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Jun 01, 2018 jjamison

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Education Research Highlights

PCAP 2016, Report on the Pan-Canadian Assessment of Science, Mathematics and Reading

This report by the Council of Ministers of Education, Canada (CMEC) presents a portrait of the skills of Canadian youth in Grade 8 (Secondary II in Quebec) in three core areas of learning: reading, mathematics, and science, based on assessments carried out in spring 2016 among 27,000 students from nearly 1,500 schools across all 10 provinces. Key results include:

  • 88% of Canadian students in Grade 8 achieve the level of performance in reading that is expected of them. 14% exceed this level.

  • In each of the 10 provinces, without exception, over 80% of students are achieving at the expected level of performance in reading — in one case, over 90%.

  • Across provinces, British Columbia, Alberta, Ontario, Quebec, and Prince Edward Island perform at the Canadian average in reading. The highest scores in mathematics and science were achieved by students in Quebec and Alberta, respectively.

  • In most provinces with English majority-language school systems, students in the English systems do better in science and reading than students in the French systems. The reverse is true in mathematics: students in the French systems tend to outperform their English counterparts.

Improving Access and Coordination of Mental Health and Addiction Services: A Provincial Strategy for all Manitobans

This 257-page report was developed following an intensive public and stakeholder engagement effort, with more than 80 consultations taking place between June and September 2017 in locations across the province, including online surveys with over 3,800 respondents. The report indicates that despite Manitoba having one of the highest provincial per capita health expenditure rates in Canada, and the highest percentage of overall budget spent on health services, Manitobans actually experience poorer health outcomes. It also stipulates that in 2016/17, Manitoba allocated 5.1% of the health budget to mental health and addictions services, which is below the national rate of 7.2%. The report puts forward that multi-sectoral support is also needed between sectors such as Primary Care, Education and Training, and Child and Family Services, and that the multiple ministries of government that are closely involved in mental health and substance use and addiction require a high level of communication, trust and collaboration.

If Inclusion Means Everyone, Why Not Me?

This multi-stakeholder report identifies barriers and concerns that students labelled with intellectual disabilities, and their parents and guardians, face in Ontario’s public elementary and secondary school system. It also identifies several factors that influence the quality of a student’s education, including:

  • The role of attitudinal barriers;

  • The positive role that inclusive educational practices could play;

  • The importance of good and productive relationships;

  • The need for better conflict resolution processes; and

  • The importance of strong and positive leadership.

Making the Connection: Growing Collegiality and Collaboration Between K–12 and PSE Educators

This report by the Conference Board of Canada offers insights and examples into how partnerships and communities of practice can improve the connection between K–12 and post-secondary educators in the arts, humanities, and social sciences. It suggests that these connections allow educators from both sectors to expand their networks, identify collaborators who contribute to their teaching or development as an educator, and address issues of mutual importance as peers.

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