Jarvis Collegiate Institute Gr 9 - 12 - EQAO School Report

WHERE TO FIND . . . PAGE

Applied AcademicPercentages of all students at or above the provincial standard

· 2008–2009...................................................................... 1 1· Over time........................................................................ 2 2

Tips for using this report................................................................ 3 3

Contextual information: 2008–2009............................................... 4 7

Results for groups of students: 2008–2009· All students.................................................................... 5 8· Participating students................................................... 5 8· Students by gender....................................................... 6 9

Contextual information: Over time................................................. 10 12

Results for all students: Over time................................................. 11 13

Results for all students: Over time by gender............................... 14 15

Student questionnaire results......................................................... 16–19 20–23

Explanation of terms........................................................................ 24 24

PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4), 2008–2009

I am pleased to provide you with this report on the Grade 9 Assessment of Mathematics for 2008–2009. Included are student results for the current year, those from previous years and, to put these results in context, information about the local student populations.

Throughout the province and since the inception of the agency, EQAO results have helped inform professional practice and have served as a catalyst for improving student achievement. This report has been designed to assist you in your conversations about improved student learning.

We believe that every student deserves the best outcome from public education. That’s why, in close collaboration with Ontario educators, EQAO continues to develop assessments that gauge the achievement of all Ontario students against the learning expectations outlined in The Ontario Curriculum. These assessments ensure that every student in Ontario’s publicly funded school system is assessed using the same yard stick at key stages in his or her schooling.

However, it should be remembered that EQAO’s assessment results are just one piece of information about student achievement. These results should be considered in conjunction with school-based information, such as that from classroom assessments.

I trust this report will help parents, educators and all who support a strong public education system work together so

that all students can reach their full potential.

Sincerely,

Marguerite JacksonChief Executive OfficerEducation Quality and Accountability Office

School: Jarvis CI (918547)

Board: Toronto DSB (66052)

Grade 9 Assessment of Mathematics, 2008–2009

School Report

ProvinceBoardSchoolProvinceBoardSchool

3623

38

6675 77

APPLIED COURSE ACADEMIC COURSE

Jarvis CI (918547)School Report

1 of 24September 17, 2009


PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME

* Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).


APPLIED MATHEMATICS*

15 20 17 19

Board

1827 22

38

School

2735 35 34

Province

2004–2005 2005–2006 2006–2007 2007–2008

38

2336

2008–2009

47 817

5 894

40

2007–2008

49 056

6 228

68

2006–2007

50 687

6 551

85

2005–20062004–2005

68

6 334

51 155Province

Board

School

Total Number of Students

48 482

6 356

58

2008–2009

ACADEMIC MATHEMATICS

65 65 6672

Board

52 54 5967

School

68 71 71 75

Province

2004–2005 2005–2006 2006–2007 2007–2008

777566

2008–2009

100 823

13 329

229

2007–2008

103 011

13 528

215

2006–2007

103 412

13 690

257

2005–20062004–2005

278

13 624

104 100Province

Board

School

Total Number of Students

100 992

13 279

187

2008–2009



TIPS

The applied and academic mathematics courses are different and should be considered separately.

Note: Students in locally developed courses do not participate in these assessments.

�Each school or board is unique. To appreciate the distinctive character of a school or board, look at the contextual information to understand the features and characteristics of the community it serves.

�This assessment captures the performance of students at one point in time each year. Consider the results along with other information about students’ achievement in mathematics.

�Exercise caution when interpreting results for small schools or boards. Results may vary considerably from year to year, and differences may look exaggerated. For example, in a school of 30 students, a difference of 10% represents only three students.

�Trends may be difficult to identify or to interpret. This is especially true when groups are small or in schools where there is a high turnover in the student population.

�EQAO values students’ privacy. Results are not

reported publicly for schools where fewer than 15 students participated, because it might be possible to identify individual students.

ABOUT THIS SCHOOL OR BOARD REPORT

This report shows how well students have met curriculum expectations for either the applied or academic mathematics program to the end of Grade 9. Students complete two booklets that allow them to show what they know in mathematics. The assessment is based on The Ontario Curriculum: Mathematics, Grades 9 and 10.

This report includes

¨ results for this year;

¨ a comparison of results over the past four years to aid in monitoring improvement and

¨ information about the characteristics of the students who participated.

Specifically, you will find

¨ summary graphs showing the percentage of students achieving the provincial standard in either applied or academic mathematics;

¨ detailed tables and graphs showing results for all levels of achievement, participation information and results for gender

¨ student questionnaire results and

¨ an explanation of all terms used in this report.

