ACADEMIC ACHIEVEMENT, SCHOOL ENGAGEMENT, AND WELL-BEING OF INTERNATIONAL/VISA STUDENTS IN THE TORONTO DISTRICT SCHOOL BOARD’S SECONDARY SCHOOLS: This multi-cohort tracking study examines the academic achievement, post-secondary destination, school engagement, and well-being of the 3,990 international/visa students in the TDSB’s secondary schools during the period of eight school years from 2005-06 to 2012-13, using data from provincial assessments, provincial report cards, credit accumulation, Ontario university and college applications, and the TDSB's unique Student Census 2006-07 and 2011-12. Click here for the full report (2014).
ACADEMIC RESILIENCE: STUDENTS BEATING THE ODDS: An investigation of factors - individual, social, and educational - that contribute to academic success for students who appear to be at-risk for academic failure. Click here for the Research Today (2009) article.
BEYOND 3:30: A MULTI-PURPOSE AFTER-SCHOOL PROGRAM FOR INNER-CITY MIDDLE SCHOOLS, PHASE IV EVALUATION: Beyond 3:30 (B3:30) is an innovative extended after-school program for adolescents in 18 of the Model Schools for Inner Cities (MSIC) schools. This Phase IV Evaluation investigated whether and how the immediate benefits of B3:30 that were studied at length in previous phases (e.g., homework completion, eating habits, physical activity, independent life skills, as well as social and emotional development) had any long-term impacts on middle-school participants into their high school years. In addition, this evaluation examined the ripple effects the program had on the sociocultural environments around participants – including their day school, their family, their neighbourhood and the community. This report concluded that B3:30 is a cost-effective investment that could yield multiple, far-reaching and long-lasting effects to improve not only the trajectory of inner-city students, but also their immediate environments. Click here for the Phase IV Evaluation (2015), here for the Phase III Evaluation (2014), here for the Phase II Evaluation (2013), and here for the Phase I Evaluation (2012).
CHARACTERISTICS OF STUDENTS IN THE FRENCH AS A SECOND LANGUAGE PROGRAMS AT THE TORONTO DISTRICT SCHOOL BOARD: This research brief outlines demographic and achievement characteristics for the students in the French Immersion (FI) and Extended French (EF) programs at the Toronto District School Board (TDSB). Click here for the research brief (2015).
EASTERN COMMERCE COLLEGIATE INSTITUTES LATE START: This interim report looks at Eastern Commerce Collegiate's (ECCI) Late Start program in the initial 2009-10 school year. Click here for the interim report (2011) and research summary (2011).
To supplement preliminary findings from the ECCI Late Start Preliminary Report completed in June 2010, a second stage of additional research was conducted. Follow‐up focus groups with ECCI staff and students were conducted in May 2011. As well, school demographics, school enrolment patterns, student achievement data, and student absenteeism data were analyzed for additional years in Spring 2012. Click here for the report (2013) on the year-two highlights.
FEEDING OUR FUTURE: Do school breakfast programs help students to learn? See our interim findings from the Feeding Our Future program. Click here for the first Research Today (2011) article.
Further interim findings illustrating how school breakfast programs enhance student success and well-being were released in Fall 2011. Click here for the second Research Today (2011) article.
The Feeding Our Future program is a student nutrition program in the Toronto District School Board that offers nutritious meals to all students regardless of their ability to pay. This program aims to provide a healthy meal to about 6,000 students in four middle schools (Grades 6 to 8) and three secondary schools located in the Jane and Finch neighbourhood. Click here for the evaluation of the first- and second-year full report (2012).
GRADE 3 & 6 ACHIEVEMENT OUTCOMES: This fact sheet summarizes the academic achievement patterns of the TDSB'S Grade 3 and 6 students using various demographic and student family background characteristics from the TDSB’s Parent Census and School Information Systems (SIS) in 2007-08 and 2011-12. Click here for the fact sheet (2014).
GRADE 7 & 8 ACHIEVEMENT OUTCOMES: This fact sheet summarizes the academic achievement patterns of the TDSB's Grade 7 and 8 students using various demographic and student family background characteristics from the TDSB’s Student Census and School Information Systems (SIS) in 2006‐07 and 2011‐12. Click here for the fact sheet (2014).
GRADE 9 COHORT STUDIES: An examination of a group of Grade 9 students followed for five years from when they started Grade 9 in 2000 until the end of this secondary study in 2005. Click here for the Research Today (2006) article, the interim report (2005), and the full report (2006).
