective, consistent, and reliable. Multiple‐choice items were machine scored.

(See EQAO: Ontario’s Provincial Assessment Program, Its History and Influence, page 15) http://www.eqao.com/Research/pdf/E/ON_ProvAssessmentPgm_9612_eng.pdf

EQAO reports student achievement in reading, writing, and mathematics using a four‐level scale.

EQAO has aligned its four levels of achievement to those of the Ontario Provincial Report Card, Grades

1‐8.

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

percentage of ALL students in the grade. This includes students who were exempted, for whom there

were no data, and students who did not have enough evidence for Level 1 (NE1).

EQAO results are reported for: the province,

school boards,

schools,

and individual students.

Levels of Achievement

Level 4 The student has demonstrated the required knowledge and skills.

Achievement surpasses the provincial standard.

Level 3 The student has demonstrated most of the required knowledge and skills.

Achievement is at the provincial standard.

Level 2 The student has demonstrated some of the required knowledge and skills.

Achievement approaches the provincial standard.

Level 1 The student has demonstrated some of the required knowledge and skills in limited ways.

Achievement falls much below the provincial standard.

NE1 Not Enough Evidence for Level 1 is used when students did not demonstrate enough evidence

of knowledge and understanding to be assigned Level 1.

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

Exempt Students who were formally exempted from participation in one or more components of the

assessment.



PDSB Province

Grade 3 Grade 6 Grade 3 Grade 6

Enrolment All students 11 438 10 831 127 505 127 286

Number of schools 159 91 3 340 3 171

Participation in the Assessment (*excludes “no data” and “exempt”)

Participating students* 11 179 10 635 124 012 124 340

Exempted in all 3 subjects 2% 1% 2% 2%

No data (absent or other reasons) <1% <1% 1% 1% Received one or more accommodations

(students with an IEP and ELLs) 22% 16% 17% 18%

Gender Female 48% 48% 49% 49%

Male 52% 52% 51% 51%

Student Status

English language learners 58% 43% 13% 10%

Students with special education needs (excluding identified gifted)

10% 16% 17% 21%

Place of Birth Born in Canada 81% 77% 90% 87%

Born outside of Canada 19% 23% 10% 12%

In Canada less than one year 2% 2% 1% <1%

In Canada one year or more but less than three years 4% 3% 2% 2%

In Canada three years or more 13% 18% 7% 9%

Language

First language learned at home was other than English 53% 51% 22% 23%

Contextual Information B



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2% <1% <1% 1%

19%

71%

7%2% 1% <1% 1%

18%

72%

6%

Exempt No Data NE1 Level 1 Level 2 Level 3 Level 4

2% <1% <1%5%

27%

54%

12%2% 1% <1% 4%

26%

54%

13%


DETAILED RESULTS Percentage of All Students at All Levels

C

Province

Rea

ding

W

riti

ng

Mat

hem

atic

s Primary Division

2% <1% 1% 3%

23%

59%

11%2% 1% 1% 4%

23%

58%

12%




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1% <1% <1% 3%

18%

65%

13%2% <1% <1% 2%

16%

67%

12%


1% <1% 1%

14%

31%40%

12%2% 1% <1%

13%

30%

42%

13%


1% <1% <1% 1%

18%

64%

14%

2% 1% <1% 1%

18%

66%

12%


DETAILED RESULTSPercentage of All Students at All Levels

C

Province

Junior Division

Rea

ding

W

riti

ng

Mat

hem

atic

s



62% 65% 66% 68% 70%

59%

65% 66%69% 71%

70% 73% 76% 77% 78%

70%73%

76% 78% 78%

71% 69% 68% 67% 67%

68% 67% 67% 66% 66%

TRENDS

5 years

TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard D

Reading

Writing

Province

Mathematics

111222%%%

222%%%

Province

Province

PDSB

Reading results in the

PDSB and the

Province have

increased over time.

Over the past two

years, the PDSB

surpassed the

province.

Writing results in the

PDSB and the

Province have

increased similarly

over time.

Mathematics results in

the PDSB and the

province have

decreased over time.

The PDSB has

decreased less than

the province.

Over the past 5 years,

the PDSB has been

below the province.

