Director’s Office
STUDENT CENSUS 2018: Overall Board Report (Kindergarten to Grade 12)
May 2020
Peter Joshua, Director of Education
Poleen Grewal, Associate Director of Instructional and Equity Support Services
Research and Accountability Department
Kim Bennett, M.Sc. Research Officer
Marija Glisic, Ph.D. Research Officer
Pat Hare Administrative Assistant
Sofya Malik, Ph.D. Chief Research Officer
Laura Naismith, Ph.D. Research Officer
Aimee Wolanski, Ed.D. Research Officer
Acknowledgements: Our gratitude is extended to Mina Afridi, Eric Anderson, Sunhwa Baek, and Jonathan Katz for their significant contribution to the Student Census project. Sincere thanks and appreciation are extended to all of the Peel board staff, students, and parents/guardians who supported the implementation of the Peel District School Board’s first Student Census.
Suggested citation: Peel District School Board. (2020). Student census 2018: Overall board report (kindergarten to grade 12). Mississauga, ON: Peel District School Board.
© Peel District School Board, 2020
TABLE OF CONTENTS
Location ……..…………………………………………1 Introduction …..………………..…………...... 2 Overview of Key Findings ….………………………..3 Methodology …………………………………………12 Response Rates ………………………………….… 15
Results ………………………....……………………..16 Limitations ……..……………………………………..74 References ……..…………………………………….75
LOCATION The Peel District School Board is the English-speaking public school board for Peel Region, and is the second largest school board in Canada. It is located in southwestern Ontario, west of Toronto. The board covers a large geographical area, as the distance between the board’s northern and southern boundaries is 72 kilometres. The Region includes the City of Mississauga, the City of Brampton, and the Town of Caledon.
Caledon
Brampton
Mississauga
Source : Region of Peel
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 1 Research & Accountability, Director’s Office May, 2020
INTRODUCTION The Peel District School Board is committed to providing the very best learning environments so that all students can achieve personal excellence. To do this, it is important that the board truly understands the needs of students and their families. To help in this work, in November 2018, the Peel board launched its first Student Census for all students, to collect demographic data and student perceptions. This report provides the overall results for 127,377 Peel board parents/guardians (kindergarten to grade 3) and students (grades 4 to 12) who participated in the Student WHY Census. Additional Student Census reports for elementary and secondary students can also be found on the board’s website: www.peelschools.org/studentcensus. Findings in this report will help the board and schools to: have a • better understand student populations and school communities. • identify and eliminate barriers to student success, inclusion and well-being. Student • establish effective programs and reallocate resources to where they are needed most. Overall, the Student Census will help inform and facilitate action for all goals of the board’s Plan for Student Success, including: equity and inclusion; high expectations for Census? achievement; safe, positive and healthy climate/well-being, and; parent, community and staff engagement. It will also provide a snapshot of Peel board students, as well as baseline data to help measure changes over time. Reports and Guidelines Recently, the Ontario Ministry of Education (2017) and Ontario’s Anti-Racism Directorate (2017, 2018) released a number of documents aimed at combatting racism in provincial organizations. Guidelines were set out for school boards for the mandatory collection, analysis and reporting of race-based data by 2023 (Ontario Anti-Racism Directorate, 2018). In the Peel board’s Student Census, data were collected about race and a variety of areas (e.g., language, health habits, gender identity, sexual orientation, family characteristics, perceptions about school, etc.).
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OVERVIEW OF KEY FINDINGS
Based on the results from the Peel District School Board’s first Student Census (2018), the key findings for students in kindergarten to grade 12 students are highlighted in the following sections: (1) Who Participated in the Peel Board Student Census?, (2) Questions About Me, (3) Questions About My Family, (4) Questions About My School, and (5) Questions About My Well-being. These demographic and perceptual findings will help the Peel board further understand the diverse student population in its schools. Results will be used to inform future program and instructional planning to best meet the needs of students and their families.
(1) Who Participated in the Peel Board Student Census?
