Central Tech

WHERE TO FIND . . . PAGEApplied Academic

Percentages of all students at or above the provincial standard· 2013–2014...................................................................... 1 1· Over time........................................................................ 2 2

Tips for using this report................................................................ 3 3

Contextual information: 2013–2014............................................... 4 7

Results for groups of students: 2013–2014· All students................................................................... 5 8· Participating students................................................... 5 8· Students by gender....................................................... 6 9

Contextual information: Over time................................................. 10 12

Results for all students: Over time................................................. 11 13

Results for all students: Over time by gender............................... 14 15

Student questionnaire results......................................................... 16–24 25–33

Explanation of terms........................................................................ 34 34

PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4), 2013–2014

On behalf of EQAO, I am pleased to provide you with the results of the 2013–2014 Grade 9 Assessment of Mathematics.

This report includes the 2014 results as well as results for previous years, so you can track progress over time. You’ll also find demographic and attitudinal information, which provides context for interpreting the achievement results.

By assessing all students in our education system at key stages in their schooling, EQAO is able to provide reliable and objective data at the individual student, school and board levels. EQAO results alongside board and classroom assessment data have proven effective for monitoring progress and allowing school communities to make evidence-based decisions in their planning.

At EQAO, we strongly believe that reliable evidence empowers and guides the judgment and actions of professional educators and school communities. We are pleased to continue our partnership with you as we all work toward helping students reach their full potential. I hope you will find this report to be a rich source of information as you turn knowledge into action for the benefit of your students and community.

Sincerely,

Bruce RodriguesChief Executive OfficerEducation Quality and Accountability Office

School: Central TS (900087)

Board: Toronto DSB (66052)

Grade 9 Assessment of Mathematics, 2013–2014

School Report

ProvinceBoardSchoolProvinceBoardSchool

29 3447

54

82 85

APPLIED COURSE ACADEMIC COURSE

Central TS (900087)School Report

1 of 34September 24, 2014


PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME


APPLIED MATHEMATICS

26 30 34 32

Board

2430

19 24

School

40 42 44 44

Province

2009–2010 2010–2011 2011–2012 2012–2013

473429

2013–2014

39 881

4 972

202

2012–2013

41 799

5 253

206

2011–2012

44 095

5 756

202

2010–20112009–2010

219

6 175

47 566Province

Board

School

Total Number of Students

38 181

4 626

171

2013–2014

ACADEMIC MATHEMATICS

81 81 83 83

Board

6759

6554

School

82 83 84 84

Province

2009–2010 2010–2011 2011–2012 2012–2013

8582

54

2013–2014

97 158

12 329

103

2012–2013

97 741

12 621

93

2011–2012

99 278

13 034

96

2010–20112009–2010

60

13 239

101 268Province

Board

School

Total Number of Students

95 914

11 892

99

2013–2014



TIPS

The applied and academic mathematics courses are different and should be considered separately.

Note: Students in locally developed courses do not participate in these assessments.

�Each school or board is unique. To appreciate the distinctive character of a school or board, look at the contextual information to understand the features and characteristics of the community it serves.

�This assessment captures the performance of students at one point in time each year. Consider the results along with other information about students’ achievement in mathematics.

�Exercise caution when interpreting results for small schools or boards. Results may vary considerably from year to year, and differences may look exaggerated. For example, in a school of 30 students, a difference of 10% represents only three students.

�Trends may be difficult to identify or to interpret. This is especially true when groups are small or in schools where there is a high turnover in the student population.

�EQAO values students' privacy. Beginning in 2012-2013, results are not reported publicly for schools where fewer than 10 students participated because it might be possible to identify individual students. Prior to 2012-2013, results were not reported publicly for schools where fewer than 15 students participated.

ABOUT THIS SCHOOL OR BOARD REPORT

This report shows how well students have met curriculum expectations for either the applied or academic mathematics program to the end of Grade 9. Students complete two booklets that allow them to show what they know in mathematics. The assessment is based on The Ontario Curriculum: Mathematics, Grades 9 and 10.

This report includes

¨ results for this year;

¨ a comparison of results of the current and previous administrations to aid in monitoring improvement and

¨ information about the characteristics of the students who participated.

Specifically, you will find

¨ summary graphs showing the percentage of students achieving the provincial standard in either applied or academic mathematics;

¨ detailed tables and graphs showing results for all levels of achievement, participation information and results for gender

¨ student questionnaire results and

¨ an explanation of all terms used in this report.

HOW TO USE THIS REPORT

¨ Examine the contextual information to understand the similarities and differences between this school, the board and the province; the board and the province. Consider the challenges that any differences might present.

¨ Examine the results for applied and academic mathematics.

· Are these results consistent with what you would expect?

· How do the school results compare to the board and province; the board results compare to the province?

· How do these results compare over time?

· What influence might students’ attitudes have on student performance (refer to the questionnaire results)?

¨ Speak to the school or board staff about the goals for school improvement related to mathematics.

The Education Quality and Accountability Office is an independent agency that gathers information about student achievement through province-wide assessments. Each year, all Grade 9 students in applied and academic mathematics take part in this assessment across Ontario. Individual results are reported to students and to parents and guardians. School, board and provincial results are released publicly.

Learn more about us at www.eqao.com.



Number of Respondents:

Contextual Information

This information provides a context for interpreting the school’s applied mathematics course results.

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data

may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be

missing because they were not provided by the students.

