jarvis collegiate institute gr 9 - 12 - eqao board report
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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
Board: Toronto DSB (66052)
Grade 9 Assessment of Mathematics, 2008–2009
School BoardReport
ProvinceBoardProvinceBoard
2338
75 77
APPLIED COURSE ACADEMIC COURSE
Toronto DSB (66052)School Board Report
1 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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).
Grade 9 Assessment of Mathematics, 2008–2009
APPLIED MATHEMATICS*
15 20 17 19
Board
2735 35 34
Province
2004–2005 2005–2006 2006–2007 2007–2008
38
23
2008–2009
47 817
5 894
2007–2008
49 056
6 228
2006–2007
50 687
6 551
2005–20062004–2005
6 334
51 155Province
Board
Total Number of Students
48 482
6 356
2008–2009
ACADEMIC MATHEMATICS
65 65 6672
Board
68 71 71 75
Province
2004–2005 2005–2006 2006–2007 2007–2008
7775
2008–2009
100 823
13 329
2007–2008
103 011
13 528
2006–2007
103 412
13 690
2005–20062004–2005
13 624
104 100Province
Board
Total Number of Students
100 992
13 279
2008–2009
2 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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.
3 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Number of Respondents:
Contextual Information
This information provides a context for interpreting the board’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.
Board Province
Participating students who received one or more accommodations*
1 062 19% 9 374 21%
Participating students who received one or more special provisions*
363 7% 1 144 3%
Students who did not complete any part of the assessment (no data)*
860 14% 2 866 6%
0 0% 0 0%
Second-semester course 2 037 32% 21 765 45%
Full-year course 2 230 35% 4 753 10%
Male 3 489 55% 26 730 55%
Gender not specified
Enrolment
2 078 33% 14 483 30%
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
Language and School Background††
Based on Student Questionnaire data
5 065 43 413
First-semester course 2 089 33% 21 964 45%
Speak another language as often as English at home 1 068 21% 4 980 11%
Speak only or mostly a language other than English at home 744 15% 2 757 6%
Students with special needs (excluding gifted)*
Gender† Based on number of students enrolled
Female 2 867 45% 21 752 45%
Student Status† Based on number of students enrolled
English language learners* 874 14% 2 532 5%
Semester/Full Year Based on number of students enrolled
Number of students in applied mathematics course 6 356 48 482
Number of classes with students in applied mathematics course 442 2 950
Number of schools with applied mathematics classes 99 715
Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment 5 496 86% 45 616 94%
Attended three or more elementary schools from kindergarten to Grade 8
2 031 40% 17 179 40%
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Toronto DSB (66052)School Board Report
Results for All Students
Results for Participating Students (excludes "no data" category)
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
38%23%At or AboveProvincial Standard(Levels 3 and 4) †
6%14%860
94%86%5 496
7%14%921 Below Level 1
14%19%1 217 Level 1
35%30%1 894 Level 2
33%20%1 271 Level 3
%%#
Province48 482
Board6 356Number of Students
5%3%193 Level 4
All Students*
No Data
ParticipatingStudents
ProvinceBoard
53
33
20
3530
1419
714
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%
1 217
1 894
1 271
Level 1
Level 2
Level 3
At or AboveProvincial Standard(Levels 3 and 4) †
921 Below Level 1
%%
Province45 616
Board5 496
6%4%
#
193
Level 4
Number of Students
Participating Students**
ProvinceBoard
64
35
23
3834
1522
717
Percentage of Participating Students in Applied MathematicsCourse at All Levels**
Below L1 Level 1 Level 2 Level 3 Level 4
* 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.
5 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Results by Gender††
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
MaleFemale
33
21192931
18201514
Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
25%21%At or AboveProvincial Standard(Levels 3 and 4) †
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
ParticipatingStudents
Below Level 1
All Students: Board by Gender*
41%34%At or AboveProvincial Standard(Levels 3 and 4) †
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
Female21 752Number of Students
6%1 6184%897 Level 4
No Data
ParticipatingStudents
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*
Below L1 Level 1 Level 2 Level 3 Level 4
* 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.
6 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Number of Respondents:
Contextual Information
This information provides a context for interpreting the board’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.