A total of 127,377 Student Census questionnaires were completed, resulting in a response rate of 75.1% for all elementary schools, 92.6% for all 34 secondary schools, and 79.2% for all Peel board schools. Participation rates by grade ranged from 58.5% (Year 2 Kindergarten) to 94.0% (grade 9). The response rate was lower for the Kindergarten to grade 3 parent/guardian questionnaire (62.3%) that was sent home, compared to the response rates for grade 4 to 8 students (87.0%) and grade 9 to 12 students (92.6% for all 34 secondary schools; 90.5% for all 34 secondary schools plus specialized sites) who completed the Student Census in class.
A total of 792 Student Census questionnaires were completed in 20 different languages other than English. The top five languages in which the Student Census was completed include: 1. English (99.4%) 2. Arabic (0.3%) 3. Simplified Chinese (0.1%) 4. Punjabi (0.09%) 5. Vietnamese (0.04%)
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(2) Questions About Me
What First languages languages Peel board students reported 121 different languages as a first language learned at home as a child that they do Peel board still understand. The top five most frequently reported first languages (reported either as a single language or in combination with other languages) include: students 1. English (64.3%) speak? 2. Punjabi (19.4%) 3. Urdu (10.8%) To learn more, read 4. Hindi (7.6%) pages 20 - 29 of this 5. Arabic (5.8%) report. Languages currently spoken at home There were 114 different languages that Peel board students reported speaking most often at home, and many students reported speaking more than one language at home. Compared to the first language responses, a similar pattern of responses emerged, as the top five most frequently reported languages spoken at home by students (reported either as a single language or in combination with other languages) include: 1. English (81.8%) 2. Punjabi (16.2%) 3. Urdu (8.3%) 4. Hindi (5.2%) 5. Arabic (4.8%)
Responses for both language questions in the Student Census are comparable to Peel Region 2016 Census data.
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How do Peel Ethnic or cultural backgrounds board A total of 162 different ethnic or cultural backgrounds were reported by Peel board students. The top five most frequently reported ethnic or cultural backgrounds (either as a single response or in combination with students other responses) include: self-identify? 1. Indian (30.2%) 2. Canadian (23.1%) To learn more, read 3. Pakistani (11.6%) pages 30 - 40 of this 4. Jamaican (6.4%) report. 5. Chinese (5.3%)
It is important to note that the data are presented as reported by students. The percentage of students with an Indian ethnic or cultural background would be higher if other categories were included and were not reported separately (e.g., Indian does not include Punjabi, Bengali, South Indian, East Indian, North Indian, Gujarati, etc.). It is also interesting to note that students reported a faith-based affiliation as their ethnic or cultural background (e.g., Sikh, Hindu, Muslim, Christian), a total of 7,126 times (or 6.0% of students). Another 470 students (or 0.4% of students) reported their race as their ethnic or cultural background (e.g., White/Caucasian, Black, Latino).
Indigenous identity 666 or 0.5% of Peel board students self-identified as First Nations, Métis, Inuit or other Indigenous identity.
