REPORT OF THE EDUCATION QUALITY AND ACCOUNTABILITY OFFICE GRADE 9 MATHEMATICS ASSESSMENTS

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1 REPORT OF THE EDUCATION QUALITY AND ACCOUNTABILITY OFFICE GRADE 9 MATHEMATICS ASSESSMENTS DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD 40 Matheson Boulevard West, Mississauga, Ontario L5R 1C5 Tel.: (905) Fax: URL: MISSION STATEMENT The mission of the Dufferin-Peel Catholic District School Board, in partnership with the Family and Church, is to provide, in a responsible manner, a Catholic Education which develops spiritual, intellectual, aesthetic, emotional, social and physical capabilities of each individual to live fully today and to meet the challenges of the future, thus enriching the community. ABOUT DUFFERIN-PEEL Dufferin-Peel Catholic District School Board (DPCDSB) was created in 1969 through a merger of eight (8) separate school boards. Dufferin-Peel consists of 150 elementary and secondary schools and approximately 81,000 students from the communities of Mississauga, Brampton, Bolton, Caledon and Orangeville. With over 10,000 employees, the board is also one of the largest employers in the region. The philosophy of Catholic education in Dufferin-Peel requires the presence of Gospel values in the curriculum and daily life of the schools, the practice of prayer and worship, and a commitment to the teaching of religion and family life. All dimensions of the learning process, including every aspect of the curriculum, reflect the fact that Christ is the foundation of the whole educational enterprise in each school and that everything ultimately relates to God. ABOUT THE EDUCATION QUALITY AND ACCOUNTABILITY OFFICE (EQAO) ASSESSMENTS The Education Quality and Accountability Office (EQAO) s Grade 9 assessments of mathematics are administered just prior to the end of each semester/year to all students taking academic or applied mathematics in Grade 9. These assessments are designed to measure student achievement of the provincial mathematics curriculum expectations. Student Achievement Levels Level 4 identifies achievement within the provincial curriculum that exceeds the provincial standard. Level 3, the provincial standard, identifies a high level of achievement of the provincial expectations. Level 2 identifies achievement that is approaching the standard. Level 1 identifies achievement that falls below the provincial standard, yet still represents a passing grade. For the Grade 9 EQAO mathematics assessments, achievement of Level 3 or 4 is considered to represent at or above the provincial standard for achievement. Please note that all data are reported according to the All Students reporting convention. This format for reporting aggregate EQAO results includes all students who were eligible to participate in the assessment, rather than only those who actually participated.

2 OVERALL ACHIEVEMENT SUMMARY FOR STUDENTS IN DUFFERIN-PEEL Overall Performance Dufferin-Peel s results from the EQAO assessment of Grade 9 mathematics demonstrated overall maintenance of historic high performance levels among students taking Grade 9 academic mathematics, despite a very slight decline over time. The proportion of students taking Grade 9 applied mathematics who achieved Level 3 or 4 decreased in after a steady increase over a number of years; however, Dufferin-Peel students as a group still out-performed their peers across the province on this assessment. The results of the Grade 9 mathematics assessments for Dufferin-Peel over the last five years are presented in Figures 1 and 2 (below). It is important to note that, due to labour issues in the English public secondary system, there are no provincial performance figures being reported for (EC=exceptional circumstances). 10 Figure 1: Five-Year Comparison of EQAO Grade 9 Academic Mathematics Results for Dufferin-Peel and the Province: All Students 89% 89% 89% 87% 84% 84% 85% 83% DP ON 2 EC 10 Figure 2: Five-Year Comparison of EQAO Grade 9 Applied Mathematics Results for Dufferin-Peel and the Province: All Students 55% 56% 44% 44% 47% 54% 45% DP ON 2 EC

3 OVERALL ACHIEVEMENT SUMMARY FOR STUDENTS IN DUFFERIN-PEEL BY GENDER Gender Female and male students in Dufferin-Peel have maintained very high levels of performance in EQAO Grade 9 academic mathematics over time, with only a small and relatively recent gender gap favouring females in the proportion of students meeting or exceeding the provincial standard. Five years of achievement results for the Grade 9 EQAO assessment of academic mathematics in Dufferin-Peel by gender are presented in Figure 3 (below). 10 Figure 3: Five-Year Comparison of EQAO Grade 9 Academic Mathematics Results by Gender 9 89% 89% 89% 89% 89% 87% 2 Females Males Data from the EQAO assessment of Grade 9 applied mathematics has indicated a recent decline in the proportion of students achieving Level 3 or 4 among both genders in Dufferin-Peel. However, a gender gap favouring males continues to be evident and has increased in. Five years of achievement results for the Grade 9 EQAO assessment of applied mathematics in Dufferin-Peel by gender are presented in Figure 4 (below). 10 Figure 4: Five-Year Comparison of EQAO Grade 9 Applied Mathematics Results for Dufferin-Peel: Female and Male Students 53% 63% 56% 58% 59% 61% 57% 56% 5 58% 2 Females Males