HOW TO USE THIS REPORT

¨ Examine the contextual information to understand the similarities and differences between this school, the board and the province; the board and the province. Consider the challenges that any differences might present.

¨ Examine the results for applied and academic mathematics.

· Are these results consistent with what you would expect?

· How do the school results compare to the board and province; the board results compare to the province?

· How do these results compare over time? Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).

· What influence might students’ attitudes have on student performance (refer to the questionnaire results)?

¨ Speak to the school or board staff about the goals for school improvement related to mathematics.

The Education Quality and Accountability Office is an independent agency that gathers information about student achievement through province-wide assessments. Each year, all Grade 9 students in applied and academic mathematics take part in this assessment across Ontario. Individual results are reported to students and to parents and guardians. School, board and provincial results are released publicly.

Learn more about us at www.eqao.com.



Number of Respondents:

Contextual Information

This information provides a context for interpreting the school’s applied mathematics course results.

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data

may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be

missing because they were not provided by the students.

School Board Province

Participating students who received one or more accommodations*

19 35% 1 062 19% 9 374 21%

Participating students who received one or more special provisions*

8 15% 363 7% 1 144 3%

Students who did not complete any part of the assessment (no data)*

3 5% 860 14% 2 866 6%

0 0% 0 0% 0 0%

Second-semester course 0 0% 2 037 32% 21 765 45%

Full-year course 58 100% 2 230 35% 4 753 10%

Male 27 47% 3 489 55% 26 730 55%

Gender not specified

Enrolment

21 36% 2 078 33% 14 483 30%

Grade 9 Assessment of Mathematics, 2008–2009, Applied Course

Language and School Background††

Based on Student Questionnaire data

55 5 065 43 413

First-semester course 0 0% 2 089 33% 21 964 45%

Speak another language as often as English at home 22 40% 1 068 21% 4 980 11%

Speak only or mostly a language other than English at home 6 11% 744 15% 2 757 6%

Students with special needs (excluding gifted)*

Gender† Based on number of students enrolled

Female 31 53% 2 867 45% 21 752 45%

Student Status† Based on number of students enrolled

English language learners* 9 16% 874 14% 2 532 5%

Semester/Full Year Based on number of students enrolled

Number of students in applied mathematics course 58 6 356 48 482

Number of classes with students in applied mathematics course 5 442 2 950

Number of schools with applied mathematics classes Not applicable 99 715

Number Percent Number Percent Number Percent

Participation in the Assessment

Students who participated in the assessment 55 95% 5 496 86% 45 616 94%

Attended three or more elementary schools from kindergarten to Grade 8

19 35% 2 031 40% 17 179 40%



Results for All Students

Results for Participating Students (excludes "no data" category)


38%23%36%At or AboveProvincial Standard(Levels 3 and 4) †

6%14%5%3

94%86%95%55

7%14%3%2 Below Level 1

14%19%14%8 Level 1

35%30%41%24 Level 2

33%20%34%20 Level 3

%%%#

Province48 482

Board6 356

School58Number of Students

5%3%2%1 Level 4

All Students*

No Data

ParticipatingStudents

ProvinceBoardSchool

532

33

20

343530

41

1419

147

14

3

Percentage of All Students in Applied MathematicsCourse at All Levels*

Below L1 Level 1 Level 2 Level 3 Level 4

40%

7%

15%

38%

35%

27%

17%

22%

34%

23%

38%

4%

15%

44%

36%

8

24

20

Level 1

Level 2

Level 3

At or AboveProvincial Standard(Levels 3 and 4) †

2 Below Level 1

%%%

Province45 616

Board5 496

6%4%2%

#

School55

1

Level 4

Number of Students

Participating Students**

ProvinceBoardSchool

642

35

23

36383444

1522

157

17

4

Percentage of Participating Students in Applied MathematicsCourse at All Levels**


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.



Results by Gender††


33%39%At or AboveProvincial Standard(Levels 3 and 4) †

7%23%1

93%2597%30

7%20%0

11%316%5 Level 1

41%1142%13 Level 2

33%935%11 Level 3

%#%#

Male27

Female31Number of Students

0%03%1 Level 4

No Data


Below Level 1

All Students: School by Gender*

MaleFemale

03

33354142

1116

70

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: School*



13%46314%397

87%3 02686%2 470

15%52214%399

18%63920%578 Level 1

29%1 00831%886 Level 2

21%73619%535 Level 3

%#%#

Male3 489

Female2 867Number of Students

3%1213%72 Level 4

No Data


Below Level 1

All Students: Board by Gender*

MaleFemale

33

21192931

18201514

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Board*



6%1 5196%1 347

94%25 21194%20 405

7%1 7777%1 438

13%3 54315%3 337 Level 1

34%8 96537%8 152 Level 2

35%9 30830%6 581 Level 3

%#%#

Male26 730


6%1 6184%897 Level 4

No Data


Below Level 1

All Students: Province by Gender*

MaleFemale

64

35303437

131577

Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Province*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.