School Board Province

Participating students who received one or more accommodations*

100 64% 1 414 33% 11 573 31%

Participating students who received one or more special provisions*

18 11% 398 9% 1 841 5%

Students who did not complete any part of the assessment (no data)*

14 8% 363 8% 1 423 4%

0 0% 0 0% 0 0%

Second-semester course 81 47% 1 625 35% 17 852 47%

Full-year course 0 0% 1 459 32% 3 005 8%

Male 111 65% 2 575 56% 21 519 56%

Gender not specified

Enrolment

111 65% 2 008 43% 14 241 37%

Grade 9 Assessment of Mathematics, 2013–2014, Applied Course

Language and School Background††

Based on Student Questionnaire data143 3 472 31 979

First-semester course 90 53% 1 542 33% 17 324 45%

Speak another language as often as English at home 28 20% 756 22% 4 009 13%

Speak only or mostly a language other than English at home 30 21% 478 14% 2 043 6%

Students with special education needs (excluding gifted)*

Gender† Based on number of students enrolled

Female 60 35% 2 051 44% 16 662 44%

Student Status† Based on number of students enrolled

English language learners* 25 15% 759 16% 3 115 8%

Semester/Full Year Based on number of students enrolled

Number of students in applied mathematics course 171 4 626 38 181

Number of classes with students in applied mathematics course 11 304 2 496

Number of schools with applied mathematics classes Not applicable 84 705

Number Percent Number Percent Number Percent

Participation in the Assessment

Students who participated in the assessment 157 92% 4 263 92% 36 758 96%

Attended three or more elementary schools from kindergarten to Grade 8

64 45% 1 675 48% 13 010 41%



Results for All Students

Results for Participating Students (excludes "no data" category)


47%34%29%At or AboveProvincial Standard(Levels 3 and 4) †

4%8%8%14

96%92%92%157

4%8%13%23 Below Level 1

11%16%17%29 Level 1

34%34%33%56 Level 2

38%28%26%45 Level 3

%%%#

Province38 181

Board4 626

School171Number of Students

9%6%2%4 Level 4

All Students*

No Data

ParticipatingStudents

ProvinceBoardSchool

962

382826

343433

111617

4813

Percentage of All Students in Applied MathematicsCourse at All Levels*

Below L1 Level 1 Level 2 Level 3 Level 4

49%

4%

12%

35%

40%

37%

9%

17%

37%

30%

31%

15%

18%

36%

29%

29

56

45

Level 1

Level 2

Level 3

At or AboveProvincial Standard(Levels 3 and 4) †

23 Below Level 1

%%%

Province36 758

Board4 263

9%7%3%

#

School157

4

Level 4

Number of Students

Participating Students**

ProvinceBoardSchool

973

403029

353736

121718

49

15

Percentage of Participating Students in Applied MathematicsCourse at All Levels**


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.



Results by Gender††


24%37%At or AboveProvincial Standard(Levels 3 and 4) †

9%107%4

91%10193%56

14%1612%7

17%1917%10 Level 1

35%3928%17 Level 2

23%2533%20 Level 3

%#%#

Male111

Female60Number of Students

2%23%2 Level 4

No Data


Below Level 1

All Students: School by Gender*

MaleFemale

23

233335

28

17171412

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: School*



9%2207%143

91%2 35593%1 908

8%2148%157

16%41116%318 Level 1

33%85236%740 Level 2

28%71428%570 Level 3

%#%#

Male2 575

Female2 051Number of Students

6%1646%123 Level 4

No Data


Below Level 1

All Students: Board by Gender*

MaleFemale

66

28283336

161688

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Board*



4%7934%630

96%20 72696%16 032

4%8914%652

11%2 29212%1 948 Level 1

33%7 00236%5 962 Level 2

39%8 46337%6 145 Level 3

%#%#

Male21 519


10%2 0788%1 325 Level 4

No Data


Below Level 1

All Students: Province by Gender*

MaleFemale

108

39373336

111244

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Province*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.




Contextual Information

This information provides a context for interpreting the school’s academic mathematics course results.

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data

may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be

missing because they were not provided by the students.

School Board Province


22 23% 675 6% 5 146 5%


2 2% 519 4% 3 468 4%


2 2% 112 1% 736 1%

0 0% 0 0% 0 0%

Second-semester course 56 57% 2 878 24% 42 510 44%

Full-year course 0 0% 6 489 55% 10 620 11%

Male 64 65% 6 010 51% 46 757 49%


Enrolment

22 22% 823 7% 5 969 6%

Grade 9 Assessment of Mathematics, 2013–2014, Academic Course


Based on Student Questionnaire data76 10 450 87 038

First-semester course 43 43% 2 525 21% 42 784 45%

Speak another language as often as English at home 17 22% 2 717 26% 13 677 16%

Speak only or mostly a language other than English at home 10 13% 1 712 16% 7 440 9%



Female 35 35% 5 882 49% 49 157 51%


English language learners* 20 20% 822 7% 6 137 6%


Number of students in academic mathematics course 99 11 892 95 914

Number of classes with students in academic mathematics course

5 521 4 073

Number of schools with academic mathematics classes Not applicable 81 688

Number Percent Number Percent Number Percent


Students who participated in the assessment 97 98% 11 780 99% 95 178 99%


28 37% 4 651 45% 31 324 36%



Results for All Students

Results for Participating Students (excludes "no data" category)


85%82%54%At or AboveProvincial Standard(Levels 3 and 4) †

1%1%2%2

99%99%98%97

<1%1%2%2 Below Level 1

4%5%14%14 Level 1

11%11%28%28 Level 2

73%68%51%50 Level 3

%%%#

Province95 914

Board11 892

School99Number of Students

12%15%3%3 Level 4

All Students*

No Data


ProvinceBoardSchool

1215

3

7368

51

1111

28

4514

<112

Percentage of All Students in Academic MathematicsCourse at All Levels*


85%

<1%

4%

11%

73%

83%

1%

5%

11%

68%

55%

2%

14%

29%

52%

14

28

50

Level 1

Level 2

Level 3

At or AboveProvincial Standard(Levels 3 and 4) †

2 Below Level 1

%%%

Province95 178

Board11 780

12%15%3%

#

School97

3

Level 4

Number of Students

Participating Students**

ProvinceBoardSchool

1215

3

7368

52

1111

29

4514

<112

Percentage of Participating Students in Academic MathematicsCourse at All Levels**


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.