Board Province
Participating students who received one or more accommodations*
398 3% 3 233 3%
Participating students who received one or more special provisions*
456 3% 1 709 2%
Students who did not complete any part of the assessment (no data)*
216 2% 932 1%
0 0% 0 0%
Second-semester course 3 115 23% 43 199 43%
Full-year course 7 505 57% 13 066 13%
Male 6 780 51% 49 438 49%
Gender not specified
Enrolment
800 6% 4 639 5%
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
Language and School Background††
Based on Student Questionnaire data
12 240 96 485
First-semester course 2 659 20% 44 727 44%
Speak another language as often as English at home 3 192 26% 14 233 15%
Speak only or mostly a language other than English at home 2 438 20% 8 689 9%
Students with special needs (excluding gifted)*
Gender† Based on number of students enrolled
Female 6 499 49% 51 554 51%
Student Status† Based on number of students enrolled
English language learners* 1 093 8% 3 942 4%
Semester/Full Year Based on number of students enrolled
Number of students in academic mathematics course 13 279 100 992
Number of classes with students in academic mathematics course
578 4 156
Number of schools with academic mathematics classes 89 684
Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment 13 063 98% 100 060 99%
Attended three or more elementary schools from kindergarten to Grade 8
4 769 39% 33 813 35%
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Toronto DSB (66052)School Board Report
Results for All Students
Results for Participating Students (excludes "no data" category)
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
77%75%At or AboveProvincial Standard(Levels 3 and 4) †
1%2%216
99%98%13 063
<1%1%125 Below Level 1
6%8%1 101 Level 1
15%14%1 913 Level 2
69%64%8 434 Level 3
%%#
Province100 992
Board13 279Number of Students
8%11%1 490 Level 4
All Students*
No Data
ParticipatingStudents
ProvinceBoard
811
6964
151468
<11
Percentage of All Students in Academic MathematicsCourse at All Levels*
Below L1 Level 1 Level 2 Level 3 Level 4
78%
<1%
6%
15%
70%
76%
1%
8%
15%
65%
1 101
1 913
8 434
Level 1
Level 2
Level 3
At or AboveProvincial Standard(Levels 3 and 4) †
125 Below Level 1
%%
Province100 060
Board13 063
8%11%
#
1 490
Level 4
Number of Students
Participating Students**
ProvinceBoard
811
7065
151568
<11
Percentage of Participating Students in Academic MathematicsCourse at All Levels**
Below L1 Level 1 Level 2 Level 3 Level 4
* 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.
8 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Results by Gender††
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
MaleFemale
1310
6463
131679
11
Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
77%73%At or AboveProvincial Standard(Levels 3 and 4) †
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
Female6 499Number of Students
13%84910%641 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: Board by Gender*
80%75%At or AboveProvincial Standard(Levels 3 and 4) †
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
Female51 554Number of Students
9%4 6297%3 530 Level 4
No Data
ParticipatingStudents
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*
Below L1 Level 1 Level 2 Level 3 Level 4
* 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.
9 of 24September 17, 2009
Toronto DSB (66052)School Board Report
This information provides a context for interpreting the board’s results over the past five years.
Contextual Information over Time: Applied Mathematics CourseGrade 9 Assessment of Mathematics, 2008–2009
Number of Respondents:
Participating students who received one or more accommodations*
Participating students who received one or more special provisions*
Students who did not complete any part of the assessment (no data)*
Second-semester course
Full-year course
Male
Gender not specified
Language and School Background††
Based on Student Questionnaire data
Speak another language as often as English at home
Speak only or mostly a language other than English at home
Students with special needs (excluding gifted)*
Number of classes with students in applied mathematics course
Number of schools with applied mathematics classes
Attended three or more elementary schools from kindergarten to Grade 8
2004–2005 2005–2006 2006–2007 2007–2008 2008–2009
Enrolment
Number of students in applied mathematics course
Students who were exempted*
6 334 6 551 6 228 5 894 6 356
368 420 421 401 442
84 96 96 96 99
18% 12% 14% 19% 19%
7% 4% 5% 6% 7%
Participation in the Assessment
Students who participated in the assessment 85% 79% 80% 86% 86%
11% 17% 20% 14%
4% 4%
54% 55% 55% 56% 55%
3% 0% <1% 0% 0%
Student Status† Based on number of students enrolled
22% 26% 29% 33% 33%
Semester/Full Year Based on number of students enrolled
English language learners*
31% 34% 36% 34% 32%
36% 32% 31% 32% 35%
First-semester course 33% 34% 33% 34% 33%
n/a n/a 5 0654 626 4 723
* 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.
14%
11% 15% 15% 15% 14%
Information not available
15%
21%
40%
---ÌÌ
16%
22%
42%
--- ---
Gender† Based on number of students enrolled
Female 42% 45% 45% 44% 45%
15%
21%
41%
10 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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.