Contextual Information

This information provides a context for interpreting the school’s academic mathematics course results.

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data

may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be

missing because they were not provided by the students.



12 7% 398 3% 3 233 3%


24 13% 456 3% 1 709 2%


3 2% 216 2% 932 1%

0 0% 0 0% 0 0%

Second-semester course 0 0% 3 115 23% 43 199 43%

Full-year course 187 100% 7 505 57% 13 066 13%

Male 94 50% 6 780 51% 49 438 49%


Enrolment

12 6% 800 6% 4 639 5%

Grade 9 Assessment of Mathematics, 2008–2009, Academic Course



179 12 240 96 485

First-semester course 0 0% 2 659 20% 44 727 44%

Speak another language as often as English at home 54 30% 3 192 26% 14 233 15%

Speak only or mostly a language other than English at home 43 24% 2 438 20% 8 689 9%



Female 93 50% 6 499 49% 51 554 51%


English language learners* 27 14% 1 093 8% 3 942 4%


Number of students in academic mathematics course 187 13 279 100 992

Number of classes with students in academic mathematics course

10 578 4 156

Number of schools with academic mathematics classes Not applicable 89 684

Number Percent Number Percent Number Percent


Students who participated in the assessment 184 98% 13 063 98% 100 060 99%


59 33% 4 769 39% 33 813 35%



Results for All Students

Results for Participating Students (excludes "no data" category)


77%75%66%At or AboveProvincial Standard(Levels 3 and 4) †

1%2%2%3

99%98%98%184

<1%1%3%5 Below Level 1

6%8%8%15 Level 1

15%14%21%40 Level 2

69%64%62%116 Level 3

%%%#

Province100 992

Board13 279

School187Number of Students

8%11%4%8 Level 4

All Students*

No Data


ProvinceBoardSchool

8114

696462

151421

688<113

Percentage of All Students in Academic MathematicsCourse at All Levels*


78%

<1%

6%

15%

70%

76%

1%

8%

15%

65%

67%

3%

8%

22%

63%

15

40

116

Level 1

Level 2

Level 3

At or AboveProvincial Standard(Levels 3 and 4) †

5 Below Level 1

%%%

Province100 060

Board13 063

8%11%4%

#

School184

8

Level 4

Number of Students

Participating Students**

ProvinceBoardSchool

8114

706563

151522

688<113

Percentage of Participating Students in Academic MathematicsCourse at All Levels**


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.



Results by Gender††



0%03%3

100%9497%90

3%32%2

5%511%10 Level 1

21%2022%20 Level 2

65%6159%55 Level 3

%#%#

Male94

Female93Number of Students

5%53%3 Level 4

No Data


Below Level 1

All Students: School by Gender*

MaleFemale

53

6559

2122

511

32

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: School*



2%1201%96

98%6 66099%6 403

1%751%50

7%4859%616 Level 1

13%89416%1 019 Level 2

64%4 35763%4 077 Level 3

%#%#

Male6 780


13%84910%641 Level 4

No Data


Below Level 1

All Students: Board by Gender*

MaleFemale

1310

6463

131679

11

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Board*



1%4791%453

99%48 95999%51 101

<1%226<1%156

5%2 6157%3 715 Level 1

13%6 47617%8 652 Level 2

71%35 01368%35 048 Level 3

%#%#

Male49 438


9%4 6297%3 530 Level 4

No Data


Below Level 1

All Students: Province by Gender*

MaleFemale

97

7168

1317

57<1<1

Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Province*


* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.



This information provides a context for interpreting the school’s results over the past five years.

