putting research into practice Overview of Results...EQAO Assessments of Reading, Writing, and...

EQAO Assessments of Reading, Writing, and Mathematics:

Primary Division (Grades 1-3) and Junior Division (Grades 4-6)

2015-2016

Overview of Results

September 2016

Research & Accountability Curriculum and Instruction Support Services

putting research into practice

Poleen Grewal, M.Ed.

Superintendent

Curriculum and Instruction Support Services

Research and Accountability Department

Kim Bennett, M.Sc.

Research Officer

Rosanne Brown, Ed.D.

Research Officer

Elana Gray, M.Sc.

Research Officer

Pat Hare

Administrative Assistant

Angela Mashford-Pringle, Ph.D.

Chief Research Officer

Aimee Wolanski, Ed.D.

Research Officer

© Peel District School Board

Suggested Citation: Peel District School Board. (2016, September). EQAO assessments of reading,

writing, and mathematics: Primary division (grades 1-3) and junior division (grades 4-6) 2015-2016:

Overview of results. Mississauga, ON: Author.

TABLE OF CONTENTS

EQAO Assessments of Reading, Writing, and Mathematics: 2015-2016

Primary Division (Grades 1-3) and Junior Division (Grades 4-6)

Introduction............................................................................................................................................... 2

Contextual Information ........................................................................................................................... 5

Overall Achievement for the PDSB – Detailed Results ....................................................................... 6

Primary and Junior Divisions – Trends over Time .............................................................................. 8

Primary and Junior Divisions – Gender – Trends over Time .......................................................... 10

English Language Learners (ELLs) – Trends over Time ................................................................... 12

Students with Special Education Needs (excluding identified gifted) – Trends over Time ....... 14

Primary Division – French Immersion (FI) Students – Trends over Time ..................................... 16

Grade 3 and Grade 6 Student Questionnaire Results by Gender .................................................... 17

A

B

C

D

I

G

F

E

H

73%

EQAO Assessments of Reading, Writing, and Mathematics

2015-2016

Percentage of students at or above the provincial standard

72%

1% higher

Province

Primary Division

How did the Peel District School Board’s results

compare to the province?

same

2% higher

2% higher

61%

63%

2% lower

50%

50%

same

76%

74%

82%

80%

81%

81%

Junior Division

EQAO Assessments of Reading, Writing, and Mathematics – Primary and Junior Divisions 2015-2016 2

Research & Accountability, Curriculum and Instruction Support Services September 2016

This report contains an overview of the 2015-2016 Education Quality and Accountability Office

(EQAO) provincial assessments in reading, writing, and mathematics for the primary and junior

divisions for the Peel District School Board and the province. It brings together the information

regarding what EQAO has learned over the past year about student learning in Ontario. Copies of the

full Provincial Report can be downloaded from EQAO’s website, which is located at

http://www.eqao.com.

About

EQAO is an independent, arm’s length agency of the provincial government that provides

parents/guardians, teachers, and the public with reliable and valid information about student

achievement. EQAO reports provide information for improvement, which educators,

parent/guardians, policy makers, and others in the education community can use to improve learning

and teaching.

EQAO develops and implements provincial assessment programs for primary, junior and secondary

school students in Ontario. EQAO assesses all students in Grade 3 and Grade 6 in reading, writing

and mathematics. EQAO also administers two secondary school assessments: Grade 9 Assessment of

Mathematics and the Ontario Secondary School Literacy Test (OSSLT).

Key Benefits of EQAO Assessments* EQAO assessments provide data, information, and insights on student achievement for individual

students and multiple system levels.

Students know more about how well they are doing in reading, writing and/or mathematics and what

they need to do in order to improve.

Teachers and principals have more feedback on how well students are meeting the expectations in the

provincial curriculum and how effectively teaching strategies and school programs are meeting

students’ needs.

Parents/Guardians are more familiar with the expectations in the provincial curriculum and better

informed about their children’s achievement and progress.

Ontarians have accurate and objective information about student achievement and education quality

in the publicly funded education system.

*Excerpt from: http://www.eqao.com/en/about_eqao/about_the_agency/Pages/GeneralQuestions.aspx_Lang=E.aspx

Introduction A

http://www.eqao.com/

http://www.eqao.com/



About the Primary and Junior Division Assessments

The primary and junior assessments measure how well students have met the provincial expectations

in The Ontario Curriculum in reading, writing, and mathematics at the end of the primary division (up

to the end of Grade 3) and the junior division (up to the end of Grade 6).

EQAO assessments are “large-scale” assessments which measure student achievement across the

province at critical times in students’ school careers. These summative assessments present a

snapshot of student learning and achievement by having students demonstrate their knowledge and

skills independently on standardized tasks and under standardized conditions. Students demonstrate

their knowledge and skills by answering two different types of questions: multiple-choice and open-

response.