Results by Gender††



2%13%1

98%6397%34

3%20%0

11%720%7 Level 1

30%1926%9 Level 2

50%3251%18 Level 3

%#%#

Male64

Female35Number of Students

5%30%0 Level 4

No Data


Below Level 1

All Students: School by Gender*

MaleFemale

50

5051

3026

1120

30

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: School*



1%561%56

99%5 95499%5 826

1%51<1%29

5%3005%311 Level 1

10%58912%724 Level 2

68%4 06968%3 975 Level 3

%#%#

Male6 010


16%94513%787 Level 4

No Data


Below Level 1

All Students: Board by Gender*

MaleFemale

1613

6868

1012551<1

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Board*



1%3411%395

99%46 41699%48 762

<1%160<1%87

4%1 6994%1 918 Level 1

10%4 44312%5 688 Level 2

73%34 02973%35 706 Level 3

%#%#

Male46 757


13%6 08511%5 363 Level 4

No Data


Below Level 1

All Students: Province by Gender*

MaleFemale

1311

7373

101244<1<1

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Province*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.



This information provides a context for interpreting the school’s results of the current and previous administrations.

Contextual Information over Time: Applied Mathematics Course






Second-semester course

Full-year course

Male



Based on Student Questionnaire data

Speak another language as often as English at home

Speak only or mostly a language other than English at home


Number of classes with students in applied mathematics course


2009–2010 2010–2011 2011–2012 2012–2013 2013–2014

Enrolment

Number of students in applied mathematics course 219 202 206 202 171

11 12 13 12 11

48% 5% 52% 7% 64%

14% 1% 15% 0% 11%


Students who participated in the assessment 83% 84% 89% 86% 92%

17% 16% 11% 14%

61% 67% 63% 57% 65%

0% 0% 0% 0% 0%


48% 44% 51% 52% 65%


English language learners*

54% 53% 44% 50% 47%

0% 0% 0% 0% 0%

First-semester course 46% 47% 56% 50% 53%

171 147 143143 145

* See the Explanation of Terms.†

Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.

†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing because they were not provided by the students.

8%

20% 16% 16% 14%

21%

20%

45%

12%

19%

51%


Female 39% 33% 37% 43% 35%

9%

25%

41%

6%

28%

37%

13%

28%

29%

15%



Applied Mathematics Course for All Students

Results over Time, 2010–2011 to 2013–2014

* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.

2012–20132011–20122010–2011

131411

Percentage of All Students inApplied Mathematics Course at All Levels: School*


2013–2014

1318 20 22

17

25

35

2833

2418

2126

51 3 2

29%24%19%30% At or Above Provincial Standard (Levels 3 and 4)†

8%14%11%16%No Data

92%86%89%84%Participating Students

13%13%14%11% Below Level 1

17%22%20%18% Level 1

33%28%35%25% Level 2

26%21%18%24% Level 3

2%3%1%5% Level 4

171202206202

'13–'14'12–'13'11–'12

Number of Students

'10–'11Year

School*

2012–20132011–20122010–2011

10910

Percentage of All Students inApplied Mathematics Course at All Levels: Board*


2013–2014

8

17 17 17 16

32 32 32 34

2528 26 28

5 6 6 6


8%9%9%10%No Data


8%10%9%10% Below Level 1

16%17%17%17% Level 1

34%32%32%32% Level 2

28%26%28%25% Level 3

6%6%6%5% Level 4

4 6264 9725 2535 756

'13–'14'12–'13'11–'12

Number of Students

'10–'11Year

Board*

2012–20132011–20122010–2011

545

Percentage of All Students inApplied Mathematics Course at All Levels: Province*


2013–2014

4

14 13 13 11

35 34 35 34 35 37 36 38

7 7 8 9


4%4%5%5%No Data



11%13%13%14% Level 1

34%35%34%35% Level 2

38%36%37%35% Level 3

9%8%7%7% Level 4

38 18139 88141 79944 095

'13–'14'12–'13'11–'12

Number of Students

'10–'11Year

Province*



This information provides a context for interpreting the school’s results of the current and previous administrations.

Contextual Information over Time: Academic Mathematics Course






Second-semester course

Full-year course

Male



Based on Student Questionnaire data

Speak another language as often as English at home

Speak only or mostly a language other than English at home


Number of classes with students in academic mathematics course


2009–2010 2010–2011 2011–2012 2012–2013 2013–2014

Enrolment

Number of students in academic mathematics course 60 96 93 103 99

4 4 6 6 5

17% 0% 16% 0% 23%

0% 2% 16% 1% 2%


Students who participated in the assessment 98% 94% 92% 95% 98%

2% 6% 8% 5%

68% 60% 69% 49% 65%

0% 0% 0% 0% 0%


18% 18% 14% 8% 22%


English language learners*

35% 55% 53% 69% 57%

0% 0% 0% 0% 0%

First-semester course 65% 45% 47% 31% 43%

51 78 7668 90

* See the Explanation of Terms.†

Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.

†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing because they were not provided by the students.

2%

7% 10% 18% 18%

13%

22%

37%

26%

16%

47%


Female 32% 40% 31% 51% 35%

21%

12%

46%

14%

36%

36%

24%

22%

35%

20%



Academic Mathematics Course for All Students

Results over Time, 2010–2011 to 2013–2014

* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.

