copyright © march 2011, research & information services (tdsb) 1 learning from tdsb’s...

Copyright © March 2011, Research & Information Services (TDSB)

1

Learning from TDSB’s Student/Parent Census

Presentation to Achieving Equitable Health Outcomes: Collecting Socio-Demographic

Patient Data in Health-care SettingsMarch 24, 2011

Mount Sinai Hospital

Prepared by Maria Yau


2

Some Historical Context

The first system-wide collection of student demographic (race) data in Toronto can be dated back to 1970 when the former Toronto Board of Education conducted its Every Student Survey (ESS) periodically until the amalgamation in 1998.

The initial mandate (1970) was to answer the question: “Do a disproportionate number of the children of poor people and immigrants go to special classes?”


3

ESS Objectives (1970-1998)

Over three decades, the mandate and scope evolved and broadened; but the three main objectives remained:

1. To inform the board about the demographic makeup of its changing and diverse population

2. To determine the needs and achievement gaps of students from different backgrounds, and to identify challenges facing the system

3. To monitor and track progress made by the system over time, in relation to the TBE’s mandate of “achieving equity for all”.


4

Census in the TDSB (8 years after amalgamation)

Board motion - November 2004 That staff in consultation with the OHRC and educational

experts develop research proposals that identify the factors within the school system which may inhibit student achievement. Such factors should include, but not be limited to, differences in gender, race, ethnicity, mother tongue, income and place of residence.

That is, to collect system-wide data in order to understand the demographic backgrounds and the needs of the students served by the amalgamated school board.


5

Challenges for the first TDSB Census

Gaining buy-in or political will from the system and the community: Securing support of key staff groups including union

and employee groups Securing trust of students and parents

Sensitivity to questions about family background Concerns about use of the information Human rights, confidentiality and privacy concerns Logistical issues Cost


6

Preparing for the first Census

High profile Advisory Committee (early 2005) Staff Committee support (legal, human rights,

equity, community, communications, principals, superintendents, research) (2005)

Wide consultation (teachers, principals, senior staff, union and employee groups, parents, community representatives)

Communication strategies to build awareness and support amongst staff, students and parents


7

Methodology

For the Grade 7-12s: Student Census For the JK – Grade 6s: Parent Census

Confidential but not anonymous - so that the Census data can be linked to other Board information sources and be tracked over time.


8

First Census Content

The Census consists of two main sections:1. Demographics – e.g., ethno-racial background,

socio-economic status, and parents’ place of birth and education

2. Experiences in school and outside of school – e.g., school climate and safety, relationships with school adults, inclusive school experiences, after-school activities, homework, parent involvement, self perception, and post-secondary aspirations


9

First Census Implementation

Student Census – November 2006 - “Census Week” Parent Census – May 2008

Latin American, 2% Aboriginal, 0.2%Southeast Asian, 4%

Middle Eastern, 5%

Mixed, 7%

Black, 12%

East Asian, 17% South Asian, 23%

White, 31%


10

Some Sample Findings from the first

Student and Parent Census


11

Student Place of Birth(2006 Student Census, and 2008 Parent Census)

58%

70%

72%

79%

87%

42%

30%

28%

21%

13%

0% 50% 100%

Gr.9-12

Gr.7-8

Gr.4-6

Gr.1-3

JK-SK

Born in Canada Born outside Canada


12

Parent Place of Birth (2006 Student Census, and 2008 Parent Census)

19%

20%

20%

22%

22%

9%

10%

12%

13%

13%

72%

70%

68%

66%

65%

0% 50% 100%

Gr.9-12*

Gr.7-8*

Gr.4-6

Gr.1-3

JK-SK

Both Canada Canada and other country Born outside Canada

* Information extracted from 2006 Student Census


13

Student Racial Background (JK-Gr.12) (2006 Student Census, and 2008 Parent Census)

Latin American, 2% Aboriginal, 0.2%Southeast Asian, 4%

Middle Eastern, 5%

Mixed, 7%

Black, 12%

East Asian, 17% South Asian, 23%

White, 31%


14

Family Income(2008 Parent Census, JK-Gr.6)