Please note that due to teacher job action, the Primary and Junior EQAO Assessments were not

written in the 2014-2015 school year.

In the reading assessment, students read a variety of fiction and non-fiction

materials, including narrative texts, non-narrative informational texts, graphic

texts, and poems. Students demonstrate their understanding of explicit (directly

stated) and implicit (implied ideas) meanings of the texts. They show how they

can extend their understanding of the text to their personal knowledge and experience.

In the writing assessment, students develop, support, and organize their

ideas in long writing formats (e.g., stories or letters) and short writing formats

(e.g., descriptions, paragraphs, procedural directions, advertisements). They

demonstrate their ability to use proper language conventions and communicate

effectively in their writing.

In the mathematics assessment, students were asked to apply concepts and

procedures, use a variety of appropriate strategies to solve problems, and

communicate their mathematical thinking (“Show Your Work”, “Justify Your Thinking”). The

mathematics assessment is based on the knowledge and skills in the five mathematics strands:

Number Sense and Numeration, Geometry and Spatial Sense, Measurement, Patterning and Algebra,

and Data Management and Probability.

Questionnaires EQAO conducts student, teacher and principal questionnaires to collect contextual data, information

about attitudes and behaviours regarding literacy and mathematics, and instructional practices.



EQAO Scoring and Reporting

Written responses are carefully and systematically scored by specially trained educators using rubrics

specific to each open-response item. The scoring was rigorously monitored to ensure that it was

objective, consistent, and reliable. Multiple-choice items were machine scored.

(See EQAO: Ontario’s Provincial Assessment Program, Its History and Influence, page 15) http://www.eqao.com/en/about_eqao/about_the_agency/communication-docs/EQAO-history-

influence.pdf#search=written%20responses%20are%20carefully%20and%20systematically%20scored

EQAO reports student achievement in reading, writing, and mathematics using a four-level scale.

EQAO has aligned its four levels of achievement to those of the Ontario Provincial Report Card, Grades

1-8.

Achievement results in this report are expressed as the number of students achieving at each level as a

percentage of ALL students in the grade. This includes students who were exempted, for whom there

were no data, and students who did not have enough evidence for Level 1 (NE1).

EQAO results are reported for: the province,

school boards,

schools,

and individual students.

Levels of Achievement

Level 4 The student has demonstrated the required knowledge and skills.

Achievement surpasses the provincial standard.

Level 3 The student has demonstrated most of the required knowledge and skills.

Achievement is at the provincial standard.

Level 2 The student has demonstrated some of the required knowledge and skills.

Achievement approaches the provincial standard.

Level 1 The student has demonstrated some of the required knowledge and skills in limited ways.

Achievement falls much below the provincial standard.

NE1 Not Enough Evidence for Level 1 is used when students did not demonstrate enough evidence

of knowledge and understanding to be assigned Level 1.

No Data Students who did not have a result due to absence or other reasons.

Exempt Students who were formally exempted from participation in one or more components of the

assessment.

http://www.eqao.com/Research/pdf/E/ON_ProvAssessmentPgm_9612_eng.pdf

http://www.eqao.com/en/assessments/results/Pages/provincial-report-elementary-2016.aspx

http://www.eqao.com/en/assessments/results/Pages/results.aspx




http://www.eqao.com/en/assessments/primary-division/DMA-docs/sample-individual-student-report-primary.pdf

http://www.eqao.com/en/assessments/primary-division/DMA-docs/sample-individual-student-report-primary.pdf




PDSB Province

Grade 3 Grade 6 Grade 3 Grade 6

Enrolment

All students 11 637 11 438 125 484 123 685

Number of schools 166 97 3 152 2 982

Participation in the Assessment (*excludes “no data” and “exempt”)

Participating students* 11 316 11 189 115 222 120 456

Exempted in all 3 subjects 2% 1% 2% 2%

No data (absent or other reasons) 1% 1% 1% 1%

Received one or more accommodations (students with an IEP and ELLs)

22% 17% 18% 18%

Gender

Female 49% 48% 49% 48%

Male 51% 52% 51% 52%

Student Status

English language learners 55% 40% 13% 10%

Students with special education needs (excluding identified gifted)

