Students of Hastings and Prince Edward District School Board showed improvement on Education Quality and Assessment Office (EQAO) provincial assessments written in the spring. The following highlights the performance of students in Primary (Grade 3) and Junior (Grade 6) Reading, Writing and Mathematics, and Grade 9 Applied and Academic Mathematics.
|Primary (Grade 3) Reading, Writing and Mathematics|
|Reading||Students demonstrated a 2% growth rate, moving from 51% to 53%. This increase mirrors the provincial growth rate of 3%.|
|Writing||Students demonstrated a 2% growth rate, moving from 56% to 58%. This increase mirrors the provincial growth rate of 3%.|
|Mathematics||Students demonstrated a 1% decrease, moving from 59% to 58%. This decrease mirrors the provincial decrease of 2%.|
|Junior (Grade 6) Reading, Writing and Mathematics|
|Reading||Students demonstrated a 4% decrease, moving from 65% to 61%. The provincial growth rate was 2%.|
|Writing||Students maintained last year’s performance, staying at 56%. The provincial growth rate was 3%.|
|Mathematics||Students demonstrated a 5% decrease, moving from 47% to 42%. This decrease mirrors a provincial decrease of 3%.|
|Grade 9 Applied and Academic Mathematics|
|Applied||Students demonstrated a 1% increase, moving from 48% to 49%. The provincial growth rate was 2%. It is important to note that the HPEDSB results are above the provincial results, with 49% of HPEDSB Applied students achieving the provincial standard as compared to 42% provincially.|
|Academic||Students demonstrated a 4% growth rate, moving from 81% to 85%. This result exceeded the provincial growth rate of 1%, as well as the provincial score of 83%.|
Results from the Grade 10 Ontario Secondary School Literacy Test (OSSLT) were released in June 2011 and are posted online at: www.hpedsb.on.ca/newsroom/ 
Cohort data shows growth for Junior students in Reading and Writing. Cohort refers to the same group of students and compares their achievement from when they were in Grade 3 to their achievement in Grade 6. For example students in Grade 3 in 2007-2008 achieved 50% in Reading and 51% in Writing. The same group of students who wrote the 2010-2011 EQAO assessment in Grade 6 in the spring achieved 61% in Reading and 56% in Writing. This is an 11% growth in Reading and a 5% growth in Writing. This incremental growth is being sustained and improved upon over time, which is our goal.
Key instructional strategies, such as co-teaching and co-learning, have shown promising results. Co-teaching and co-learning are when teachers plan, teach and examine student work together. During the 2010-2011 school year, this strategy resulted in gains of up to 12% in student achievement in Junior math in several schools. Similarly, this strategy contributed to growth of up to 19% in Grade 10 English OSSLT student achievement in several secondary schools over a three-year period.
Closing the gap data shows growth for students with special needs in Applied Math. Closing the gap refers to using strategies that are good for all students, but necessary for some, such as the use of technology or manipulatives. Our students with special needs exceed the provincial results for achievement in Levels 3 and 4 (Level 3 is the provincial standard). In addition, we have fewer students with special needs who are performing at Level 1 as compared to the province.
QUOTES “Our EQAO results continue to show incremental, steady progress. Student results are showing growth over time, which is what we want to see. Our dedicated and caring school administrators, teachers and support staff provide effective learning environments to support students in their educational journey.” – Dwayne Inch, Chair of the Board.
“We have some good stories to tell about student achievement based on strategies put in place over the past few years. We continue to see growth in Writing for Primary and Junior and growth in Math for Grade 9 students.” – Rob McGall, Director of Education.
“Primary and Junior Math are areas that need more analysis. We are committed to all students and helping them to reach their full potential.” – Trish FitzGibbon, Superintendent of Education, Curriculum Services.
For more information, please contact:
Kerry Donnell, Communications Officer, 613-966-1170 or 1 800 267-4350, extension 2354, [email protected]