Transcript Update on the Ontario Education Research and Evaluation

Update on the Ontario Education
Research and Evaluation Strategy
Carol Campbell, Chief Research Officer/
Director, Education Research and Evaluation Strategy Branch
Symposium 2009:
Closing Gaps in Student Achievement
Four ways that evidence can play a critical role:
1. Understanding gaps in performance between currently higher
and lower achieving students
2. Identifying and supporting strategies and practices that
contribute to successful outcomes
3. Challenging negative assumptions and raising expectations
4. Integrating research, policy and practice concerns to strengthen
application and communication of evidence
Evidence
Expectations
Energy
Experience
Engagement
Reach Every Student:
Energizing Ontario Education
High levels of student achievement
• Going deeper and wider on literacy and numeracy
• Continuing innovation in secondary schools
Reduced gaps in student achievement
• Reducing the gaps in achievement for those groups of students
who, for whatever reason, need extra help
Increased confidence in publicly funded education
• Fostering greater two-way engagement with the public to inform
the implementation of the mandate to foster public confidence
• Strengthening the role of schools as the heart of communities
• Recognizing the pivotal role of schools in developing the
workforce and citizens of tomorrow
What is ‘closing the gaps’ ?
• Equity and excellence go hand in hand. And a quality
education for all in publicly funded schools is a key feature
of fostering social cohesion – an inclusive society where
diversity is the hallmark, and where all cultures are
embraced within a common set of values.
• Our goal is to foster social cohesion through a publicly
funded education system that respects diversity and brings
all students together to learn through a shared set of
experiences.
• Our goal is to reach every student, regardless of his or her
personal circumstances.*
*from Reach Every Student: Energizing Ontario Education
A Priority for Action
“Raising the bar and closing the gap cannot just be a slogan.
It captures a host of issues that go to the very core how a
society functions… The education component can and must
be quite precise work; it needs to focus on all categories of
students and schools… We need to remind ourselves that it
is not just a matter of being aware of the gap goal, but
working diligently day after day, monitoring progress, and
taking corrective action.”
(Fullan, 2007: 44-45)
What are gaps in achievement?
Example: Grade 6 Writing (English)
80
76
72
70
64
64
59
53
54
61
61
58
54
50
50
44
67
64
60
Percent at Levels 3&4
72
68
51
53
50
45
44
42
40
39
34
30
28
27
20
24
22
17
10
17
14
12
12
11
2001/02
2002/03
2003/04
0
2004/05
2005/06
2006/2007
2007-08
Year
All students
Girls
Boys
Special Education
ESL/ELL Students
Impact of Reducing Boy-Girl Literacy Gap
Percent of Students Reaching
Standard
80
75
70
65
60
55
50
Gr3 Reading Gr3 Writing
Gr3 Math
Gr6 Reading Gr6 Writing
Gr6 Math
Assessment
2007-08 Overall achievement
Overall Achievement if gap closed
Overall Achievement if gap reduced by half
Gaps Can Change Over Grades and Time
Example: Ontario Secondary School Literacy Test Scores
100
Successful Students (%)
90
80
82
80
70
77
40
79
88
84
84
80
80
81
84
73
60
50
87
88
86
57
46
50
53
55
51
52
42
50
52
30
All Students
20
Boys
10
Girls
0
2003
2004
2006
2007
2008
ELL
Special Ed.
ELL= English Language Learners
Multiple and Interconnected Gaps:
Special Education and Gender
Distribution by Ge nde r of Spe cial Education Stude nts-Halton District School Board
400
350
300
Population
250
Male
200
Fem ale
150
100
50
0
1
2
3
4
5
6
7
8
9
10
Age
The average ratio of boys to girls is approximately 2:1
Data Source: Information Management Branch, Ministry of Education
11
12
13
14
15
16
17
18
Special Education
Recently Completed
•
Council of Ontario Directors of Education (CODE) Projects – The CODE evidence-based projects
focussed on piloting and implementing many of the recommendations of Education for All K-6, including
differentiated instruction, assistive technology, professional learning communities and literacy/numeracy
instruction. http://www.ontariodirectors.ca/pages/CODE_Chronicles/index.html
•
Ontario Psychological Association (OPA) Student Assessment Project – The OPA project collected key
results and promising sustainable practices from every school board’s individual project designed to
reduce wait times for student assessment (Kindergarten to Grade 4) and improve the quality and usability
of assessment data. http://www.psych.on.ca/?id1=117
Currently Underway
•
Web Based Teaching Tool (WBTT) – The WBTT is designed to screen young learners for
remedial/instructional supplements to their normal education, and data from the previous year indicates a
strong link between WBTT use and the activation of supports for students who are struggling.
•
Dispute Resolution – The resource guide Shared Solutions was developed following Ministry research into
dispute resolution with stakeholder input, and an evaluation of the Dispute Resolution Pilots with the
recommendations of the Provincial Advisory Committee will be used to inform future policy direction.
Future Direction
•
Broader Assessment Measures
•
Children’s Mental Health and Addictions
Boys’ Literacy
•
Ministry has published Me Read? No Way! A Practical Guide to Improving
Boys’ Literacy Skills.
– Based on international research
– Features 13 strategies for improving boys’ literacy skills
•
Ministry funded teacher inquiry projects across the province to explore
strategies for improving boys’ literacy skills and report results.
–
–
–
–
•
143 projects
2005-08
Final report to be published spring 2009
Sequel to Me Read? No Way! based on inquiry projects to be published – Me
Read? And How!
