Performance Plan 2001/2002 - Technical Notes

How Are We Doing (PDF - 290kb)

ALL SLIDES

• Aboriginal students as identified on Student Level Data Collection (SLDC) Form 1701, collected in September each year.
• Aboriginal Ancestry includes Status Indian, Non-Status Indians, Inuit and Metis students. Aboriginal identification is made on a voluntary basis.
• Data include only public schools except as noted.
• All results are based on a minimum of 20 Aboriginal students and 20 Non-Aboriginal students except as noted.

3. Percentage of Students in B.C. Public Schools Who Self-Identify Themselves as Aboriginal
• The data are obtained from Form 1701.
4. Total Number of Students who Self-Identify as Aboriginal
• On-Reserve and Off-Reserve data are based on public schools only.
5. Distribution of Aboriginal Students in Public Schools by Region, 2001
• The data are obtained from SLDC Form 1701.
• The Lower Mainland region includes Districts 33, 34, 35, 36, 37 38, 39, 40, 41, 42, 43, 44, 45, and 75. The North region includes Districts 50, 52, 54, 57, 59, 60, 81, 82, 87, 91, and 92. The Southern Interior region includes districts 5, 6, 8, 10, 19, 20, 22, 23, 27, 28, 51, 53, 58, 67, 73, 74, 78, and 83. The Vancouver Island/Southern Coast region includes 46, 47, 48, 49, 61, 62, 63, 64, 68, 69, 70, 71, 72, 79, 84, and 85.
6. Proportion of Aboriginal Students Attending BC Public Schools
• The data are obtained from SLDC Form 1701.
• The pie segments in the chart show the percentage of standard public schools with each specified range of density of Aboriginal students.
7. Secondary School Progress: Students Entering Grade 8 in 1995
• The rates shown are based on tracking the 1995 Grade 8 Aboriginal and Non-Aboriginal cohorts forward through to 2000/2001.
• Transitions may be delayed by one year. For example, Grade 9 may be reached 2 years after Grade 8; Grade 10 may be reached three years after Grade 8; Grade 11 may be reached 4 years after Grade 8; Grade 12 may be reached 5 years after Grade 8; and students may graduate 6 years after Grade 8.
• Rates are adjusted for out-migration, estimated by tracking the respective Grade 2 to Grade 4 cohorts over the same time period.
• The completion rates shown exclude students who were ever in Francophone Education Authority (District 93), Distance Education (District 101) or students greater than 19 years of age.
8. Secondary School Progress by Gender: Students Entering Grade 8 in 1995
• See slide 7.
9. Percentage of First-Time Grade 8 Students Not Progressing to the Next Grade
• A single year transition shows what happened to a cohort of students in the subsequent year (i.e., did they advance, drop out, etc.).
• Transitions are within the B.C. school system only.
• The data are not corrected for out-migration. In other words, parts of the percentages not progressing the Grade 9 were due to students leaving B.C. for other education systems.
10. Percentages of Students Entering Grade 8 in 1995 and Completing Within Six Years
• Each marker represents one district.
• Rates are based on the 1995 Grade 8 cohorts.
• Only 49 districts with at least 20 Aboriginal and 20 Non-Aboriginal progressing through secondary school are included.
• The completion rates shown represent public schools only and exclude students who were ever in District 93 (French Education Authority) or District 101 (Distance Education).
• The methodology changed slightly form last year to correct students who were both in standard schools and DE to reflect the school in which they spent the majority of their time.
• Historic numbers have been corrected in the data table
11. Percentages of Students Entering Grade 8 Students in 1991, 1992, 1993, 1994 and 1995 and Completing Within Six Years
• See slide 10
12. Grade 4 Students Meeting Expectations for the 2000, 2001 and 2002 Foundation Skills Assessment
• The percentage of students meeting expectations for the 2000 Foundation Skills Assessment may differ slightly in comparison to the percentages released to the districts in October 2000 due to rounding.
• All results are based on public schools only.
13. Grade 7 Students Meeting Expectations for the 2000, 2001 and 2002 Foundation Skills Assessment
• See slide 12.
14. Grade 10 Students Meeting Expectations for the 2000, 2001 and 2002 Foundation Skills Assessment
• See slide 12.
15. Percentage of Grade 12 Students who Wrote and Passed the English 12 Provincial Exam
• Take SLDC Grade 12s in September
• Join to the TRAX data for provincial exams
• Calculate the proportion of those specific students who actually wrote and passed the exam
• Historic numbers have been corrected in the data table
16. Percentage of Grade 12 Students who Wrote and Passed the Math 12 Provincial Exam
• See slide 15.
17. Percentage of Grade 12 Students Who Wrote and Passed the Communications 12 Provincial Exam
• See side 15
18. Percentage of Students Enrolled in Special Education Categories
• The data are obtained from SLDC Form 1701.
• Behaviour Categories includes: Behaviour Disorder-Moderate, Rehabilitation Programs, and Severe Behaviour
• Other Special Education Categories include: Physically Dependent, Deaf/Blind, Moderate to Severe/Profound Intellectual Disability, Physical Disability or Chronic Health Impairment, Visual Impairment, Deaf or Hard of Hearing, Autism, Severe Learning Disability, and Mild Intellectual Disability.
• Data are reported only for districts, which enrol at least 100 Aboriginal students and 100 Non-Aboriginal students.
19. Percentage of Students Placed in Special Education - A Behaviour Category
• The Behaviour Categories include: Behaviour Disorder-Moderate, Behaviour Disorder-Rehabilitation, and Severe Behaviour.
• All three categories require documentation of a behavioural, mental health and/or psycho-educational assessment.
• Behaviour Disorder-Rehabilitation also requires that the services of a childcare worker must be used. Ministry of Education and Ministry of Children and Families jointly fund the category.
• Severe Behaviour also requires that there must be documented evidence of inter-agency collaboration or coordination to provided service to the student, which is reviewed at least quarterly.
20. Percentage of Students Placed Special Education - Any Behaviour Category
• See slide 19. Each marker represents one district.
21. Percentage of Students Placed in Special Education - Severe Behaviour Category
• See slide 19.
22. Percentage of Students Placed in Special Education - Severe Behaviour Category
• See slide 19. Each marker represents one district.
23. Number of Aboriginal Graduates (Dogwood Certificates)
• The data are obtained from the Transcripts and Examinations (TRAX) system, and include adults.
• Numbers of graduates before 1996/97 cannot be converted to a percentage of previous Grade 8 students (as with slide 7, 8, 12 and 13) because the SLDC did not begin until 1990. For example school completion rates for 1991/92 would require tracking grade 8 students from 1986/87.
• This year's report is based on the self-declared Aboriginality of students in the year of graduation, a change from last year.
• The historic numbers have been corrected in the data table.
24. Average GPA of Graduates (Dogwood Certificate)
    • Grade Point Average (GPA) is based on Grade 11 and Grade 12 courses that contribute towards graduation with a Dogwood Certificate.
    • The Ministry calculates GPA based on the best 52 credits, which satisfy the Foundation Studies and Selected Studies requirements for graduation. Courses completed for less than 4 credits are weighted to reflect their credit valued. The grade point scale used is: A= 4 points, B= 3 points, C+= 2.5 points, C= 2 points and C-= 1 point.
    • This year's report is based on the self-declared Aboriginality of students in the year of graduation, a change from last year.
    • The historic numbers have been corrected in the data table.