Primary Division

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

888%%%

222%%%

Province

1 year

5 years 888%%%

000%%%

888%%%

111%%%

1 year

5 years ---222%%%

000%%%

---444%%%

000%%%

1 year

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014



72% 74% 75% 77% 79%

69%72% 73% 75%

78%

70% 73% 74% 76% 78%

71%74% 75% 77% 79%

61% 58% 58% 57% 54%

57% 56% 55% 54% 52%

Mathematics results in

the PDSB and the

Province have

decreased over time.


the PDSB has been

below the province.

TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

D

Province

Province

Province

Junior Division

Reading results in

the PDSB and the

Province have

increased over time.

Over the past 5

years, the PDSB has

been below the

province.

Reading

Writing

Mathematics

Writing results in the

PDSB and the

Province have

increased similarly

over time. Over the

past 5 years, the

PDSB has been above

the Province.

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

TRENDS

5 years 999%%%

333%%%

PDSB

777%%%

222%%%

Province

1 year

5 years 888%%%

222%%%

888%%%

222%%%

1 year

5 years ---555%%% ---777%%%

---333%%% 1

year ---222%%%



GENDER GAP Females - Males



GENDER – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

2%0% 0% 1% 1%

69%67% 67% 66% 66%

67% 67% 67%65% 65%

E

11% 10% 9% 10% 9%

65%

70% 71%74% 75%

54%

60%62%

64%66%

Reading Females

Males

Females

Males

Writing

Mathematics

Females Males

Reading results for both

females and males increased

over the past 5 years.

Males performed at lower

levels compared to females.

The gender gap has remained relatively constant

over time.

Writing results for females

increased from 2009‐2010 to

2011‐2012 and remained

stable over the past 2 years.

Writing results for males

showed the increasing trend

for one additional year, to

2012‐2013.



The gender gap was the

greatest in writing

compared to reading and

mathematics, in 4 out of 5

years.

Mathematics results for both

females and males have a

slight decreasing trend over

the past 5 years.

Females performed slightly

better than males in 3 out of

5 years.

The gender gap is the least in mathematics.

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

15% 13% 13% 10% 12%

78% 80%83% 83% 84%

63%67%

70%73% 72%

Primary Division

For provincial gender results,

see the EQAO report.






GENDER – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

2% 2%

-1%

1% 3%

58% 57%55% 54% 54%

56% 55% 56%53%

51%

8% 10% 7% 10% 10%

73%

77% 77%80%

83%

65%67%

70% 70%73%

E

Reading

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Reading results for both

females and males increased

over the past 5 years.



The Junior results are higher

than the Primary results for

both females and males.

The gender gap has remained relatively constant

over time.

Females

Males

0 0 0 0 017% 17% 14% 17% 16%

80%83% 82%

85% 87%

63%66% 68% 68%

71%

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Writing results for both females

and males increased over the

past 5 years.

Males performed at lower levels

compared to females.

The gender gap in Junior Division writing is the greatest

compared to reading,

mathematics, and all subject

areas in the Primary Division.

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Females

Males

Mathematics results for both

females and males have been

decreasing over the past 5 years.

Females performed slightly

better than males in 4 out of 5

years. The Junior mathematics

results are lower than the

Primary results for both females

and males.

The gender gap is the least in mathematics.

Writing

Mathematics

Females

Males

Junior Division

For provincial gender results,

see the EQAO report.



46% 54% 55% 61% 65%

42%

52% 53%

67%70%

64% 66% 70% 74% 75%

62% 64%70%

79% 79%

62% 60% 61% 64% 64%

59%57% 59%

68% 69%

ENGLISH LANGUAGE LEARNERS (ELL) – TRENDS OVER TIMEPercentage of All Students At or Above the Provincial Standard

F

Reading

Writing

Mathematics

Primary Division

Province

Province

Province

Reading, writing,

and mathematics

have been increasing

over time, with the

greatest jump in

2012‐2013.

Five years ago,

reading, writing,

and mathematics

were below the

province and in the

past 2 years rose

above the province.

The greatest increase

was in reading.

Notably,

mathematics

performance has

increased over five

years. Whereas,

overall mathematics

results for the PDSB

and the province

decreased.