Key findings include:
–
–
–
–
–
–
Reading materials that interest and engage boys are essential
Talk and oral language are powerful
Direct and targeted instruction is important
It is important to listen to boys and provide them with choice
Boys respond well to lots of tactile and active learning experiences
Male role models can strongly influence boys’ attitudes to literacy activities
English Language Learners (ELL)
• Consulted with the field to develop Policies and Procedures
for Ontario Elementary and Secondary Schools, K-12
• Completed English Language Learners Benchmarks study
• Current Validation study of Steps To English Proficiency
(STEP) underway
• Developed evidence-based resources for use in field
• Ongoing analysis of EQAO data to extract general trends
and decide next steps
• Initial planning for research on ELLs with Special Education
needs
French-Language Learners
Two main programs:
• ALF Program: reversing the effects of assimilation
• PDF Program: integrating recent immigrants
Sources of information:
• OnSis (ALF and PDF enrolments, country of birth)
• EQAO (test results for ALF-PDF students)
• StatCan (socio-demographic profiles of school
communities, language spoken,immigration)
Research: University of Ottawa study: impact of
implementation of ALF programs in school
Urban Aboriginal Education Pilot Project
•
•
•
•
•
Announced in 2007, the Aboriginal Education Office launched the Urban
Aboriginal Education Pilot Project in 2008.
This project will result in the development of urban Aboriginal education
models for engagement with First Nation, Métis and Inuit students, families
and/or communities that could be applied in different urban settings based
on varying geographical and demographic circumstances.
These models will be developed as a result of in-depth inter-jurisdictional
research and pilot projects carried out in three urban boards – Toronto DSB,
Lakehead DSB and Simcoe DSB.
The first phase of the Project included a literature review and research
focused on: retention; transitions; achievement; community/family outreach
and engagement; challenges related to issues of high mobility; academic
models; student support services
Each Pilot site has also commissioned research specific to the needs of
their individual communities.
Achievement Gaps Have Economic
and Social Impact
(Statistics Canada Census 2006 Data for 2005 Earnings)
80000
69,644
70000
66,535
59,175
60000
56,048
50000
45,448
Earnings ($)
45,054
47,253
48,522
42,937
40000
35,387
39,932
37,403
39,996
Canada
Ontario
32,029
30000
20000
10000
0
Less than high
school
High school
Trades or
apprenticeship
College
Education Level
University below
bachelor
Bachelor
Post-bachelor
Ontario Ministry of Education Research
and Evaluation Strategy
Purpose:
The Ontario Ministry of Education is committed to developing and
implementing policies, programs, and practices that are evidencebased, research-informed, and connected to provincial education
goals.
Outcomes:
The Ministry of Education is focusing its research activities on
supporting its priority education goals:
Increased student achievement
Reduced gaps in student achievement
Increased public confidence in publicly funded education
Approach:
A shared strategy designed to be inclusive of staff from across all
parts of the ministry and to foster collaboration with partners across
the education and research communities.
Research Strategy Components
• Leading the ministry’s research strategy
• Applying research to inform policy, program and
practice
• Building research capacity
• Fostering research collaboration through
networking and partnerships
• Communicating research findings
• Contributing to an international body of knowledge
Leading the Ministry’s
Research Strategy
What’s new?
• Establishment of an Education Research and Evaluation Strategy
Branch (July 2008) within the Corporate Management and Services
Division of the Ministry of Education.
• Branch incorporates all previous Research Strategy functions, plus
a corporate role to strengthen the co-ordination and application of
research, evaluation and data for evidence-based decision making.
• Move to Research and Evaluation Strategy
Ongoing
• ADMs Committee
• Ministry Research Co-ordination Team
• Research Strategy and Chief Research Officer functions and
activities
• Ontario Education Research Panel as research leaders and
champions
Applying Research to Inform Policy,
Program and Practice
What’s new?
• Alignment within Ministry to strengthen application and co-ordination
of research and evaluation in process.
• Analysis of existing Ministry research and evaluation projects to
identify linkage to priorities, reduce duplication, increase strategic
application, and examine areas requiring further attention.
• Currently approx. 50 research and evaluation projects active.
• Development of Ministry Research and Evaluation Forward Plan in
process. Aim to put in place from 2009-10 financial year onwards.
• Major projects recently completed or nearing completion to be
reported widely.
Building Research Capacity
What’s new?
•
Work in process with Association of Education Researchers Ontario (AERO) to
examine school board research capacity and research use
•
The Institute of Education Leadership is supporting use of research focused on
leadership
•
Teacher Learning and Leadership Program supporting professional
development for experienced teachers, this can include teacher research
•
Interested in ways to engage graduate students with Research Strategy
•
Increased capacity building for Ministry staff – Evaluation and Research
Learning Program, Research@EDU, Policy Research Connections series
Ongoing
•
Managing Information for Student Achievement (MISA) Professional Network
Centres (PNCs) increasing board capacity for use of data and related research
activities.
Networking and Partnerships
What’s new?
• 8 new members appointed to the Ontario Education Research Panel.
Co-chairs for 2009-10: Doris McWhorter and Joan Green.
• Research Strategy Speaker Series launched to profile academic
speakers on priority topics to present to Ministry staff.
• Further development of regional, provincial, national and international
research networks, e.g. regional research symposia held across
majority of Ontario regions in 2008.
• Enhancements to Annual Symposium based on feedback from 2008
Symposium
Communicating
What’s new?
• Increased profile of research on Ministry website through ‘Research
in Education’ section
• Move to increase communication of Ministry funded research, e.g.
public release of major evaluations
• Developing knowledge mobilization strategy for Ministry
Contributing to Research Knowledge
What’s new?
• Ministry presentations and papers at research conferences, including
joint presentations with researchers and educators
• Participation in international benchmarking and exchanges
• Involvement in pan-Canadian discussions about research and data
agendas across provincial governments
Ongoing
• Contributions to speaking engagements, workshops, seminars,
conferences and events
• Research, evaluation and data input to Ministry documents and
reports
Thank You!