Contextual Information over Time: Applied Mathematics Course






Second-semester course

Full-year course

Male




Speak another language as often as English at home

Speak only or mostly a language other than English at home


Number of classes with students in applied mathematics course


2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Enrolment

Number of students in applied mathematics course

Students who were exempted*

68 85 68 40 58

4 7 7 5 5

22% 33% 24% 31% 35%

7% 1% 13% 5% 15%


Students who participated in the assessment 88% 82% 79% 98% 95%

12% 18% 21% 2%

0% 0%

53% 47% 46% 45% 47%

0% 0% 0% 0% 0%


22% 32% 22% 30% 36%


English language learners*

0% 0% 0% 0% 0%

100% 100% 100% 100% 100%

First-semester course 0% 0% 0% 0% 0%

n/a n/a 5549 39

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be

missing because they were not provided by the school or the board.ÌÌBeginning in 2006–2007, exemptions have not been permitted. †† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing

because they were not provided by the students.n/a Information not available.

5%

13% 15% 13% 8% 16%

Information not available

11%

40%

35%

---ÌÌ

21%

23%

46%

--- ---


Female 47% 53% 54% 55% 53%

10%

29%

24%



Applied Mathematics Course for All Students**

Results over Time, 2005–2006 to 2008–2009

* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.Ì In 2006–2007, students who were coded “exempt” were placed in the “no data” category. Since this may affect the percentage of students for whom no data are available, the

results may not be comparable with those of previous years.

2007–20082006–20072005–2006

101514

Percentage of All Students inApplied Mathematics Course at All Levels: School*


2008–2009

39

22

15 14

32

21

3541

24

16

35 34

4 62 2

36%38%22%27% At or Above Provincial Standard (Levels 3 and 4)†

---------0% ExemptÌ

5%2%21%18%No Data

95%98%79%82%Participating Students

3%10%15%14% Below Level 1

14%15%22%9% Level 1

41%35%21%32% Level 2

34%35%16%24% Level 3

2%2%6%4% Level 4

58406885

'08–'09'07–'08'06–'07

Number of Students

'05–'06Year

School*

2007–20082006–20072005–2006

171615

Percentage of All Students inApplied Mathematics Course at All Levels: Board*


2008–2009

1417 18 20 19

28 29 30 30

17 15 1620

2 2 3 3


---------4% ExemptÌ

14%14%20%17%No Data


14%17%16%15% Below Level 1

19%20%18%17% Level 1

30%30%29%28% Level 2

20%16%15%17% Level 3

3%3%2%2% Level 4

6 3565 8946 2286 551

'08–'09'07–'08'06–'07

Number of Students

'05–'06Year

Board*

2007–20082006–20072005–2006

877

Percentage of All Students inApplied Mathematics Course at All Levels: Province*


2008–2009

7

14 14 15 14

34 36 36 3531 30 29

33

5 5 5 5


---------2% ExemptÌ

6%7%9%8%No Data



14%15%14%14% Level 1

35%36%36%34% Level 2

33%29%30%31% Level 3

5%5%5%5% Level 4

48 48247 81749 05650 687

'08–'09'07–'08'06–'07

Number of Students

'05–'06Year

Province*



This information provides a context for interpreting the school’s results over the past five years.

Contextual Information over Time: Academic Mathematics Course






Second-semester course

Full-year course

Male




Speak another language as often as English at home

Speak only or mostly a language other than English at home


Number of classes with students in academic mathematics course


2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Enrolment

Number of students in academic mathematics course

Students who were exempted*

278 257 215 229 187

12 12 12 12 10

4% 3% 1% 3% 7%

19% 10% 17% 21% 13%


Students who participated in the assessment 97% 98% 96% 99% 98%

3% 2% 4% 1%

0% 0%

47% 50% 53% 45% 50%

0% 0% 0% 0% 0%


4% 6% 1% 3% 6%


English language learners*

0% 0% 0% 0% 0%

100% 100% 100% 100% 100%

First-semester course 0% 0% 0% 0% 0%

n/a n/a 179198 223

* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be

missing because they were not provided by the school or the board.ÌÌBeginning in 2006–2007, exemptions have not been permitted. †† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing

because they were not provided by the students.n/a Information not available.

2%

21% 18% 18% 21% 14%

Information not available

24%

30%

33%

---ÌÌ

30%

33%

40%

--- ---


Female 53% 50% 47% 55% 50%

23%

31%

28%



Academic Mathematics Course for All Students

Results over Time, 2005–2006 to 2008–2009

* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.Ì In 2006–2007, students who were coded “exempt” were placed in the “no data” category. Since this may affect the percentage of students for whom no data are available, the

results may not be comparable with those of previous years.

