Data-Driven Change for Equity in Education

1. Data-Driven Change for Equity in Education

2. What is Data? • How do we use it in the Classroom? • How do we use it in the Schools? Everyday Data

3. Background to TDSB Census In late fall 2004; the Toronto District School Board (TDSB) passed the following motion: That staff in consultation with the Ontario Human Rights Commission 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.

4. On December 14, 2005, the recommendations of the Advisory Committee and the Staff Committee’s report “Closing the Achievement Gap” were received by the Board and the Board decided: • That data on race, ethnicity, disability, and other factors from all students JK to Grade 12 be collected, through a combination of parent surveys (JK-6) and student surveys (7-12). • This report is to provide the system overview of results based on the response received from over 105,000 students in Grades 7-8 and Grades 9-12. Closing the Gap by Data-driven change.

5. The TDSB found that 40% of its Black students were not finishing high school. • The school board chose to open an Africentric school to counter the current Eurocentric curriculum Survey Says…

6. Toronto's Africentric School: Is it Needed? Is it Wanted?http://www.youtube.com/watch?v=l9yhWiNykPI Data-driven Change

7. 42% of the Aboriginal population in Ontario, aged 15 years and over, have less than a high school diploma, and only 6% have completed a university degree. (2001 Census) • Across Canada, the proportion of Aboriginal people with a high school diploma increased from 21% in 1996 to 23% in 2001, and the proportion of those with postsecondary qualifications increased from 33% to 38% during the same period. • http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf Aboriginal Education Gap

8. —“the Ministry of Education has identified Aboriginal education as one of its key priorities, with a focus on meeting two primary challenges by the year 2016 • to improve achievement among First Nation, Métis, and Inuit students; and • to close the gap between Aboriginal and non-Aboriginal students in the areas of literacy and numeracy, retention of students in school, graduation rates, and advancement to postsecondary studies.” (p.5) Aboriginal Framework

9. “The overriding issues affecting Aboriginal student achievement are a lack of awareness among teachers of the particular learning styles of Aboriginal students, and a lack of understanding within schools and school boards of First Nation, Métis, and Inuit cultures, histories, and perspectives. • Factors that contribute to student success include teaching strategies that are appropriate to Aboriginal learner needs, curriculum that reflects First Nation, Métis, and Inuit cultures and perspectives, effective counselling and outreach, and a school environment that encourages Aboriginal student and parent engagement. • It is also important for educators to understand the First Nations perspective on the school system, which has been strongly affected by residential school experiences and has resulted in intergenerational mistrust of the education system. • It is essential that First Nation, Métis, and Inuit students are engaged and feel welcome in school, and that they see themselves and their cultures in the curriculum and the school community.” p.6 Aboriginal Engagement

10. The landmark "Roots of Youth Violence" study by Curling and retired Ontario chief justice Roy McMurtry was released in Nov. 2008. • Commissioned by Premier Dalton McGuinty after the May 2007 shooting death of student Jordan Manners at his Toronto school, C. W. Jefferys Collegiate, the report is a blueprint of what the province can do to combat youth violence. Roots of Youth Violence

11. Among the report's 29 recommendations is one to bring together different provincial ministries to work with the community on solutions to youth violence. • It also says the education ministry should collect race-based statistics, the source said. Some boards, including Toronto's, already do so. • OCDSB is in the process of collecting this data. Race-Based Statistics

12. Dr Curling expressed the view that the most effective institution that can resolve the problem of youth violence is the educational system. • Disengagement can easily start at school; start with us. We have to look for signs of student disengagement. Roots of Youth Violence

13. Dr Curling disclosed that his research revealed that youth are most likely to be at immediate risk of involvement in serious violence if they: • Have a deep sense of alienation and low self-esteem • Have little empathy for others and suffer from impulsiveness • Believe that they have no way to be heard through other channels • Have no sense of hope • Believe that they are oppressed, held down, unfairly treated and neither belong to, nor have a stake in the broader society. Symptoms of Disengagement

14. Statistics show that the more a student is involved in school clubs and teams, the more engaged and successful that student will become. • Set high expectations for all students. If a student believes that the teacher really believes he/she can do something, then he/she will believe in him/herself. • Dalton Sherman’s Speech “Do you believe in me?” http://www.youtube.com/watch?v=HAMLOnSNwzA What we can do