10% 18% 17% 21%

Place of Birth

Born in Canada 81% 77% 90% 88%

Born outside of Canada 19% 23% 9% 12%

In Canada less than one year 3% 2% 1% 1%

In Canada one year or more but less than three years 3% 3% 2% 2%

In Canada three years or more 13% 18% 6% 9%

Language

First language learned at home was other than English 52% 54% 22% 22%

Contextual Information B



2% 1% <1% 1%

21%

71%

5%2% 1% <1% 1%

22%

70%

4%

Exempt No Data NE1 Level 1 Level 2 Level 3 Level 4

2% 1% 1%5%

29%

50%

11%

2% 1% 1%5%

28%

51%

12%


DETAILED RESULTS Percentage of All Students at All Levels

C

Province

Re

ad

in

g

Writin

g

Ma

th

em

atic

s

Primary Division

2% 1% <1% 3%

21%

58%

16%

3% 1% 1% 3%

21%

56%

16%


At or Above

Provincial Standard



2% 1% <1% 2%

14%

68%

14%

2% 1% <1% 2%

15%

68%

13%


2% 1% <1%

17%

31%37%

13%

2% 1% <1%

16%

31%37%

13%


2% 1% <1% 1%

14%

61%

21%

2% 1% <1% 1%

16%

62%

18%


DETAILED RESULTS Percentage of All Students at All Levels

C

Province

Junior Division

Re

ad

in

g

Writin

g

Ma

th

em

atic

s

At or Above

Provincial Standard



66% 68% 70% 72%

66%69%

71%73%

N/A

76% 77% 78% 74%

76% 78% 78%76%

68% 67% 67% 63%

67%66% 66%

61%

N/A

TRENDS

5 years

TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard D

Reading

Writing

Province

Mathematics

Province

Province

PDSB

Reading results in the

PDSB and the

province have

increased over time.

Over the past five

years, the PDSB

surpassed the

province.

Writing results in the

PDSB and the

province decreased

over the past two

years.

Mathematics results

in the PDSB and the

province have

decreased over time.

Over the past five

years, the PDSB has

been below the

province.

Primary Division

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Province

2 years

5 years

2 years

5 years

2 years

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

N/A -2%

Please note that due to teacher job action, the Primary and Junior

EQAO Assessment was not written in the 2014-2015 school year.



75% 77% 79% 81%

73% 75%78%

81%

N/A

74% 76% 78% 80%

75% 77%79%

82%

N/A

58% 57% 54% 50%

55%54%

52%50%

N/A

Mathematics results

in the PDSB and the

province have

decreased over time.

For the 2015-2016

school year, PDSB’s

results are the same

as the province.

.

TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

D

Province

Province

Province

Junior Division

Reading results in

the PDSB and the

province have


For the 2015-2016

school year, PDSB’s

results are the same

as the Province.

Reading

Writing

Mathematics

Writing results in the

PDSB and the

province have

increased similarly

over time. Over the

past five years, the

PDSB has been above

the province.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

TRENDS

5 years

PDSB

Province

2 years

5 years

2 years

5 years

2 years



GENDER GAP Females - Males



GENDER – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

0%1% 1%

N/A1%

67%66% 66%

62%67%

65% 65%

61%

E

9% 10% 9% N/A 7%

71%

74%75%

77%

62%64%

66%

70%

Reading

Females

Males

Females

Males

Writing

Mathematics

Females

Males

Reading results for both

females and males increased

over the past five years.

Males performed at lower

levels compared to females.

The gender gap has been

decreasing over time.

Writing results for females

have remained stable from

2011-2012 to 2013-2014.

Results decreased over the

past two years. Writing

results for males increased

in 2012-2013 but have

declined over the past four

years.



The gender gap has

remained relatively constant


Mathematics results for both

females and males have

declined over the past five

years.

Females performed slightly

better than males in

mathematics.

The gender gap is the least

in mathematics.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

13% 10% 12% N/A 12%

83% 83% 84%82%

70%73% 72%

70%

Primary Division

For provincial gender results,

see the EQAO report.






GENDER – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

-1%1%

3% N/A -1%

55%54% 54%

49%56%

53%51%

50%

7% 10% 10% N/A 9%

77%

80%

83%

86%

70% 70%

73%

77%

E

Reading

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Reading results for both

females and males increased




The Junior results are higher

than the Primary results for

both females and males.

The gender gap has

remained relatively constant

over time.

Females

Males

0 0 0 0 014% 17% 16%

N/A 13%

82%85%

87%89%

68% 68%71%

76%

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Writing results for both females

and males increased over the

past five years.

Males performed at lower levels

compared to females.

The gender gap in Junior

Division writing is the greatest

compared to reading,

mathematics, and all subject

areas in the Primary Division.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Females

Males

Mathematics results for both

females and males have been

decreasing over the past five

years.

The greatest gap was in the

2013-2014 school year.

The gender gap is the least in

mathematics.

Writing

Mathematics

Females

Males

Junior Division

For provincial gender results,

see the EQAO report.



