Toronto District School Board

System Studies

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).

EDUCATION FOR SUSTAINABILITY: LITERATURE REVIEW: This review provides a brief overview of recent literature regarding the interpretations of education for sustainability, its relation to overall school curriculum with a focus on environmental education, as well as environmental education within the TDSB. Click here for the full report (2009).

EXPULSION DECISION-MAKING PROCESS AND EXPELLED STUDENTS' TRANSITION EXPERIENCE IN THE TORONTO DISTRICT SCHOOL BOARD: A caring, safe, respectful, orderly, and purposeful learning environment is essential to student learning. Ontario's Education Act prohibits specific behaviours in every school and, if no mitigating factors exist, requires mandatory suspensions or expulsions. To foster understanding among stakeholders and the public, this research report outlines the student discipline decision-making process and provides the student transition experience into and out of the Board's Caring and Safe School programs in the past five school years, particularly for expelled students. Click here for the full report (2017).

FOSTERING A “CULTURE OF TRUST” WITHIN AND OUTSIDE A SCHOOL SYSTEM: The purpose of this report is to examine the best practices, models, and innovations and recommend practical solutions for building and repairing a “Culture of Trust” within and outside a school system. In doing so, the literature from both organizational and school effectiveness perspectives was examined. In this study, “Culture of Trust” “outside a school system” was examined as a function of building and fostering “Public Trust”. Click here for the full report (2016).

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).

HOMEWORK DEBATE: LITERATURE REVIEW: A review of the literature about the topic of homework - its merits and limitations, intended goals, quantity, affect on achievement, non-academic benefits, and other variables impacting its effectiveness. Click here for the executive summary and the full report (2008).

IMAGINE STUDENT SUCCESS WEB SUBMISSIONS: A content analysis of the student submissions for the 2005 Imagine Student Success Initiative. Click here for the full report (2006).

INSPIRED TO EXCEL: HOW A PRE-KINDERGARTEN SUMMER LEARNING PROGRAM BENEFITTED THE YOUNGEST LEARNERS IN THE TORONTO DISTRICT SCHOOL BOARD: The early years is a critical, formative period during which experiences and environments facilitate childhood development. For this reason the Board offered a free four-week pre-Kindergarten summer learning program to facilitate young children's transition into formal schooling within a responsive and culturally sensitive pedagogical framework. Mixed research methods were utilized to investigate the impacts on participating children, their parents/caregivers, and educators. Click here for the full report (2017).

INTEGRATED SERVICE DELIVERY IN THE TDSB'S MODEL SCHOOLS FOR INNER CITIES: THE CASE FOR SCHOOL-BASED VISION AND HEARING SCREENING: This report discusses the importance and the benefits of in-school vision and hearing screening and follow-up services for students in high needs communities. The findings are based on recent literature, a four-year pilot in over 100 Model Schools for Inner Cities, and an analysis of the multi-year tracking data collected from the pilot sites. Click here for the full report (2011).

MIDDLE LEVEL GRADE SPAN CONFIGURATIONS: LITERATURE REVIEW: A review of the literature examining the question "What is the best grade configuration for middle level education?". Issues discussed include the advantages and disadvantages of different models, student transitions, effects on student performance, quality programming, teacher training, and other factors influencing organizational decisions. Click here for the full report (2006).

MODEL SCHOOLS PAEDIATRIC HEALTH INITIATIVE: IN-SCHOOL HEALTH CLINICS, PHASE IV: SUMMATIVE EVALUATION: This is a summative evaluation of the Toronto District School Board’s (TDSB) Model Schools Paediatric Health Initiative (MSPHI), which was launched in late 2010 with the opening of in-school health clinics at a number of inner-city schools. Building on the cumulative findings from the three previous and the current phases of evaluation, this study attempts to provide a comprehensive examination of the MSPHI as a cost-effective integrated service delivery model to address both the physical and mental health needs of vulnerable student populations with implications for their education success. Click here for the Phase IV Summative Evaluation (2015) and the Research Today (2016), for the Phase III Evaluation (2014), for the Phase II Report (2013), and for the Phase I Report (2012).

PARENTAL INVOLVEMENT, PARENTAL ENGAGEMENT, AND PARENT ACADEMIES: LITERATURE REVIEW: A review of recent literature about the impacts of parental involvement and parental engagement on student learning, and how parent academies can be used as a model of implementing strategies for parental involvement and engagement. Click here for the full report (2009).

POST-SECONDARY PATHWAYS - 2000 TO 2014: This series of Research Briefs examines various aspects of post-secondary pathways by Toronto District School Board (TDSB) students. The scope of the student was 2000 to 2014: starting when the Fall 2000 cohort started Grade 9, and ending when the 2009 cohort finished five years of secondary school in Fall 2014.  

Research Brief 1 looks at post-secondary trends of the ten TDSB cohorts.  

Research Brief 2 looks at demographic and socio-economic characteristics, post-secondary institution, and post-secondary study of six of the cohorts (the 2004 to 2009 cohorts).  

Research Brief 3 and Research Brief 4 focuses on TDSB students as they progress through the Ontario community college system (Brief 4 compares college progress of students with and without Special Education Needs).  

Research Brief 5 looks at our Grade 9 cohort of Fall 2006 and follows them for eight full school years (to Fall 2014) for a complete picture of the direct transition to post-secondary.

PROGRAMS OF CHOICE IN THE TDSB: CHARACTERISTICS OF STUDENTS IN FRENCH IMMERSION, ALTERNATIVE SCHOOLS, AND OTHER SPECIALIZED SCHOOLS AND PROGRAMS: The purpose of this study is to provide policy makers and practitioners a systematic review of the school and student characteristics for French Immersion programs, alternative schools, and other specialized schools and programs to support evidence informed decision-making. Click here for the full report (2010).

SCHOOL CHOICE DETERMINANTS, DECLINING ENROLMENT ISSUES AND STRATEGIES: A REVIEW OF THE LITERATURE: This review examines the literature on the determinants of school choice; what factors affect school choice for parents and/or students; and how jurisdictions are addressing issues of declining enrolment. Click here for the full report (2015).

SPORTS ACTIVITY AND SPORTS ACADEMIES: AN OVERVIEW: This overview examines the literature on sports academies. It contains two parts: first, a brief review of some of the literature on sports and student achievement; and secondly, an examination of sports academies. Click here for the overview (2009).

Our Mission
To enable all students to reach high levels of achievement and to acquire
the knowledge, skills, and values
they need to become responsible members of a democratic society.
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