2007–20082006–20072005–2006

245

Percentage of All Students inAcademic Mathematics Course at All Levels: School*


2008–2009

3

1914

118

20 19 1821

4954

5962

5 58

4


---------0% ExemptÌ

2%1%4%2%No Data



8%11%14%19% Level 1

21%18%19%20% Level 2

62%59%54%49% Level 3

4%8%5%5% Level 4

187229215257

'08–'09'07–'08'06–'07

Number of Students

'05–'06Year

School*

2007–20082006–20072005–2006

122

Percentage of All Students inAcademic Mathematics Course at All Levels: Board*


2008–2009

1

12 12 10 8

16 17 15 14

58 5661

64

710 11 11


---------1% ExemptÌ

2%2%3%3%No Data



8%10%12%12% Level 1

14%15%17%16% Level 2

64%61%56%58% Level 3

11%11%10%7% Level 4

13 27913 32913 52813 690

'08–'09'07–'08'06–'07

Number of Students

'05–'06Year

Board*

2007–20082006–20072005–2006

111

Percentage of All Students inAcademic Mathematics Course at All Levels: Province*


2008–2009

<1

9 9 7 6

17 18 16 15

65 6468 69

6 6 8 8


---------<1% ExemptÌ

1%1%2%1%No Data


<1%1%1%1% Below Level 1

6%7%9%9% Level 1

15%16%18%17% Level 2

69%68%64%65% Level 3

8%8%6%6% Level 4

100 992100 823103 011103 412

'08–'09'07–'08'06–'07

Number of Students

'05–'06Year

Province*



RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):

GRADE 9 APPLIED MATHEMATICS*

SCHOOL

BOARD

Female Male

2004–2005 2005–2006 2006–2007 2007–2008

26 182

3 303

18

Male

2007–2008

Female

22

2 591

21 62626 926

3 451

31

Male

2006–2007

Female

37

2 773

22 12627 802

3 624

40

Male

2005–2006

Female

45

2 927

22 88427 413

3 439

36

Male

2004–2005

Female

32

2 688

22 371Province

Board

School

Total Number of Students in Applied Mathematics Course†

† Includes only students for whom gender data were available.* Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).

2008–2009

26 73021 752

2 867 3 489

2731

Female Male

2008–2009

PROVINCE

16 1927 28 24

1927

5039

33

14 16 20 19 18 17 18 20 21 25

25 2833 37 33 37

3136 34

41



RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):

GRADE 9 ACADEMIC MATHEMATICS

SCHOOL

BOARD

Female Male

2004–2005 2005–2006 2006–2007 2007–2008

49 452

6 781

104

Male

2007–2008

Female

125

6 548

51 36750 122

6 770

113

Male

2006–2007

Female

102

6 756

52 88750 228

6 815

128

Male

2005–2006

Female

129

6 875

53 18350 129

6 635

131

Male

2004–2005

Female

147

6 595

52 030Province

Board

School

Total Number of Students in Academic Mathematics Course†

† Includes only students for whom gender data were available.

2008–2009

49 43851 554

6 499 6 780

9493

Female Male

2008–2009

PROVINCE

4956

5059 56

62 66 6862

70

64 66 65 66 65 67 70 73 73 77

67 69 70 72 69 72 74 77 7580



Questionnaire Item

1. Degree to which students “agree” or “disagree” with each of the following statements:

0 100

Percentage of Students*


Number ofStudents Who

Answered“Strongly Agree

or Agree”

STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 55)

I like mathematics.

I am good at mathematics.

I understand most of the mathematics I am taught.

The mathematics I learn now is very useful foreveryday life.

I need to keep taking mathematics for the kind of job Iwant after I leave school.

Mathematics is boring.

Mathematics is an easy subject.

23

23

47

32

29

15

15

Strongly agree oragree

UndecidedDisagree or

strongly disagree

2. How “easy” or “hard” students find mathematics questions that deal with the following:


Answered “VeryEasy or Easy”

number sense (e.g., operations with integers, rationalnumbers, exponents)

algebra (e.g., solving equations, simplifyingexpressions with polynomials)

linear relations (e.g., scatter plots, lines of best fit)

measurement (e.g., perimeter, area, volume)

geometry (e.g., angles, parallel lines, quadrilaterals)

36

39

33

34

24

Very easy or easy Undecided Hard or very hard

* Percentages may not add to 100, due to a lack of or ambiguous responses. Where there is no number in a box, the percentage of responses is smaller than 4.