23%19%17%20% At or Above Provincial Standard (Levels 3 and 4)†
---------4% ExemptÌ
14%14%20%17%No Data
86%86%80%79%Participating Students
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
171615
Percentage of All Students inApplied Mathematics Course at All Levels: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
2008–2009
1417 18 20 19
28 29 30 30
17 15 1620
2 2 3 3
2007–20082006–20072005–2006
877
Percentage of All Students inApplied Mathematics Course at All Levels: Province*
Below L1 Level 1 Level 2 Level 3 Level 4
2008–2009
7
14 14 15 14
34 36 36 3531 30 29
33
5 5 5 5
38%34%35%35% At or Above Provincial Standard (Levels 3 and 4)†
---------2% ExemptÌ
6%7%9%8%No Data
94%93%91%90%Participating Students
7%8%7%7% Below Level 1
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*
11 of 24September 17, 2009
Toronto DSB (66052)School Board Report
This information provides a context for interpreting the board’s results over the past five years.
Contextual Information over Time: Academic Mathematics CourseGrade 9 Assessment of Mathematics, 2008–2009
Number of Respondents:
Participating students who received one or more accommodations*
Participating students who received one or more special provisions*
Students who did not complete any part of the assessment (no data)*
Second-semester course
Full-year course
Male
Gender not specified
Language and School Background††
Based on Student Questionnaire data
Speak another language as often as English at home
Speak only or mostly a language other than English at home
Students with special needs (excluding gifted)*
Number of classes with students in academic mathematics course
Number of schools with academic mathematics classes
Attended three or more elementary schools from kindergarten to Grade 8
2004–2005 2005–2006 2006–2007 2007–2008 2008–2009
Enrolment
Number of students in academic mathematics course
Students who were exempted*
13 624 13 690 13 528 13 329 13 279
542 565 557 568 578
82 90 86 88 89
3% 2% 2% 3% 3%
4% 2% 3% 3% 3%
Participation in the Assessment
Students who participated in the assessment 98% 96% 97% 98% 98%
2% 3% 3% 2%
1% 1%
49% 50% 50% 51% 51%
3% 0% <1% 0% 0%
Student Status† Based on number of students enrolled
4% 5% 5% 6% 6%
Semester/Full Year Based on number of students enrolled
English language learners*
22% 23% 24% 23% 23%
57% 56% 55% 55% 57%
First-semester course 21% 21% 21% 23% 20%
n/a n/a 12 24012 458 12 482
* 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%
7% 9% 9% 8% 8%
Information not available
20%
26%
39%
---ÌÌ
20%
26%
40%
--- ---
Gender† Based on number of students enrolled
Female 48% 50% 50% 49% 49%
20%
25%
40%
12 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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.
75%72%66%65% At or Above Provincial Standard (Levels 3 and 4)†
---------1% ExemptÌ
2%2%3%3%No Data
98%98%97%96%Participating Students
1%1%2%2% Below Level 1
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
122
Percentage of All Students inAcademic Mathematics Course at All Levels: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
2008–2009
1
12 12 10 8
16 17 15 14
58 5661
64
710 11 11
2007–20082006–20072005–2006
111
Percentage of All Students inAcademic Mathematics Course at All Levels: Province*
Below L1 Level 1 Level 2 Level 3 Level 4
2008–2009
<1
9 9 7 6
17 18 16 15
65 6468 69
6 6 8 8
77%75%71%71% At or Above Provincial Standard (Levels 3 and 4)†
---------<1% ExemptÌ
1%1%2%1%No Data
99%99%98%98%Participating Students
<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*
13 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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*
BOARD
Female Male
2004–2005 2005–2006 2006–2007 2007–2008
26 182
3 303
Male
2007–2008
Female
2 591
21 62626 926
3 451
Male
2006–2007
Female
2 773
22 12627 802
3 624
Male
2005–2006
Female
2 927
22 88427 413
3 439
Male
2004–2005
Female
2 688
22 371Province
Board
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
Female Male
2008–2009
PROVINCE
14 16 20 19 18 17 18 20 21 25
25 2833 37 33 37
3136 34
41
14 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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
BOARD
Female Male
2004–2005 2005–2006 2006–2007 2007–2008
49 452
6 781
Male
2007–2008
Female
6 548
51 36750 122
6 770
Male
2006–2007
Female
6 756
52 88750 228
6 815
Male
2005–2006
Female
6 875
53 18350 129
6 635
Male
2004–2005
Female
6 595
52 030Province
Board
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
Female Male
2008–2009
PROVINCE
64 66 65 66 65 67 70 73 73 77
67 69 70 72 69 72 74 77 7580
15 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Questionnaire Item
1. Degree to which students “agree” or “disagree” with each of the following statements:
0 100
Percentage of Students*
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
Number ofStudents Who
Answered“Strongly Agree
or Agree”
STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 5 065)
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.