An updated examination of a group of Grade 9 students followed for five years from 2002 until 2007 was also conducted. Click here for the Research Today (2009) article, the overview (2009), and the full report (2008) .
The following report is one in a series of Toronto cohort studies. It follows the progress of students who started Grade 9 in Fall 2004. Click here for the full report (2010).
The most recent Grade 9 cohort reports follow students who were in Grade 9 as of 2006 for five years (2011). Prior to the release of the complete reports, information is being released via fact sheets that examine a variety of different trends. This Grade 9 cohort is unique because they were the first students to complete the 2006 Student Census, and as such key variables: self-identified race, language, sexual orientation, parental education, and many more have been included in the analysis.
Fact Sheet 1: Trend Data (2012)
Fact Sheet 2: Graduation Rate Patterns (2012)
Fact Sheet 3: Post-Secondary Pathways (2012)
Fact Sheet 4: Special Education Needs (2012)
GRADUATION RATE: 2010-15 GRADE 9 COHORT BY WARD: A cohort study follows a group (Grade 9 students) over a period of time (five years) – the time it takes most Ontario students to complete secondary school. The 2010-15 graduation rate for the Toronto District School Board (TDSB) is 85%, an increase of 1% from the previous cohort, Fall 2009-2014. The TDSB began tracking graduation rates in 2000 and since that time there has been a 16% increase (69% to 85%).
Contained in this report is a series of charts comparing the graduation rates by Ward and also by school within each Ward (as well as a comparison to the graduation rate of the previous 2009-2014 cohort). The school refers to the school attended by students in their first year of high school (2010-11). Note that many students move schools over their secondary school career. Click here for the report (2016).
Click here for a fact sheet (2016) on the Grade 9 Cohort of Fall 2010, where new Grade 9 students from Fall 2010 were followed for five years, up to Fall 2015. This is the eleventh TDSB Grade 9 Cohort study and shows continuous increases in secondary school graduation. This year’s graduation rate is 85%, an increase of 1% from last year and 16% from 2000 when the TDSB began tracking rates.
LICENSED TO LEARN (L2L): A PEER TUTOR PROGRAM BENEFITTING BOTH STUDENT TUTORS AND PEERS: This article highlights the success of the Licensed to Learn (L2L) program, a dual peer tutor program with two concurrent components - (i) to train older and higher achieving students to become certified tutors, and (ii) to have them offer, as part of their practicum, after-school tutoring support to younger more at-risk students. This research shows how both groups of students benefitted from this special peer tutoring program. Click here for the Research Today article (2011).
MAPS REPRESENTING DEMOGRAPHICS AND ACHIEVEMENT BY GEOGRAPHIC AREA: This report is intended to geographically illustrate socio-economic, demographic, and achievement characteristics of students in the Toronto District School Board. It is an update of a series of maps originally produced in Fall 2002 and a subsequent update in Spring 2005. Click here for the full report (2015).
PORTUGUESE-SPEAKING STUDENTS IN THE TDSB: AN OVERVIEW: This document combines demographic information, Federal Census data, as well as relevant scholarly literature to guide the recently formed TDSB Task Force supporting our TDSB Portuguese-speaking students. It first presents historical information about our Portuguese-speaking students, followed by a summary of external literature pertaining to the Portuguese-speaking community within and outside of Canada, and finally current academic achievement trends within the TDSB. Click here for the overview (2011).
SCHOOL YEAR CALENDAR: LITERATURE REVIEW: A review of the literature about the relationship between total school time or in-class hours allocated within the school year calendar and student performance indicators. Click here for the full report (2007).
SPECIAL EDUCATION/SPECIAL NEEDS: An examination of special needs data in the TDSB from the 2005-06 school year, which was set as a baseline for future research. Click here the executive summary, and the full report (2008).
Click here for the full report (2008) examining the next directions in looking at data on students with special needs in the TDSB.
Initially developed as an update to the Special Education/Special Needs Information in the TDSB, 2005-6 report, the 2010 report provides a detailed overview of how special education is structured within the TDSB. It also explores student demographic and achievement trends within special education programs and exceptionality categories. Click here for the full report (2010).