2012–20132011–20122010–2011

221

Percentage of All Students inAcademic Mathematics Course at All Levels: School*


2013–2014

2

14 1521

1420

1117

28

53

61

51 51

63 3 3


2%5%8%6%No Data



14%21%15%14% Level 1

28%17%11%20% Level 2

51%51%61%53% Level 3

3%3%3%6% Level 4

991039396

'13–'14'12–'13'11–'12

Number of Students

'10–'11Year

School*

2012–20132011–20122010–2011

<1<11

Percentage of All Students inAcademic Mathematics Course at All Levels: Board*


2013–2014

16 5 6 5

12 10 10 11

67 68 67 68

14 15 16 15


1%1%1%1%No Data


1%<1%<1%1% Below Level 1

5%6%5%6% Level 1

11%10%10%12% Level 2

68%67%68%67% Level 3

15%16%15%14% Level 4

11 89212 32912 62113 034

'13–'14'12–'13'11–'12

Number of Students

'10–'11Year

Board*

2012–20132011–20122010–2011

<1<1<1

Percentage of All Students inAcademic Mathematics Course at All Levels: Province*


2013–2014

<14 4 4 4

12 11 10 11

72 71 71 73

11 13 13 12


1%1%1%1%No Data


<1%<1%<1%<1% Below Level 1

4%4%4%4% Level 1

11%10%11%12% Level 2

73%71%71%72% Level 3

12%13%13%11% Level 4

95 91497 15897 74199 278

'13–'14'12–'13'11–'12

Number of Students

'10–'11Year

Province*



RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):

GRADE 9 APPLIED MATHEMATICS

SCHOOL

BOARD

Female Male

2009–2010 2010–2011 2011–2012 2012–2013

22 181

2 753

116

Male

2012–2013

Female

86

2 218

17 69523 236

2 984

130

Male

2011–2012

Female

76

2 269

18 56324 374

3 149

135

Male

2010–2011

Female

67

2 607

19 72126 304

3 381

134

Male

2009–2010

Female

85

2 794

21 262Province

Board

School

Total Number of Students in Applied Mathematics Course†

† Includes only students for whom gender data were available.

2013–2014

21 51916 662

2 051 2 575

11160

Female Male

2013–2014

PROVINCE

2027

3328

18 20 2027

37

24

25 28 30 30 33 34 32 32 34 34

3644

3944 42

4741

46 45 49



RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):

GRADE 9 ACADEMIC MATHEMATICS

SCHOOL

BOARD

Female Male

2009–2010 2010–2011 2011–2012 2012–2013

47 171

6 067

50

Male

2012–2013

Female

53

6 262

49 98647 607

6 303

64

Male

2011–2012

Female

29

6 317

50 13448 464

6 587

58

Male

2010–2011

Female

38

6 447

50 81449 296

6 725

41

Male

2009–2010

Female

19

6 514

51 972Province

Board

School

Total Number of Students in Academic Mathematics Course †

† Includes only students for whom gender data were available.

2013–2014

46 75749 157

5 882 6 010

6435

Female Male

2013–2014

PROVINCE

53

73

5364

7261 58

50 51 55

80 82 80 82 82 84 82 84 81 83

81 83 82 84 83 85 84 85 84 86



STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 143)

I like mathematics. 61

I am good at mathematics. 46

I am able to answer difficult mathematics questions. 24

Mathematics is one of my favourite subjects. 37

I understand most of the mathematics I am taught. 79

Mathematics is an easy subject. 26

I do my best in mathematics class. 94

The mathematics I learn now is useful for everyday life. 61

The mathematics I learn now helps me do work in other subjects. 62

I need to do well in mathematics to study what I want later. 77

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

65

Percentage of Students*How much do you agree or disagree with the following statements?

Strongly Disagree/Disagree Neither agree nor disagree Agree/Strongly agree


Very confidentConfidentSomewhat confidentNot at all confident

Number of studentswho answered“very confident”

Percentage of Students*How confident are you that you can answer mathematics questions related to the following?

number sense (e.g., operations with integers, rational numbers,exponents)

algebra (e.g., solving equations, simplifying expressions withpolynomials)

linear relations (e.g., scatter plots, lines of best fit)

measurement (e.g., perimeter, area, volume)

geometry (e.g., angles, parallel lines) 23

34

17

22

10

* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.

Number of studentswho answered

“agree” or “stronglyagree”

STUDENTS’ ATTITUDES TOWARD MATHEMATICS

27 29 43

32 35 32

36 45 17

52 21 26

13 31 55

47 34 18

9 25 66

20 36 43

22 34 43

14 32 54

22 32 45

8 48 34 7

13 45 25 15

13 41 33 12

6 25 44 24

10 37 34 16



I connect new mathematics concepts to what I already know aboutmathematics or other subjects.

9

I check my mathematics answers to see if they make sense. 24

I apply new mathematics concepts to real-life problems. 11

I take time to discuss my mathematics assignments with myclassmates.

11

I am not usually assigned any mathematics homework 6

Never or almost never 12

Sometimes 61

Often 43

Always 19

Percentage of Students*Number of students

who answered“very often”

How often do you do the following when studying mathematics or working on a mathematics problem?

DOING MATHEMATICS

Percentage of Students*How often do you complete your mathematics homework?



Never or almost never Sometimes Often Very Often

I look for more than one way to solve mathematics problems.17


Number of students

9 62 20 6

41 38 17

28 47 16 8

27 50 15 8

10 45 31 12

4

8

43

30

13




I read by myself. 23

I use the Internet. 94

I play video games. 35

I participate in sports or other physical activities. 42

I participate in art, music or drama activities. 21

I participate in other clubs or organizations. 7

I volunteer in my community. 4

I work at a paid job. 3

Percentage of Students*


“everyday or almostevery day”

How often do you do the following when you are not at school?

