The Upper Grand District School Board vows to aim higher, after releasing the results of annual standardized testing from the Education Quality and Accountability Office [EQOA}
In 2018-19, Grade 9 students continued to exceed provincial standards in mathematics.
In the Academic course, 91% of Upper Grand students met or exceeded the provincial standard, surpassing the provincial average of 84%. The Applied course, 69% of students met or exceeded the provincial standard, which is up from 63% the previous year and above the provincial average of 44%.
And grade 10 students achieved a success rate of 83%, compared to 80% provincially on the Ontario Secondary School Literacy Test.
Full-Time English students in the Academic English program continue to excel, with 93% of students meeting or exceeding the standard, compared to 91% provincially. Meanwhile, 53% of students in Applied English courses were successful, which is up compared to last year.
Students in Applied courses achieved considerably above the provincial average of 41%.
In May and June of 2019, grade 3 and grade 6 students in the UGDSB participated in the EQAO assessment.
Students’ responses were evaluated in the areas of reading, writing and math. Grade 3 Results In reading, 71% met or exceeded the provincial standard, a decrease of 3% from last year and three percentage points below the provincial average. In writing, 65% achieved the standard, compared to 69% provincially. In math, 51% achieved the standard, versus 58% provincially.
Grade 6 results In reading, 81% of UGDSB grade 6 students met or exceeded the provincial standard, which is equal to the provincial average. In writing, 80% met the standard, which is consistent with the previous year’s results. The provincial average was 82%. In math, 47% met the standard, versus 48% provincially.
The board plans to use the results to conduct an analysis to help identify best instructional practices, which in turn prompt the best possible student achievement.
The collection and reporting of this data is the necessary first step in the process of critical analysis.
The data is used by school administrators and teachers to develop school improvement plans and specific action plans with the goal of higher achievement.