42 36 22

42 38 20

85 11 4

58 27 15

53 22 25

27 29 44

27 27 45

65 31 4

71 22 7

60 31 9

62 24 15

44 31 25



Questionnaire Item

0 100



a computer

a scientific calculator

a graphing calculator

26

52

7

Yes No


Number ofStudents

more than 45 minutes

between 31 and 45 minutes

30 minutes or less

mathematics homework not usually assigned

12

17

24

2

4. Amount of time students usually spend on mathematics homework (in or out of school) on any given day:

5. How often students complete all of their mathematics homework:Number ofStudents

never or seldom

sometimes

often or always

2

23

30

Number ofStudents

never

one to four times

five to nine times

10 or more times

11

18

17

9



Answered“Yes”

3. Students have the following at home to use for mathematics school work:

6. How often students have been absent from their Grade 9 mathematics class this year:

47 53

95 5

13 85

22

31

44

4

4

42

55

20

33

31

16



Questionnaire Item

7. How often students have been late for their Grade 9 mathematics class this year:

0 100


Number ofStudents



never

one to four times

five to nine times

10 or more times

9

18

13

15

8. Language(s) students speak at home:

only or mostly English

another language (or other languages) as often asEnglish

only or mostly another language (or other languages)

27

22

6

one or two schools

three schools

four schools

five schools or more

36

9

6

4

* Percentages may not add to 100, due to a lack of or ambiguous responses.

9. Number of elementary schools (kindergarten to Grade 8) attended:

Number ofStudents

Number ofStudents

16

33

24

27

49

40

11

65

16

11

7



47%

STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE (all students, female, male)

a computer 37% 60% 49% 50% 48% 45% 46% 44%

a scientific calculator 95% 97% 92% 75% 80% 71% 75% 79% 73%


* Includes only students for whom gender data were available.** Percentages may not add to 100, due to a lack of or ambiguous responses.


All S

tud

en

ts(#

= 5

5)

Fe

ma

le*

(# =

30

)

Ma

le*

(# =

25

)

All S

tud

en

ts(#

= 5

06

5)

Fe

ma

le*

(# =

2 2

92

)

Ma

le*

(# =

2 7

73

)

All S

tud

en

ts(#

= 4

3 4

13

)

Fe

ma

le*

(# =

19

51

7)

Ma

le*

(# =

23

89

6)

a graphing calculator 13% 13% 12% 14% 13% 15% 10% 8% 11%

Percentage of students indicating they usually spend the following amounts of time on mathematics homework (in or out of school) on any given day:**

30 minutes or less 44% 43% 44% 41% 38% 43% 46% 44% 47%

more than 30 minutes 53% 53% 52% 40% 43% 37% 34% 38% 31%

mathematics homework not usually assigned 4% 3% 4% 17% 17% 18% 19% 17% 21%

Percentage of students indicating they complete all of their mathematics homework**

never or seldom. 4% 0% 8% 15% 12% 18% 16% 13% 19%

sometimes. 42% 43% 40% 34% 34% 34% 31% 31% 31%

four times or less. 53% 53% 52% 61% 61% 61% 60% 58% 61%

five times or more. 47% 47% 48% 37% 37% 36% 39% 41% 38%

Percentage of students indicating how often they have been late for their mathematics class this year**



Percentage of students indicating that they speak the following language(s) at home:**

only or mostly English 49% 43% 56% 62% 63% 61% 81% 81% 81%

another language (or other languages) as often as English 40% 43% 36% 21% 22% 20% 11% 12% 11%

only or mostly another language (or other languages) 11% 13% 8% 15% 12% 17% 6% 6% 7%

Percentage of students indicating that from kindergarten to Grade 8 they attended

three or more elementary schools. 35% 37% 32% 40% 41% 39% 40% 40% 39%

Percentage of students indicating that they “strongly agree” or “agree” with each of the following statements:

I like mathematics. 42% 37% 48% 40% 33% 46% 36% 30% 42%

I am good at mathematics. 42% 40% 44% 33% 26% 39% 36% 28% 43%

I understand most of the mathematics I am taught. 85% 77% 96% 60% 57% 62% 63% 59% 66%

The mathematics I learn now is very useful for everyday life. 58% 60% 56% 47% 46% 48% 42% 39% 44%

I need to keep taking mathematics for the kind of job I wantafter I leave school.