Every day or almost every day1 to 3 times a week1 or 2 times a monthNever



OUT-OF-SCHOOL ACTIVITIES

15 29 37 16

5 6 20 66

24 22 27 24

17 23 29 29

40 24 19 15

44 32 17 5

40 34 21

75 8 13



SCHOOLS ATTENDED

How many schools did you attend from kindergarten toGrade 8?


1 school 32

2 schools 45

3 schools 25

4 schools 21

5 or more schools 18

Languages student speaks at home 84

Languages in which people speak to student at home 76

Percentage of Students* Number of students


Number ofstudents who

answered“only English”

or “mostlyEnglish”

LANGUAGES SPOKEN


Only English/MostlyEnglish

Another language (or otherlanguages) as often as

English

Mostly another language (orother languages)/Only

another language (or otherlanguages)


22

31

17

15

13

59 20 21

53 18 27



Number of students

Does counting the Grade 9 Assessment of Mathematics as part of your class mark motivate you to take the assessment more seriously? †

61

Were you told how much the assessment will count as part of your class mark (e.g., 5%)? †

61


Yes 61

No 5

Don’t know 74

Yes 51

No 9

Yes 49

No 4




Undecided 7

USE OF THE ASSESSMENT IN CLASS MARKS

Will your teacher count some or all parts of the Grade 9 Assessment of Mathematics as part of your class mark?


Total number of students:


* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.† Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.

43

3

52

84

15

80

7

11



48%43%

64%

49%

66%

58%

45%

46%

46%

75%

50%

68%

45%

41%

41%

geometry (e.g., angles, parallel lines)



algebra (e.g., solving equations, simplifying expressionswith polynomials)

number sense (e.g., operations with integers, rationalnumbers, exponents)

71%66%

54%41%

69%

65%55%61%53%37%

49%43%46%42%44%

54%39%47%38%27%

46%40%43%40%43%40%45%

52%46%49%50%52%46%54%I need to do well in mathematics to study what I want

later.

The mathematics I learn now helps me do work in othersubjects.

The mathematics I learn now is useful for everyday life.

I do my best in mathematics class.

Mathematics is an easy subject.

I understand most of the mathematics I am taught.

Mathematics is one of my favourite subjects.

I am able to answer difficult mathematics questions.

I am good at mathematics.

I like mathematics.

Ma

le*

(# =

91

)

School

Fe

ma

le*

(# =

52

)

All S

tud

en

ts(#

= 1

43

)

Ma

le*

(# =

1 8

87

)

Board

Fe

ma

le*

(# =

1 5

85

)

All S

tud

en

ts(#

= 3

47

2)

Ma

le*

(# =

17

91

1)

Province

Fe

ma

le*

(# =

14

06

8)

All S

tud

en

ts(#

= 3

1 9

79

)

STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE

(all students, female, male)

47%43%45%46%48%38%43%

40%31%36%36%39%35%43%

63%68%65%65%62%63%66%

24%15%20%14%19%8%18%

65%59%62%59%61%52%55%

25%18%22%20%24%21%26%

31%16%24%16%22%13%17%

43%29%37%26%33%21%32%

41%30%36%32%37%38%43%

I need to keep taking mathematics for the kind of job Iwant after I leave school.

* Only includes students for whom gender data were available.† Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”‡ Other response options were “not at all confident” and “somewhat confident.”



46%

48%

58%

47%

67%

24%

57%

29%

19%

38%

45%

49%

53%

64%

38%

49%

54%

67%

63%

47%

52%

41%

45%

54%

49%

60%

23%

62%

28%

27%

38%

41%

Percentage of students indicating they feel “confident” or “very confident” that they can answer mathematics questions related to the following: ‡

Percentage of students indicating they “agree” or “strongly agree” with the following statements: †



16%22%20%17%13%Always

Often

Sometimes

Never or almost never

I am not usually assigned any mathematics homework

I look for more than one way to solve mathematicsproblems.

I take time to discuss my mathematics assignments withmy classmates.

I apply new mathematics concepts to real-life problems.

I check my mathematics answers to see if they makesense.

I connect new mathematics concepts to what I alreadyknow about mathematics or other subjects.

Ma

le*

(# =

91

)

School

Fe

ma

le*

(# =

52

)

All S

tud

en

ts(#

= 1

43

)

Ma

le*

(# =

1 8

87

)

Board

Fe

ma

le*

(# =

1 5

85

)

All S

tud

en

ts(#

= 3

47

2)

Ma

le*

(# =

17

91

1)

Province

Fe

ma

le*

(# =

14

06

8)

All S

tud

en

ts(#

= 3

1 9

79

)



33%34%32%29%30%

29%27%29%44%43%

9%7%6%8%8%

10%9%9%2%4%

13%11%12%8%12%

6%6%8%6%8%

6%3%4%4%8%

17%19%20%17%17%

6%5%6%6%6%

* Only includes students for whom gender data were available.† Other response options were “never or almost never,” “sometimes” and “often.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.

DOING MATHEMATICS


5%

18%

33%

28%

8%

10%

12%

6%

5%

18%

14%

17%

32%

30%

8%

10%

8%

6%

19%

6%

9%

11%

31%

42%

9%

5%

14%

10%

16%

7%

8%

14%

33%

31%

10%

15%

9%

7%

18%

6%

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

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



Only English/Mostly English

Mostly another language (or other languages)/Only another language (or other languages)

Another language (or other languages) as often as English




5 or more schools

4 schools

11%11%11%13%17%15%

19%19%19%24%25%17%

30%30%30%31%33%31%2 schools

1 school

I work at a paid job.

I volunteer in my community.

I participate in other clubs or organizations.

I participate in art, music or drama activities.

I participate in sports or other physical activities.

I play video games.

I use the Internet.

I read by myself.