2 023
1 668
3 028
2 398
2 377
1 810
1 019
Strongly agree oragree
UndecidedDisagree or
strongly disagree
2. How “easy” or “hard” students find mathematics questions that deal with the following:
Number ofStudents Who
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)
2 348
2 094
2 869
3 117
2 020
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.
40 28 31
33 35 31
60 26 14
47 27 25
47 30 22
36 28 35
20 30 49
46 34 18
41 29 28
57 27 15
62 24 13
40 34 24
16 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Questionnaire Item
0 100
Percentage of Students*
STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 5 065)
a computer
a scientific calculator
a graphing calculator
2 495
3 794
733
Yes No
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
Number ofStudents
more than 45 minutes
between 31 and 45 minutes
30 minutes or less
mathematics homework not usually assigned
809
1 201
2 071
882
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
779
1 719
2 449
Number ofStudents
never
one to four times
five to nine times
10 or more times
713
2 366
1 039
817
* 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.
Number ofStudents Who
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:
49 49
75 23
14 83
16
24
41
17
15
34
48
14
47
21
16
17 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Questionnaire Item
7. How often students have been late for their Grade 9 mathematics class this year:
0 100
Percentage of Students*
Number ofStudents
STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 5 065)
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
never
one to four times
five to nine times
10 or more times
1 237
1 801
902
987
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)
3 134
1 068
744
one or two schools
three schools
four schools
five schools or more
2 886
995
514
522
* 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
24
36
18
19
62
21
15
57
20
10
10
18 of 24September 17, 2009
Toronto DSB (66052)School Board Report
STUDENT QUESTIONNAIRE RESULTS FOR BOARD AND PROVINCE (all students, female, male)
a computer 49% 50% 48% 45% 46% 44%
a scientific calculator 75% 80% 71% 75% 79% 73%
Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
* Includes only students for whom gender data were available.** Percentages may not add to 100, due to a lack of or ambiguous responses.
Board Province
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 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 41% 38% 43% 46% 44% 47%
more than 30 minutes 40% 43% 37% 34% 38% 31%
mathematics homework not usually assigned 17% 17% 18% 19% 17% 21%
Percentage of students indicating they complete all of their mathematics homework**
never or seldom. 15% 12% 18% 16% 13% 19%
sometimes. 34% 34% 34% 31% 31% 31%
four times or less. 61% 61% 61% 60% 58% 61%
five times or more. 37% 37% 36% 39% 41% 38%
Percentage of students indicating how often they have been late for their mathematics class this year**
four times or less. 60% 62% 59% 69% 69% 68%
five times or more. 37% 36% 39% 30% 29% 30%
Percentage of students indicating that they speak the following language(s) at home:**
only or mostly English 62% 63% 61% 81% 81% 81%
another language (or other languages) as often as English 21% 22% 20% 11% 12% 11%
only or mostly another language (or other languages) 15% 12% 17% 6% 6% 7%
Percentage of students indicating that from kindergarten to Grade 8 they attended
three or more elementary schools. 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. 40% 33% 46% 36% 30% 42%
I am good at mathematics. 33% 26% 39% 36% 28% 43%
I understand most of the mathematics I am taught. 60% 57% 62% 63% 59% 66%
The mathematics I learn now is very useful for everyday life. 47% 46% 48% 42% 39% 44%
I need to keep taking mathematics for the kind of job I wantafter I leave school.
47% 45% 49% 43% 39% 46%
Mathematics is boring. 36% 38% 34% 42% 44% 41%
Mathematics is an easy subject. 20% 15% 24% 22% 17% 27%
Percentage of students indicating that the following are “very easy” or “easy”:
number sense 46% 42% 50% 47% 43% 50%
algebra 41% 41% 42% 43% 44% 43%
linear relations 57% 57% 57% 64% 63% 64%
measurement 62% 61% 62% 66% 65% 67%
geometry 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. 48% 51% 46% 51% 55% 48%
Percentage of students indicating they have been absent from their mathematics class this year**
19 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Questionnaire Item
1. Degree to which students “agree” or “disagree” with each of the following statements:
0 100
Percentage of Students*
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
Number ofStudents Who
Answered“Strongly Agree
or Agree”
STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 12 240)
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.