53% 53% 52% 47% 45% 49% 43% 39% 46%

Mathematics is boring. 27% 17% 40% 36% 38% 34% 42% 44% 41%

Mathematics is an easy subject. 27% 23% 32% 20% 15% 24% 22% 17% 27%

Percentage of students indicating that the following are “very easy” or “easy”:

number sense 65% 67% 64% 46% 42% 50% 47% 43% 50%

algebra 71% 63% 80% 41% 41% 42% 43% 44% 43%

linear relations 60% 70% 48% 57% 57% 57% 64% 63% 64%

measurement 62% 63% 60% 62% 61% 62% 66% 65% 67%

geometry 44% 43% 44% 40% 37% 42% 41% 36% 45%

Percentage of students indicating they have the following at home to use for mathematics school work:

often or always. 55% 57% 52% 48% 51% 46% 51% 55% 48%

Percentage of students indicating they have been absent from their mathematics class this year**



Questionnaire Item

1. Degree to which students “agree” or “disagree” with each of the following statements:

0 100




Answered“Strongly Agree

or Agree”


I like mathematics.

I am good at mathematics.

I understand most of the mathematics I am taught.

The mathematics I learn now is very useful foreveryday life.

I need to keep taking mathematics for the kind of job Iwant after I leave school.

Mathematics is boring.

Mathematics is an easy subject.

85

76

122

85

96

48

42

Strongly agree oragree

UndecidedDisagree or

strongly disagree

2. How “easy” or “hard” students find mathematics questions that deal with the following:


Answered “VeryEasy or Easy”

number sense (e.g., operations with integers, rationalnumbers, exponents)

algebra (e.g., solving equations, simplifyingexpressions with polynomials)

linear relations (e.g., scatter plots, lines of best fit)

analytic geometry (e.g., slope, y-intercept, equations oflines)

measurement (e.g., perimeter, area, volume)

geometry (e.g., angles, parallel lines, quadrilaterals)

121

103

103

99

121

93

Very easy or easy Undecided Hard or very hard


47 29 23

42 39 18

68 21 10

47 34 18

54 35 11

27 34 39

23 39 37

68 25 7

58 26 16

58 27 15

55 27 17

68 22 10

52 30 18



Questionnaire Item

0 100



a computer

a scientific calculator

a graphing calculator

102

162

8

Yes No


Number ofStudents

more than 45 minutes

between 31 and 45 minutes

30 minutes or less

mathematics homework not usually assigned

49

56

70

3

4. Amount of time students usually spend on mathematics homework (in or out of school) on any given day:

5. How often students complete all of their mathematics homework:Number ofStudents

never or seldom

sometimes

often or always

22

67

89

Number ofStudents

never

one to four times

five to nine times

10 or more times

30

102

34

13



Answered“Yes”

3. Students have the following at home to use for mathematics school work:

6. How often students have been absent from their Grade 9 mathematics class this year:

57 43

91 9

4 95

27

31

39

2

12

37

50

17

57

19

7



Questionnaire Item

7. How often students have been late for their Grade 9 mathematics class this year:

0 100


Number ofStudents



never

one to four times

five to nine times

10 or more times

53

65

29

31

8. Language(s) students speak at home:

only or mostly English

another language (or other languages) as often asEnglish

only or mostly another language (or other languages)

81

54

43

one or two schools

three schools

four schools

five schools or more

120

37

11

11

* Percentages may not add to 100, due to a lack of or ambiguous responses.

9. Number of elementary schools (kindergarten to Grade 8) attended:

Number ofStudents

Number ofStudents

30

36

16

17

45

30

24

67

21

6

6



STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE (all students, female, male)

I like mathematics.


* Includes only students for whom gender data were available.** Percentages may not add to 100, due to a lack of or ambiguous responses.


All S

tud

en

ts(#

= 1

79

)

Fe

ma

le*

(# =

88

)

Ma

le*

(# =

91

)

All S

tud

en

ts(#

= 1

2 2

40

)

Fe

ma

le*

(# =

5 9

83

)

Ma

le*

(# =

6 2

57

)

All S

tud

en

ts(#

= 9

6 4

85

)

Fe

ma

le*

(# =

49

34

3)

Ma

le*

(# =

47

14

2)

Percentage of students indicating that they “strongly agree” or “agree” with each of the following statements:

47% 47% 48% 58% 53% 63% 55% 49% 61%

I am good at mathematics. 42% 42% 43% 51% 43% 59% 53% 45% 61%

I understand most of the mathematics I am taught. 68% 67% 69% 72% 69% 76% 73% 69% 77%

The mathematics I learn now is very useful for everyday life. 47% 53% 42% 42% 37% 46% 38% 34% 42%

I need to keep taking mathematics for the kind of job I wantafter I leave school.