Ma

le*

(# =

91

)

School

Fe

ma

le*

(# =

52

)

All S

tud

en

ts(#

= 1

43

)

Ma

le*

(# =

1 8

87

)

Board

Fe

ma

le*

(# =

1 5

85

)

All S

tud

en

ts(#

= 3

47

2)

Ma

le*

(# =

17

91

1)

Province

Fe

ma

le*

(# =

14

06

8)

All S

tud

en

ts(#

= 3

1 9

79

)



27%26%14%10%22%

9%6%7%6%4%5%3%0%2%

5%6%5%7%7%7%4%0%3%

9%7%8%9%8%9%7%2%5%

12%22%16%12%23%17%11%21%15%

41%24%34%42%22%33%37%15%29%

43%11%29%37%10%25%35%6%24%

71%81%75%67%74%70%62%73%66%

13%27%19%15%27%20%11%25%16%

3 schools


SCHOOLS ATTENDED


10%11%11%13%15%13%

78%78%78%59%59%65%59%

LANGUAGES SPOKEN

12%13%13%24%22%15%20%

7%6%6%12%14%19%21%

75%74%75%52%53%58%53%

12%13%12%21%20%15%18%

10%9%10%20%21%25%27%

12%

13%

24%

31%

16% 27%

23%

11%

13%

30%

17%

11%

13%

13%

31%

30%

15%

20%

60%

22%

22%

55%

53%

21%

19%

27%

20%

51%

Percentage of students indicating the number of schools they attended from kindergarten to Grade 8: ‡

Percentage of students indicating the languages people speak to them at home: ‡

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

* Only includes students for whom gender data were available.† Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.

Percentage of students indicating that they speak the following languages at home: ‡



Undecided

No

Yes

No

Yes

Don’t know

No

Yes

All S

tud

en

ts(#

= 1

43

)

Ma

le*

(# =

91

)

School

Fe

ma

le*

(# =

52

)

Ma

le*

(# =

1 8

87

)

Board

Fe

ma

le*

(# =

1 5

85

)

All S

tud

en

ts(#

= 3

47

2)

Ma

le*

(# =

17

91

1)

Province

Fe

ma

le*

(# =

14

06

8)

All S

tud

en

ts(#

= 3

1 9

79

)



14%16%15%19%0%

11%8%9%7%7%

75%76%75%73%93%

12%10%11%12%11%

88%89%88%87%89%

51%47%49%52%47%38%

3%2%2%4%3%6%

43%48%45%38%44%54%

* Includes only students for whom gender data were available.† Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.‡ Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.



Fe

ma

le*

(# =

28

)

Fe

ma

le*

(# =

69

0)

Ma

le*

(# =

7 7

24

)

Fe

ma

le*

(# =

6 7

07

)

Fe

ma

le*

(# =

28

)

Fe

ma

le*

(# =

69

0)

Ma

le*

(# =

7 7

24

)

Fe

ma

le*

(# =

6 7

07

)

All

Stu

de

nts

(# =

14

43

1)

All

Stu

de

nts

(# =

14

43

1)

Ma

le*

(# =

71

1)

17%

82%

74%

15%

10%

Ma

le*

(# =

71

1)

11%

7%

80%

All

Stu

de

nts

(# =

61

)

15%

84%

All

Stu

de

nts

(# =

61

)

52%

3%

43%

17%

9%

73%

All

Stu

de

nts

(# =

1 4

01

)

14%

85%A

ll S

tud

en

ts(#

= 1

40

1)

50%

4%

40%

21%

6%

70%

Ma

le*

(# =

33

)

18%

79%

Ma

le*

(# =

33

)

59%

2%

36%

Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of their class mark: †

Percentage of students indicating they were told how much the assessment will count as part of their class mark: †‡

Percentage of students indicating that counting the Grade 9 Assessment of Mathematics as part of their class mark motivates them to take the assessment more seriously: †‡





I like mathematics. 37

I am good at mathematics. 28

I am able to answer difficult mathematics questions. 23

Mathematics is one of my favourite subjects. 26

I understand most of the mathematics I am taught. 50

Mathematics is an easy subject. 13

I do my best in mathematics class. 50

The mathematics I learn now is useful for everyday life. 38

The mathematics I learn now helps me do work in other subjects. 45

I need to do well in mathematics to study what I want later. 42

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

33

Percentage of Students*How much do you agree or disagree with the following statements?

Strongly Disagree/Disagree Neither agree nor disagree Agree/Strongly agree


Very confidentConfidentSomewhat confidentNot at all confident

Number of studentswho answered“very confident”

Percentage of Students*How confident are you that you can answer mathematics questions related to the following?

number sense (e.g., operations with integers, rational numbers,exponents)

algebra (e.g., solving equations, simplifying expressions withpolynomials)


analytic geometry (e.g., slope, y-intercept, equations of lines)


15

18

11

7

12

14



“agree” or “stronglyagree”


20 32 49

18 45 37

30 39 30

42 24 34

9 24 66

37 46 17

17 17 66

22 28 50

20 20 59

14 29 55

22 33 43

4 30 45 18

8 29 45 16

13 39 36 9

7 32 43 14

5 22 45 24

4 36 37 20



I connect new mathematics concepts to what I already know aboutmathematics or other subjects.

7

I check my mathematics answers to see if they make sense. 14

I apply new mathematics concepts to real-life problems. 2

I take time to discuss my mathematics assignments with myclassmates.

8

I am not usually assigned any mathematics homework 1

Never or almost never 8

Sometimes 18

Often 28

Always 16

Percentage of Students*Number of students

who answered“very often”

How often do you do the following when studying mathematics or working on a mathematics problem?

DOING MATHEMATICS

Percentage of Students*How often do you complete your mathematics homework?