4 OVERALL ACHIEVEMENT SUMMARY FOR STUDENTS IN DUFFERIN-PEEL WITH DIVERSE LEARNING NEEDS English Language Learners Dufferin-Peel students with English Language Learning (ELL) needs have continued to achieve Level 3 or 4 at consistently high rates on the Grade 9 assessment of academic mathematics over the last five years. Observation of the historical applied mathematics data has indicated that these learners have experienced some recent decline in the proportion of students meeting or exceeding the provincial standard on the Grade 9 assessment. Figure 5 (below) illustrates the five-year comparison of EQAO Grade 9 academic and applied mathematics assessment results for English Language Learners in Dufferin-Peel Figure 5: Five Year Comparison of EQAO Grade 9 Mathematics Results for Students with ELL Needs 86% 86% Grade 9 Academic Mathematics 43% 54% 53% 5 47% Grade 9 Applied Mathematics Students with Special Needs Over the last five years of the Grade 9 EQAO assessment of academic mathematics, students with special education needs have demonstrated consistently high levels of performance on the assessment. In the most recent four years, approximately eight in every ten students with special education needs (excluding gifted) achieved Level 3 or 4 on the Grade 9 assessment of academic mathematics. In terms of the applied mathematics assessment, historic observation of performance among students with special education needs have reflected a steady increase, with only some recent decline in. Figure 6 (below) illustrates the five-year comparison of EQAO Grade 9 academic and applied mathematics assessment results for students with special education needs (excluding gifted) in Dufferin-Peel Figure 6: Five Year Comparison of EQAO Grade 9 Mathematics Results for Dufferin- Peel: Students with Special Needs 81% Grade 9 Academic Mathematics 41% 44% 48% 5 43% Grade 9 Applied Mathematics

5 GRADE 6 TO GRADE 9 EQAO MATHEMATICS: COHORT AND SEMESTER OF STUDY PERFORMANCE FOR STUDENTS IN DUFFERIN-PEEL Cohort Performance Seventy percent of Grade 9 students in Dufferin-Peel who wrote the academic mathematics assessment in the cohort of students who completed the EQAO junior assessments in Grade 6 in achieved the provincial standard in both the Grade 6 and Grade 9 EQAO mathematics (7). An additional 18% of students in this cohort achieved Level 3 or 4 in Grade 9 despite not achieving the provincial standard in Grade 6. Among students taking applied mathematics, 16% achieved the provincial standard on the EQAO mathematics assessments in Grade 6 and in Grade 9, while 41% achieved the standard on the Grade 9 assessment after not meeting it in Grade 6. Please note that proportions of students who met or exceeded the standard in Grade 9 may not total the overall board performance on each assessment as not all eligible students had Grade 6 data that could be matched by EQAO to yield cohort performance information. Cohort performance data for the most recent group of students taking the Grade 9 assessments are presented in Figure 7 (below). Figure 7: Grade 9 Cohort EQAO Mathematics Performance 2 10 Grade 9 Applied Mathematics 16% 41% 2% 41% Grade 9 Academic Mathematics 7 18% 4% 8% Achieved Standard in G6 and G9 Achieved Standard in G6 but Below Standard in G9 Below Standard in G6 and Achieved Standard in G9 Below Standard in G6 and G9 Results by Semester/Full Year On average, roughly 9 in 10 Dufferin-Peel students enrolled in an academic mathematics program in met or exceeded the provincial standard (first and second semesters; full-year: 87%), regardless of whether the course was delivered over a semester or a full year. In contrast, proportionally more students taking applied mathematics have continued to meet or exceed the provincial standard in the semester format (first semester: 55%; second semester: 54%), than in the full-year course (49%). However, it is important to note that the number of students taking full-year Grade 9 mathematics was much smaller than observed in the semester format. Five years of achievement results for the Grade 9 EQAO assessments of mathematics in Dufferin-Peel by time format are presented in Figure 8 below Figure 8: Five Year Comparison of EQAO Grade 9 Mathematics by Semester of Study 91% 87% 89% 89% 9 89% 89% 9 82% 87% 87% 87% 78% 64% 63% 56% 54% 58% 54% 57% 56% 58% 58% 52% 55% 54% 49% 43% Academic First Semester Academic Second Semester Academic Full-Year Applied First Semester Applied Second Semester Applied Full-Year

6 Grade 9 Academic Mathematics Grade 9 Applied Mathematics Dufferin-Peel 87% 54% Brampton East, Caledon, Dufferin, Malton Ascension of Our Lord 93% 51% Robert F Hall 82% 45% St Marguerite d'youville 75% 5 St Michael 92% 77% Brampton North East Cardinal Ambrozic 87% 49% Holy Name of Mary 92% 67% Notre Dame 9 45% St Thomas Aquinas 81% 53% Brampton West Cardinal Leger 92% 61% St Edmund Campion 83% 51% St Roch 46% Mississauga Brampton Central St Augustine 85% 35% St Francis Xavier 89% 47% St Marcellinus 98% 77% Mississauga East Father Michael Goetz 77% 45% John Cabot 83% 69% Philip Pocock 9 52% St Paul 72% 53% Mississauga North Our Lady of Mount Carmel 87% 67% St Aloysius Gonzaga 93% 61% St Joan of Arc 71% 48% Mississauga South Iona 92% 48% Loyola 85% 47% St Joseph 91% 55% St Martin 94% Regional Alternative Education Programme Archbishop Romero N/R* N/R* *N/R= Not Reported. Results are not reported publicly by EQAO for schools where fewer than 10 students participated because it might be possible to identify individual students.