7 118
6 292
8 859
5 108
7 107
3 263
3 685
Strongly agree oragree
UndecidedDisagree or
strongly disagree
2. How “easy” or “hard” students find mathematics questions that deal with the following:
Number ofStudents Who
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)
8 401
7 901
5 745
5 553
9 190
7 758
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.
58 23 19
51 30 18
72 18 9
42 31 27
58 29 12
27 28 45
30 29 40
69 21 9
65 19 15
47 29 22
45 24 29
75 16 7
63 22 13
20 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Questionnaire Item
0 100
Percentage of Students*
STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 12 240)
a computer
a scientific calculator
a graphing calculator
7 264
10 654
1 536
Yes No
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
Number ofStudents
more than 45 minutes
between 31 and 45 minutes
30 minutes or less
mathematics homework not usually assigned
2 978
4 189
4 415
389
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
1 669
3 134
7 141
Number ofStudents
never
one to four times
five to nine times
10 or more times
2 353
6 842
1 943
782
* 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.
Number ofStudents Who
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:
59 39
87 11
13 85
24
34
36
3
14
26
58
19
56
16
6
21 of 24September 17, 2009
Toronto DSB (66052)School Board Report
Questionnaire Item
7. How often students have been late for their Grade 9 mathematics class this year:
0 100
Percentage of Students*
Number ofStudents
STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 12 240)
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
never
one to four times
five to nine times
10 or more times
4 873
4 635
1 370
1 020
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)
6 299
3 192
2 438
one or two schools
three schools
four schools
five schools or more
7 120
2 723
1 163
883
* 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
40
38
11
8
51
26
20
58
22
10
7
22 of 24September 17, 2009
Toronto DSB (66052)School Board Report
STUDENT QUESTIONNAIRE RESULTS FOR BOARD AND PROVINCE (all students, female, male)
I like mathematics.
Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
* Includes only students for whom gender data were available.** Percentages may not add to 100, due to a lack of or ambiguous responses.
Board Province
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:
58% 53% 63% 55% 49% 61%
I am good at mathematics. 51% 43% 59% 53% 45% 61%
I understand most of the mathematics I am taught. 72% 69% 76% 73% 69% 77%
The mathematics I learn now is very useful for everyday life. 42% 37% 46% 38% 34% 42%
I need to keep taking mathematics for the kind of job I wantafter I leave school.
58% 55% 61% 56% 54% 59%
Mathematics is boring. 27% 26% 27% 30% 30% 30%
Mathematics is an easy subject. 30% 25% 35% 28% 23% 34%
Percentage of students indicating that the following are “very easy” or “easy”:
number sense 69% 64% 73% 68% 65% 72%
algebra 65% 65% 64% 63% 63% 63%
linear relations 47% 42% 52% 52% 49% 56%
analytic geometry 45% 42% 48% 48% 46% 50%
measurement 75% 73% 77% 76% 74% 78%
geometry 63% 61% 66% 61% 57% 65%
a computer 59% 61% 58% 56% 57% 54%
a scientific calculator 87% 89% 85% 87% 89% 86%
a graphing calculator 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 36% 30% 42% 37% 32% 43%
more than 30 minutes 59% 65% 52% 59% 65% 52%
mathematics homework not usually assigned 3% 2% 4% 3% 2% 3%
Percentage of students indicating they complete all of their mathematics homework**
never or seldom. 14% 11% 17% 12% 9% 15%
sometimes. 26% 25% 26% 24% 22% 26%
four times or less. 75% 74% 76% 73% 72% 74%
five times or more. 22% 23% 21% 25% 26% 24%
Percentage of students indicating how often they have been late for their mathematics class this year**
four times or less. 78% 79% 76% 84% 85% 82%
five times or more. 20% 18% 21% 15% 13% 16%
only or mostly English 51% 54% 49% 75% 76% 74%
another language (or other languages) as often as English 26% 26% 26% 15% 15% 15%
only or mostly another language (or other languages) 20% 18% 22% 9% 8% 10%
Percentage of students indicating that from kindergarten to Grade 8 they attended
three or more elementary schools. 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. 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:**
23 of 24September 17, 2009
Toronto DSB (66052)School Board Report
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).
ParticipatingStudents
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.
Grade 9 Assessment of Mathematics, 2008–2009
Results for some or all students are being withheld by EQAO. For further information, please contact personnel at the board.
W
N/D "No data available" is used to indicate that there were no students in the course for the years specified.
24 of 24September 17, 2009
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