Never or almost never Sometimes Often Very Often

I look for more than one way to solve mathematics problems.10


Number of students

16 42 28 9

8 28 43 18

30 41 22

29 24 30 11

8 53 21 13

1

11

24

37

21




I read by myself. 19

I use the Internet. 57

I play video games. 23

I participate in sports or other physical activities. 29

I participate in art, music or drama activities. 7

I participate in other clubs or organizations. 4

I volunteer in my community. 5

I work at a paid job. 1



“everyday or almostevery day”

How often do you do the following when you are not at school?

Every day or almost every day1 to 3 times a week1 or 2 times a monthNever




12 26 28 25

4 13 75

17 21 24 30

8 14 30 38

49 14 18 9

41 21 22 5

24 47 12 7

71 9 7



SCHOOLS ATTENDED

How many schools did you attend from kindergarten toGrade 8?


1 school 17

2 schools 23

3 schools 9

4 schools 6

5 or more schools 13

Languages student speaks at home 40

Languages in which people speak to student at home 37



Number ofstudents who

answered“only English”

or “mostlyEnglish”

LANGUAGES SPOKEN


Only English/MostlyEnglish

Another language (or otherlanguages) as often as

English

Mostly another language (orother languages)/Only

another language (or otherlanguages)


22

30

12

8

17

53 22 13

49 13 24



Number of students

Does counting the Grade 9 Assessment of Mathematics as part of your class mark motivate you to take the assessment more seriously? †

37

Were you told how much the assessment will count as part of your class mark (e.g., 5%)? †

37


Yes 37

No 1

Don’t know 28

Yes 35

No 2

Yes 34

No 1




Undecided 2


Will your teacher count some or all parts of the Grade 9 Assessment of Mathematics as part of your class mark?




* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.† Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.

49

1

37

95

5

92

3

5



71%

81%

69%

75%

55%

73%

79%

59%

55%

71%

70%

44%

56%

48%

57%

68%

58%

45%

61%

63%



analytic geometry (e.g., slope, y-intercept, equations oflines)


algebra (e.g., solving equations, simplifying expressionswith polynomials)

number sense (e.g., operations with integers, rationalnumbers, exponents)

66%58%

76%66%

84%78%

62%

66%54%60%48%28%

73%68%70%68%48%

77%63%70%63%44%

61%55%58%54%58%36%43%

66%60%63%61%64%48%55%I need to do well in mathematics to study what I want

later.

The mathematics I learn now helps me do work in othersubjects.

The mathematics I learn now is useful for everyday life.

I do my best in mathematics class.

Mathematics is an easy subject.

I understand most of the mathematics I am taught.

Mathematics is one of my favourite subjects.

I am able to answer difficult mathematics questions.

I am good at mathematics.

I like mathematics.

Ma

le*

(# =

51

)

School

Fe

ma

le*

(# =

25

)

All S

tud

en

ts(#

= 7

6)

Ma

le*

(# =

5 2

50

)

Board

Fe

ma

le*

(# =

5 2

00

)

All S

tud

en

ts(#

= 1

0 4

50

)

Ma

le*

(# =

42

14

5)

Province

Fe

ma

le*

(# =

44

89

3)

All S

tud

en

ts(#

= 8

7 0

38

)



57%53%55%56%58%56%59%

40%29%34%31%35%36%50%

67%72%70%68%64%56%66%

35%25%30%24%30%12%17%

77%72%75%70%72%48%66%

45%34%39%34%40%16%34%

55%38%46%35%45%16%30%

62%49%55%45%52%20%37%

62%50%55%49%55%36%49%

I need to keep taking mathematics for the kind of job Iwant after I leave school.

* Only includes students for whom gender data were available.† Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”‡ Other response options were “not at all confident” and “somewhat confident.”



61%

47%

59%

57%

71%

20%

75%

43%

37%

45%

55%

53%

63%

75%

63%

67%

73%

76%

83%

64%

62%

74%

77%

40%

62%

67%

60%

61%

37%

75%

47%

54%

59%

62%

Percentage of students indicating they feel “confident” or “very confident” that they can answer mathematics questions related to the following: ‡

Percentage of students indicating they “agree” or “strongly agree” with the following statements: †



25%38%32%20%21%Always

Often

Sometimes

Never or almost never

I am not usually assigned any mathematics homework

I look for more than one way to solve mathematicsproblems.

I take time to discuss my mathematics assignments withmy classmates.

I apply new mathematics concepts to real-life problems.

I check my mathematics answers to see if they makesense.

I connect new mathematics concepts to what I alreadyknow about mathematics or other subjects.

Ma

le*

(# =

51

)

School

Fe

ma

le*

(# =

25

)

All S

tud

en

ts(#

= 7

6)

Ma

le*

(# =

5 2

50

)

Board

Fe

ma

le*

(# =

5 2

00

)

All S

tud

en

ts(#

= 1

0 4

50

)

Ma

le*

(# =

42

14

5)

Province

Fe

ma

le*

(# =

44

89

3)

All S

tud

en

ts(#

= 8

7 0

38

)



38%38%37%24%37%

25%18%21%44%24%

7%4%5%8%11%

2%1%1%4%1%

17%12%14%12%13%

11%12%13%8%11%

8%4%4%0%3%

29%33%33%12%18%

14%12%12%4%9%

* Only includes students for whom gender data were available.† Other response options were “never or almost never,” “sometimes” and “often.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.

DOING MATHEMATICS


13%

31%

38%

21%

5%

1%

15%

11%

6%

31%

16%

27%

37%

24%

7%

2%

13%

7%

31%

14%

12%

22%

43%

14%

12%

0%

14%

4%

22%

12%

9%

21%

38%

27%

2%

18%

12%

9%

30%

15%

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

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









5 or more schools

4 schools

10%9%10%11%12%8%

19%19%19%24%12%12%

33%33%33%37%36%30%2 schools

1 school

I work at a paid job.

I volunteer in my community.

I participate in other clubs or organizations.

I participate in art, music or drama activities.