54% 56% 52% 58% 55% 61% 56% 54% 59%

Mathematics is boring. 27% 20% 33% 27% 26% 27% 30% 30% 30%

Mathematics is an easy subject. 23% 24% 23% 30% 25% 35% 28% 23% 34%

Percentage of students indicating that the following are “very easy” or “easy”:

number sense 68% 65% 70% 69% 64% 73% 68% 65% 72%

algebra 58% 67% 48% 65% 65% 64% 63% 63% 63%

linear relations 58% 55% 60% 47% 42% 52% 52% 49% 56%

analytic geometry 55% 57% 54% 45% 42% 48% 48% 46% 50%

measurement 68% 62% 73% 75% 73% 77% 76% 74% 78%

geometry 52% 51% 53% 63% 61% 66% 61% 57% 65%

a computer 57% 56% 58% 59% 61% 58% 56% 57% 54%

a scientific calculator 91% 92% 89% 87% 89% 85% 87% 89% 86%

a graphing calculator 4% 1% 8% 13% 12% 13% 9% 8% 10%

Percentage of students indicating they usually spend the following amounts of time on mathematics homework (in or out of school) on any given day:**

30 minutes or less 39% 26% 52% 36% 30% 42% 37% 32% 43%

more than 30 minutes 59% 72% 46% 59% 65% 52% 59% 65% 52%

mathematics homework not usually assigned 2% 1% 2% 3% 2% 4% 3% 2% 3%

Percentage of students indicating they complete all of their mathematics homework**

never or seldom. 12% 8% 16% 14% 11% 17% 12% 9% 15%

sometimes. 37% 28% 46% 26% 25% 26% 24% 22% 26%



Percentage of students indicating how often they have been late for their mathematics class this year**



only or mostly English 45% 55% 36% 51% 54% 49% 75% 76% 74%

another language (or other languages) as often as English 30% 33% 27% 26% 26% 26% 15% 15% 15%

only or mostly another language (or other languages) 24% 11% 36% 20% 18% 22% 9% 8% 10%

Percentage of students indicating that from kindergarten to Grade 8 they attended

three or more elementary schools. 33% 26% 40% 39% 39% 39% 35% 35% 35%

Percentage of students indicating they have the following at home to use for mathematics school work:

often or always. 50% 62% 37% 58% 62% 55% 63% 68% 57%

Percentage of students indicating they have been absent from their mathematics class this year**

Percentage of students indicating that they speak the following language(s) at home:**



EXPLANATION OF TERMS

All Students Results are reported for all students in the course.

Results are reported only for those students who took part in the assessment (excludes the "no data" category).


The Ministry of Education, in The Ontario Curriculum, Grades 9 and 10: Mathematics, has set Level 3 as the provincial standard.

ProvincialStandard

The student has demonstrated a very high to outstanding level of achievement. Achievement is above the provincial standard.

Level 4(80–100%)

The student has demonstrated a high level of achievement. Achievement is at the provincial standard.

Level 3(70–79%)

The student has demonstrated some of the required knowledge and skills.Achievement is below, but approaching, the provincial standard.

Level 2(60–69%)

The student has demonstrated a passable level of achievement. Achievement is below the provincial standard.

Level 1(50–59%)

Students who did not complete any part of the assessment due to absence or for medical or other reasons.

No Data

Below Level 1/Below L1

The student has not demonstrated sufficient achievement of curriculum expectations (below 50%).

Beginning in 2006–2007, exemptions have not been permitted.Exempt

English LanguageLearners

Students who have been identified by the school in accordance with English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007). Prior to 2007, English language learners were called English as a second language (ESL)/English literacy development (ELD) learners.

StudentsReceiving One or

More SpecialProvisions

Students identified by the school as receiving special provisions. Detailed information about special provisions is available in EQAO's Guide for Accommodations and Special Provisions.

Students withSpecial Needs

(excluding gifted)

Students who have been formally identified by an Identification, Placement and Review Committee, as well as students who have an Individual Education Plan. Students identified as gifted are not included.

StudentsReceiving One or

MoreAccommodations

Students identified by the school as receiving accommodations. Students identified as gifted are not included. Detailed information about accommodations is available in EQAO's Guide for Accommodations and Special Provisions.

N/R “Not reported” indicates that the number of students participating (fewer than 15 in a group) or responding to the Student Questionnaire is so small (fewer than six in a group) that identification of individual student results might be possible; therefore, results are not reported.


Results for some or all students are being withheld by EQAO. For further information, please contact the school principal.

W

N/D "No data available" is used to indicate that there were no students in the course for the years specified.


Jarvis Collegiate Institute Gr 9 - 12 - EQAO School Report

Education

Transcript of Jarvis Collegiate Institute Gr 9 - 12 - EQAO School Report