55% 61% 65% 68%

53%

67%70%

73%

N/A

70% 74% 75% 72%

70%

79% 79% 77%

N/A

61% 64% 64% 60%

59%

68% 69%

62%

ENGLISH LANGUAGE LEARNERS (ELLs) – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

F

Reading

Writing

Mathematics

Primary Division

Province

Province

Province

Reading results

have been

increasing over

time, with the

greatest jump in

2012-2013. Five

years ago reading

was below the

province and in the

past four years rose

above the province.

Writing results

increased from

2011-2012 to 2013-

2014. Over the past

two years, results

decreased.

Mathematics results

increased from

2011-2012 to 2013-

2014. Over the past

two years, results

decreased.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

TRENDS

5 years

PDSB

Province

2 years

5 years

2 years

5 years

2 years

N/A



57% 68% 70% 73%

45%

73%76% 78%

63% 73% 75% 76%

52%

77%79% 80%

49% 53% 51% 46%

32%

54% 53%

44%

N/A

TRENDS

ENGLISH LANGUAGE LEARNERS (ELLs) – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard F

Junior Division

Province

Province

Province

Reading

Writing

Mathematics

Results in both

reading and writing

have been increasing

over time. Five years

ago reading and

writing results were

below the province

and in the past four

years rose above the

province.

.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

5 years

2 years

5 years

2 years

5 years

2 years

PDSB Province

N/A

N/A

Mathematics

results for both

the PDSB and the

province

increased in 2012-

2013 but have

been decreasing

since that school

year.



34% 34% 33% N/A 29%

21% 22%25%

19%

52% 53% 57% N/A 53%

37% 39%43%

38%

31% 36% 40% 43%

24%31%

35% 35%

2014-2015

TRENDS

Reading

Writing

Mathematics

Reading results in

the PDSB and the

Province have


Over the past two

years, the results

have remained the

same.

Over the past five

years, the PDSB has

been below the

province.

Mathematics results

in the PDSB increased

from 2011-2012 to

2013-2014. Over the

past two years, the

results have

decreased.

Over the past five

years, the PDSB has

been below the

province.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2015-2016

5 years

2 years

5 years

2 years

5 years

2 years

PDSB Province

Province

Province

Province

*excluding identified gifted

Students with Special Education Needs* – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

Primary Division G

N/A

Writing results in

the PDSB

increased from

2011-2012 to

2013-2014. Over

the past two

years, the results

have decreased.

Over the past five

years, the PDSB

has been below

the province.



20% 21% 19% 19%

10% 10%

26%

33%

N/A

40% 43% 46% N/A 51%

23% 25%

41%

53%

40% 44% 47% N/A 51%

26% 28%

44%

53%

Students with Special Education Needs* – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

G

Reading

Writing

Mathematics

Results in both

reading and

writing have been

increasing over

time. For the 2015-

2016 school-year,

PDSB reading and

writing results

surpassed the

province.

In 2013-2014, the

PDSB results

increased

significantly in all

subject areas.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

TRENDS

5 years

2 years

5 years

2 years

5 years

2 years

PDSB Province

Province

Province

Junior Division

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

*excluding identified gifted

Results in

mathematics have

been increasing

over time.

Since 2013-2014,

the PDSB

mathematics

results have

surpassed the

province.

Province

G



78% 74% 75% 72%

77%76%

78%

75%

N/A

83% 83% 83% 80%

82%

88%89%

85%

78% 78% 81% 81%

78%

83%85% 86%

TRENDS

French Immersion (FI) Students – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

Reading

Writing

Mathematics

Reading results in

the PDSB have

increased over

time.

In the province,

reading results

have remained

fairly constant.

Mathematics

results in the PDSB

and the province

decreased over the

past two years.

5 years

2 years

5 years

2 years

5 years

2 years

PDSB Province

Province

Province

Province

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Primary Division

N/A

N/A

Writing results

in the PDSB

increased from

2011-2012 to

2013-2014. Over

the past two

years, the results

have decreased.

Over the past

four years, PDSB

results have

been above the

Province.

H



Percentage of students who answered “most of the time”

Grade 3 and Grade 6 Student Questionnaire Results* by Gender I

I like to read.

I am a good reader.

I like to write.

I am a good writer.

I like mathematics.

I am good at mathematics.

We talk about the reading and writing work I do in school.

We talk about the mathematics

work I do in school.

We read together.

Grade 3 Students Grade 6 Students

Females Males Females Males

54% 42% 53% 37%

64% 62% 70% 64%



60% 46% 55% 33%

55% 42% 49% 37%



58% 70% 45% 63%

48% 65% 45% 62%



39% 32% 27% 24%

45% 39% 42% 39%

31% 26% 6% 8%

*For all PDSB and provincial survey

results, see the EQAO report.

Parents

This report is available on the Peel District School Board website.

http://www.peelschools.org/parents/EQAO/Pages/default.aspx






http://www.peelschools.org/parents




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