I participate in sports or other physical activities.

I play video games.

I use the Internet.

I read by myself.

Ma

le*

(# =

51

)

School

Fe

ma

le*

(# =

25

)

All S

tud

en

ts(#

= 7

6)

Ma

le*

(# =

5 2

50

)

Board

Fe

ma

le*

(# =

5 2

00

)

All S

tud

en

ts(#

= 1

0 4

50

)

Ma

le*

(# =

42

14

5)

Province

Fe

ma

le*

(# =

44

89

3)

All S

tud

en

ts(#

= 8

7 0

38

)



27%28%13%24%22%

5%4%5%3%2%3%0%4%1%

4%5%5%6%6%6%6%8%7%

12%10%11%12%10%11%4%8%5%

13%23%18%14%24%19%8%12%9%

48%33%40%45%26%35%47%20%38%

39%7%22%37%7%22%43%4%30%

79%84%82%80%85%83%71%84%75%

18%35%27%21%35%28%20%36%25%

3 schools


SCHOOLS ATTENDED


7%8%7%9%12%17%

71%73%72%54%53%56%53%

LANGUAGES SPOKEN

15%16%16%27%26%20%22%

10%7%9%15%16%16%13%

64%66%65%44%43%52%49%

14%15%15%23%23%24%13%

16%14%15%26%28%12%24%

9%

12%

24%

37%

14% 28%

24%

8%

12%

37%

14%

20%

6%

12%

27%

22%

18%

25%

52%

12%

24%

51%

43%

29%

22%

29%

8%

47%

Percentage of students indicating the number of schools they attended from kindergarten to Grade 8: ‡

Percentage of students indicating the languages people speak to them at home: ‡

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

* Only includes students for whom gender data were available.† Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.

Percentage of students indicating that they speak the following languages at home: ‡



Undecided

No

Yes

No

Yes

Don’t know

No

Yes

All S

tud

en

ts(#

= 7

6)

Ma

le*

(# =

51

)

School

Fe

ma

le*

(# =

25

)

Ma

le*

(# =

5 2

50

)

Board

Fe

ma

le*

(# =

5 2

00

)

All S

tud

en

ts(#

= 1

0 4

50

)

Ma

le*

(# =

42

14

5)

Province

Fe

ma

le*

(# =

44

89

3)

All S

tud

en

ts(#

= 8

7 0

38

)



12%13%13%14%15%

13%7%10%7%0%

75%79%77%78%85%

6%6%6%7%0%

94%94%94%93%100%

28%23%25%28%25%36%

2%1%1%2%1%4%

66%71%69%64%68%52%

* Includes only students for whom gender data were available.† Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.‡ Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.



Fe

ma

le*

(# =

13

)

Fe

ma

le*

(# =

3 5

48

)

Ma

le*

(# =

27

85

4)

Fe

ma

le*

(# =

32

03

0)

Fe

ma

le*

(# =

13

)

Fe

ma

le*

(# =

3 5

48

)

Ma

le*

(# =

27

85

4)

Fe

ma

le*

(# =

32

03

0)

All

Stu

de

nts

(# =

59

88

4)

All

Stu

de

nts

(# =

59

88

4)

Ma

le*

(# =

3 3

64

)

6%

93%

75%

12%

13%

Ma

le*

(# =

3 3

64

)

5%

3%

92%

All

Stu

de

nts

(# =

37

)

5%

95%

All

Stu

de

nts

(# =

37

)

37%

1%

49%

13%

10%

77%

All

Stu

de

nts

(# =

6 9

12

)

7%

93%A

ll S

tud

en

ts(#

= 6

91

2)

27%

2%

66%

0%

4%

96%

Ma

le*

(# =

24

)

8%

92%

Ma

le*

(# =

24

)

37%

0%

47%

Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of their class mark: †

Percentage of students indicating they were told how much the assessment will count as part of their class mark: †‡

Percentage of students indicating that counting the Grade 9 Assessment of Mathematics as part of their class mark motivates them to take the assessment more seriously: †‡



EXPLANATION OF TERMS

All Students Results are reported for all students in the course.

Results are reported only for those students who took part in the assessment (excludes the "no data" category).


The Ministry of Education, in The Ontario Curriculum, Grades 9 and 10: Mathematics, has set Level 3 as the provincial standard.

ProvincialStandard

The student has demonstrated a very high to outstanding level of achievement. Achievement is above the provincial standard.

Level 4(80–100%)

The student has demonstrated a high level of achievement. Achievement is at the provincial standard.

Level 3(70–79%)

The student has demonstrated some of the required knowledge and skills.Achievement is below, but approaching, the provincial standard.

Level 2(60–69%)

The student has demonstrated a passable level of achievement. Achievement is below the provincial standard.

Level 1(50–59%)

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

Below Level 1/Below L1

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

Students who have been identified by the school in accordance with English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007).

English LanguageLearners

StudentsReceiving One or

More SpecialProvisions

Students identified by the school as receiving special provisions. Detailed information about special provisions is available in EQAO's Guide for Accommodations and Special Provisions.

Students withSpecial EducationNeeds (excluding

gifted)

Students who have been formally identified by an Identification, Placement and Review Committee, as well as students who have an Individual Education Plan. Students whose sole identified exceptionality is giftedness are not included.

StudentsReceiving One or

MoreAccommodations

Students identified by the school as receiving accommodations. Detailed information about accommodations is available in EQAO's Guide for Accommodations and Special Provisions.

N/R “Not reported” indicates that the number of students participating (fewer than 10 in a group) or responding to the Student Questionnaire is so small (fewer than six in a group) that identification of individual student results might be possible; therefore, results are not reported.


N/D "No data available" is used to indicate that there were no students in the course for the years specified.

W Results are being withheld by EQAO. For further information, please contact the school principal.


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