The Intersection of Disability, Achievement, and Equity: A System Review of Special Education in the TDSB report examines Special Education in the TDSB with focus on students attending the TDSB over 2011-12, as well as those in the Grade 9 cohort of 2006-2011. Topics included evolving models of Special Education; changing patterns in Special Education Needs over time; the relationship of Special Education Needs to demographic, socio-economic and geographic variables; the relationship to cumulative suspensions (over a student’s time in public school); the relationship to key achievement outcomes (e.g. the OSSLT, post-secondary access); and identified barriers to inclusive education. Click here for the full report (2013).
Click here for an examination overview (2015) of special needs data in the TDSB from the 2013-14 school year, including a comparison with EQAO Grade 6 Mathematics achievement from our baseline 2005-06 analysis.
The Special Education in the Toronto District School Board: Trends and Comparisons to Ontario report compares identification and placement information of students identified with special education needs between the TDSB and the province. Results indicate that the TDSB continues to have two to three times the proportion of students taught in congregated classes as compared to the province. Should the TDSB align their proportions of congregation with that of the rest of the province, the number of students in congregated classes would drop from close to 17,000 students to just over 5,000 students. Click here for the full report (2016).
SECONDARY SUCCESS INDICATORS: These indicators have looked at patterns and trends in annual achievement since 2000.
There are four key components:
- Year 1 (Grade 9) Cohort, Annual Subject Completion: Click here for the most recent fact sheet (2016);
- Annual Credit Accumulation: Click here for the most recent fact sheet (2016);
- Year 4 (Grade 12) and Years 5-7 Student Outcomes: Click here for the most recent fact sheet (2016); and
- Post-secondary Pathways: Click here for the most recent fact sheet (2016).
Click here for the most recent full report (2006).
STRUCTURED PATHWAYS: AN EXPLORATION OF PROGRAMS OF STUDY, SCHOOL-WIDE AND IN-SCHOOL PROGRAMS, AS WELL AS PROMOTION AND TRANSFERENCE ACROSS SECONDARY SCHOOLS IN THE TORONTO DISTRICT SCHOOL BOARD: This report focuses on structured pathways at the secondary level and their relationship to demographic and socio-economic variables as well as achievement, post-secondary access and experiential outcomes of belonging. This report explores school structures at the secondary level (Grades 9-12) as well as the mechanisms of promotion and transference from Grade 8 to Grade 9. There are three key sections: Program of Study of students (Grade 9/10 and Grade 11/12 Program of Studies), selected in-school programs such as Gifted, International Baccalaureate, Elite Athlete and Special Education, and school-wide structures such as Alternative Schools, Arts Schools, and Special Education Schools. Click here for the full report (2013).
There are three fact sheets based on the Structured Pathways report:
- Programs of Study: An Overview: This fact sheet (2013) looks at the Program of Study of students (Grade 9/10 and Grade 11/12) and their trajectories across secondary school.
- Selected In-School Programs: An Overview: This fact sheet (2013) looks at selected in-school programs such as Gifted, International Baccalaureate, Elite Athlete, and Special Education.
- School-Wide Structures: An Overview: This fact sheet (2013) looks at school-wide structures such as Alternative Schools, Arts Schools, and Special Education Schools.
STUDENT GROUP OVERVIEWS: ABORIGINAL HERITAGE, AFGHAN, PORTUGUESE-SPEAKING, SOMALI-SPEAKING, AND SPANISH SPEAKING STUDENTS: The Overviews presented in this report (2015) examine available demographic, socio-economic, and achievement information on five socio-economically challenged student groups in the TDSB. Comparisons are made to the overall TDSB population. Information is taken from a variety of available sources. The Overviews are intended to be updated on a periodic basis to provide information on achievement gaps, student outcome differences, and changes over time.
THE TRAJECTORIES OF GRADE 9 MATHEMATICS ACHIEVEMENT 2008-2013: A previous study found that most students who completed 8 credits by the end of Grade 9 graduated from high school and were attending university five years later; however, most students who completed 7 credits in Grade 9 graduated from high school five years later but we're not attending post-secondary. This report examines the trajectories of students looking at one mandatory Grade 9 subject (Mathematics) and follows the Grade 9 students of 2008 up to 2013. The role of Program of study is examined. Click here for the full report (2015).
YEAR-ROUND SCHOOLING AT THE ELEMENTARY LEVEL: LITERATURE REVIEW: A literature review on the advantages and challenges of year-round schooling in the elementary panel. Click here for the Research Today (2009) article and the full report (2008).