22% 10% 18% 23% 27%

0% 50% 100%

JK-Grade 6

$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than $30,000


15

Family Income by Race, 2009 (2008 Parent Census, JK-Gr.6)

4%

4%

7%

8%

4%

13%

7%

30%

52%

4%

6%

8%

7%

7%

12%

10%

13%

14%

13%

15%

13%

21%

19%

21%

29%

19%

15%

23%

30%

31%

26%

34%

26%

27%

18%

11%

55%

45%

40%

39%

37%

28%

27%

20%

9%

0% 50% 100%

Middle Eastern

Black

Aboriginal

Latin American

South Asian

East Asian

Southeast Asian

Mixed

White

$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than $30,000


16

Linking Census information

with achievement data: Samples


17

Grade 9 Credit Accumulation, by Income

2006-07 Grade 9 Credit Accumulation (% Highly At-risk with 6 or fewer credits)

20%

16%

11%

8%

4%

0%

15%

30%

No income Unskilled clerical Skilled clerical Semi-professional Professional


18

Grade 9 Credit Accumulation, by Race

2006-07 Grade 9 Credit Accumulation (% Highly At-risk with 6 or fewer credits)

5%

8%9% 9%

15%

23%

26%

0%

10%

20%

30%

% highly at risk

E Asian S Asian SE Asian White MiddleE Latin Black


19

Linking Student Demographic Information

with the Census Data about Their Experience: Samples


20

Feeling Comfortable with Overall School Environment: by Family SES

74%70% 69% 69% 69%

0%

50%

100%

Professional Semi-Professional Skilled Unskilled Non-Remunerative


21

Feeling Comfortable with Overall School Environment: by Racial Background

75%

70% 69%67% 67%

60% 60%

0%

50%

100%

S Asian Middle E White E Asian SE Asian Black Latin


22

Comfort Level in Class Participation by Socio-economic Status(Grade 9-12, 2006 Student Census )

72%64%

71%67%59%

66%60%

52%60%59%

50%59%

0%

50%

100%

Answering quesetions in class Speaking up in class Participating in classFeeling comfortable "all the time" or "often"

Professional and senior management Semi-professional and middle managementSkilled/semi-skilled clerical and trades Unskilled clerical and trades


23

Comfort Level in Class Participation by Race

52%

40%

49%54%

39%

53%55%50%

53%

69%

61%68%

60%56%

63%66%

56%

64%69%

63%68%

0%

50%

100%

Answering questions inclass

Speaking up in class togive your opinion

Participating in classactivities and discussions

Feeling comfortable "all the time" or "often"

E Asian SE Asian Latin MiddleE Black S Asian White


24

Self-perceived Abilities by SESSecondary Student Self-evaluation of Leadership Skill Sets

by Socio-economic Status(Grade 9-12, 2006 Student Census)

70%66%

58% 56%50%

0%

50%

100%

Professional andsenior management

Semi-professionaland middle

management

Skilled/semi-skilledclerical and trades

Unskilled clericaland trades

Non-remunerative

% r

ati

ng

th

em

se

lve

s "

go

od

" o

r "e

xc

ell

en

t"


25

Self-perceived Abilities by RaceSecondary School Student Self-Evaluation of Leadership Skill Sets,

by Race (2006 Student Census)

37%43%

54%

62%65% 65%

69%

0%

50%

100%

Leadership skills

% r

ati

ng

th

ems

elve

s "g

oo

d"

or

"exc

elle

nt"

E Asian SE Asian Latin MiddleE Black S Asian White


26

Acting on the Results (1)

For planning and programming at all three levels – school, Family of School and the system – e.g., SIP and BIP (based on Census School Reports, FOS Reports, and various Research Reports)

For informing and developing progressive policies – e.g. Homework Policy

For providing data to support existing system initiatives - e.g. Equity agenda, Student Success, and Model Schools for Inner Cities

For advocating for and funding of new programs/ services - e.g. Feeding our Future, Beyond 3:30, Vision and Hearing Screening


27

Vision and Hearing Tested, by Income (2008 Parent Census, JK-Gr.6)