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

TRENDS

5 years 222888%%%

333%%%

PDSB

111999%%%

444%%%

Province

1 year

5 years 111777%%%

000%%%

111111%%%

111%%%

1 year

5 years

222%%%

1 year

111000%%%

000%%% 111%%%



50% 56% 57% 68% 70%

37%44% 45%

73% 76%

58% 61% 63% 73% 75%

47%53% 52%

77% 79%

51% 48% 49% 53% 51%

37% 34% 32%

54% 53%

TRENDS

ENGLISH LANGUAGE LEARNERS (ELL) – TRENDS OVER TIMEPercentage of All Students At or Above the Provincial Standard F

Junior Division

Province

Province

Province

Reading

Writing

Mathematics

The trends over time

in the Junior Division

were similar trends to

the Primary Division.

The magnitude of the

increases in 2012‐2013

were greater in the

Junior Division

compared to the

Primary Division.

Mathematics results

increased in 2012‐

2013 but decreased in

the PDSB in 2013‐

2014.

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

5 years 333999%%%

333%%%

222000%%%

1 year

5 years 333222%%%

111777%%%

222%%%

1 year

5 years

111666%%% 000%%%

---222%%% 1

year ---111%%%

PDSB Province

222%%%

222%%%



37% 34% 34% 34% 33%

24% 22% 21% 22%25%

45% 48% 52% 53% 57%

33% 33% 37% 39% 43%

27% 30% 31% 36% 40%

19% 22% 24%31% 35%

TRENDS

Students with Special Education Needs* – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard G

Reading

Writing

Mathematics

Reading and writing

results in the PDSB

and the Province

have increased over

time.


the PDSB has been

below the province.

Mathematics results

in the PDSB and the

Province have

remained fairly

constant over time.

The PDSB

mathematics results

increased in 2013‐

2014 whereas the

province decreased.


the PDSB has been

below the province.

Primary Division

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

5 years 111666%%%

444%%%

111333%%%

444%%%

1 year

5 years 111000%%%

444%%%

111222%%%

1 year

5 years

111%%% ---444%%%

---111%%% 1 year 333%%%

PDSB Province

Province

Province

Province

*excluding identified gifted

444%%%



24% 20% 20% 21% 19%

12% 12% 10% 10%

26%

31% 36% 40% 43% 46%

15% 21% 23% 25%

41%

34% 36% 40% 44% 47%

20% 24% 26% 28%

44%

Students with Special Education Needs* – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

Reading

Writing

Mathematics

Reading and writing

results in the PDSB

and the Province

have increased over

time.

In 2013‐2014, the

PDSB results

increased

substantially in all

subject areas.

Over time, the PDSB

had been below the

province in reading,

writing, and

mathematics.

In 2013‐ 2014, the

PDSB mathematics

results surpassed

the province.

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

TRENDS

5 years 222444%%%

111666%%%

111333%%%

333%%%

1 year

5 years 222666%%%

111666%%%

111555%%%

1 year

5 years

111444%%%

1 year

PDSB Province

333%%%

---555%%%

---222%%% 111666%%%

Province

Province

Province

Junior Division G

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

*excluding identified gifted



80% 78% 78% 74% 75%

79% 79%77% 76%

78%

78% 82% 83% 83% 83%

82% 84%82%

88% 89%

76% 78% 78% 78% 81%

77%80%

78%

83%85%

TRENDS

French Immersion (FI) Students – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

Reading

Writing

Mathematics

Reading and writing

results in the PDSB

have increased over

time.

In the province,

reading and writing

results have

remained fairly

constant.

Mathematics

results in the PDSB

and the province

have been

decreasing over

time. However, in

2013‐2014, results

increased by 2%

and 1%,

respectively.

5 years 888%%%

222%%%

555%%%

333%%%

1 year

5 years 777%%%

111%%%

555%%%

1 year

5 years

---111%%%

1 year

PDSB Province

000%%%

---555%%%

111%%% 222%%%

Province

Province

Province

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

H Primary Division



Grade 3 and Grade 6 Student Questionnaire Results* by Gender I

I like to read.

I am a good reader.

I like to write.

I am a good writer.

I like mathematics.

I am good at mathematics.

We talk about the reading andwriting work I do in school.

We talk about the mathematicswork I do in school.

We read together.

Grade 3 Students Grade 6 Students Females Males Females Males

57% 45% 57% 40%

61% 59% 69% 64%

Grade 3 Students Grade 6 Students

Females Males Females Males

59% 46% 53% 33%

52% 42% 48% 37%



58% 70% 44% 61%

47% 63% 45% 60%



39% 31% 27% 23%

44% 40% 42% 38%

32% 27% 8% 9%

*For all PDSB and provincial survey

results, see the EQAO report.

Parents

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

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

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