80%

54%

74%

52%

69%

48%

64%

47%

61%

48%

0%

50%

100%

Vision Test Hearing Test

$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than $30,000


28

MSIC: Vision Screening (2009-2010)

Students Screened = 11,330

Vision Referrals, 29%

Found Normal, 71%

i.e., 1 in 3


29

MSIC: Vision Referrals (2009-2010)

Glasses Received at School Locations

0

500

1000

1500

2000

2500

Number of Students 1922 1524

School Optometry Clinics Referrals

School Dispensing Clinics Glasses


30

MSIC: Hearing Screenings (2009-10)

Hearing Screenings: 6,525 Students

Referred, 16%

Found Normal, 84%

i.e., 1 in 6


31

MSIC: Hearing Referral Results (2009-10)

1056

188

27 27 18 40

743

0

600

1200

TotalReferred

NormalHearing

HearingLoss

Diagnosed

WaxRemoved

EarInfection

Referral toENT

OutcomeUnknown

70%

This triggered the need for school-based pediatric clinics.


32

Eating Breakfast and Snacks by SES2006 Student Census, Grades 9-12

68%

46%

61%

46%

56%

42%

52%

44%

0%

50%

100%

Eating breakfast before coming to school Having a snack during school day

Professional and senior management Semi-professional and middle management

Skilled/semi-skilled clerical and trades Unskilled clerical and trades

Eating Habits by SES


33

Feeding Our Future Program (NW7)Feeding Our Future Program (NW7)

68% of students in NW7P do not eat 68% of students in NW7P do not eat breakfast and/or lunch (54%) breakfast and/or lunch (54%) everyday everyday (2006 Student Census)(2006 Student Census)

2-year Pilot Nutrition Program in 4 2-year Pilot Nutrition Program in 4 middle and 3 secondary schools middle and 3 secondary schools (about 5,500 students)- (about 5,500 students)- Universal Universal morning meal programmorning meal program

To improve: students’ health, To improve: students’ health, behaviour, school engagement behaviour, school engagement (attention in class, attendance), and (attention in class, attendance), and achievementachievement

Research finds positive results over Research finds positive results over two yearstwo years


34

Sports & Recreation Activities Outside of School, by Income (2008 Parent Census)

82%

66%

55%

45%39%

0%

50%

100%

$100,000+ $75,000 - $99,999 $50,000 - $74,999 $30,000 - $49,999 Less than$30,000

All

the

time

/ O

ften


35

% Spending > 2 Hours on a Regular School Day on TV and/or Computers, by SES (2006 Student Census: Grade 9-12, TDSB)

19%16%

24%21%

29%25%

30%

23%

0%

50%

Watching TV Playing computer/video games

Professional and senior management Semi-professional and middle managementSkilled/semi-skilled clerical and trades Unskilled clerical and trades

Watching TV, Computer/Video Games


36

Activities include

• Physical activity

• Nutritional knowledge

• Life skills

• Volunteer opportunities

• Mural, fine arts, dance, drama and music

•Programming focused on healthy living and learning opportunities

•Staff as mentors and roles models

•Teaches social skills, co-operation, compassion, decision making and conflict mediation


37

Acting on the Results (2)

For knowledge transfer with community partners - e.g., Nursing Student Placement initiatives with Ryerson U. and Humber College, Get Active Toronto, the Ministry of Education, and foreign educators

For information sharing with parent groups – e.g., Equity Parent Forum, South Asian Symposium, and East Asian Parent Conference

For further research and analysis to assess diverse student needs, identify gaps, monitor growth, and evaluate existing programs and practices


38

New Census in 2011-12

After considering the value of the initial Student and Parent Census, the Board, in May 2009, decided that the Student and Parent Census “be implemented on a 5-year cycle and that the next [Census] be conducted in school year 2011-12”.

Student Census for Grade 7-12s in November 2011 (“Census Week”)

Parent Census for JK – Grade 6s in early May 2012

copyright © march 2011, research & information services (tdsb) 1 learning from tdsb’s...

Documents

research proposals

board information sources

student census

census data

information human rights

systemwide data

school system

staff committee