Racial backgrounds Multiple racial backgrounds were reported by 6.8% of Peel board students. The top five single racial backgrounds most frequently reported by students are: 1. South Asian (48.8%) 2. White (13.3%) 3. Black (9.5%) 4. Middle Eastern (5.8%) 5. East Asian (4.7%)
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How do Peel Gender identity board students 98.4% of Peel board students self-identified as male (50.7%) or female (47.7%). Another 0.7% self-identified as multiple gender identities (0.3%), another gender identity not listed (0.2%), questioning (0.1%), self-identify? transgender (0.1%), and intersex (0.05%). (continued) Sexual orientation (gr. 7-12 students only) To learn more, read The sexual orientation most frequently reported by grade 7 to 12 students is heterosexual (79.1%), while pages 41 - 43 of this report. another 7.9% identify as 2SLGBTQ+ (e.g., two-spirit, lesbian, gay, bisexual, transgender, queer, questioning, asexual, pansexual). A total of 12.5% either preferred not to answer (3.7%), were unsure what the question was asking (5.2%), or responded that they did not know (3.6%). Another 2.4% of students skipped the question (i.e., missing data). Religion, faith, spirituality or creed
The top five most common religions, faiths, spiritualities or creeds reported by Peel board students include: 1. Islam (23.5%) 2. Christianity (19.2%) 3. Sikhism (17.6%) 4. Hinduism (15.7%) What are the 5. No religion (7.9%) most common Disabilities (challenges/difficulties) disabilities More than two-thirds of Peel board students (68.6%) reported no disabilities (challenges/difficulties). The top (challenges/ five reported disabilities (challenges/difficulties) include: difficulties) 1. Vision (5.7%)* reported by 2. Mental health (2.9%)** 3. Learning (2.0%) Peel board 4. Memory (1.4%) students? 5. Speech (1.1%)
*The vision responses for this question need to be interpreted in the context that students may have chosen this To learn more, read response if they wear corrective lenses (as opposed to blind/low vision). pages 44 - 45 of this **Mental health challenges were commonly reported as a single disability/challenge, and in combination with other report. disabilities/challenges.
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(3) Questions About My Family
What Types of parents/guardians information 97.0% of parents/guardians were identified as either a mother or a father or a combination of both. Examples of some other types of parents/guardians include: grandparents (1.1%), stepparents (1.0%), aunts/uncles was provided (0.2%), siblings, (0.2%), and foster/adoptive parents (0.1%). about parents/ guardians of Country of birth There were 172 different countries of birth for parents/guardians as reported by Peel board students. The Peel board top five reported countries of birth for parents/guardians include: students? 1. India (32.8%) 2. Canada (18.7%) To learn more, read 3. Pakistan (11.2%) pages 47 - 53 of this 4. Sri Lanka (3.7%) report. 5. Jamaica (3.7%)
Level of education 48.2% of students indicated that at least one of their parents’/guardians’ highest level of education is either university (36.1%) or post graduate (12.1%). This was followed by college (18.3%), high school (8.7%), and do not know (23.1%).
Work status Most students reported that at least one of their parents/guardians is working full-time (62.9%). This was followed by stay-at-home work (12.5%), part-time work (12.2%), and not working (6.3%).
Living arrangements The living arrangements at home most frequently reported by students include two adults (53.1%), followed in frequency by three adults (18.7%) and four adults (13.6%). Students most frequently reported that two children (45.7%) live in their home, followed in frequency by one child (22.4%), and three children (20.4%).
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(4) Questions About My School
What do Peel Sense of belonging and acceptance board In their school, students reported “Often/All the Time” that they feel: accepted by adults (82%), accepted by students students (75%), like they belong (70%), happy (68%), and school rules are fair (66%). experience at Peel board students also reported they “Agree/Strongly Agree” that at their school, they’re encouraged to think or learn about: race, ethnicity, and culture (70%), disabilities/challenges (60%), poverty (57%), gender school? identity (53%), and sexual orientation (53%) (grade 7 to 12 only). 47% of students reported “Agree/Strongly Agree” that they have opportunities to learn about their own To learn more, read cultural/racial background at school, while more students reported they had opportunities to learn about their pages 55 - 71 of this report. own ability level (77%), learn about different life situations (65%), and express their cultural identity (61%). 69% of students reported they “Agree/Strongly Agree” that people like them are reflected positively in school events/activities. Almost two-thirds of students reported “Agree/Strongly Agree” that at their school, people like them are reflected positively in: topics studied in class (64%), materials teachers use in class (63%), and pictures, posters and displays of student work (62%).
Participation in extracurricular activities At school, on a weekly basis, Peel board students reported most often taking part in sports (31%), the arts (24%), and school clubs (21%). At school, students most frequently reported never taking part in: cultural groups/clubs or faith/religious activities (70%), school leadership activities (59%), school clubs (49%), and the arts (49%). Outside of school, on a weekly basis, Peel board students reported most often spending time with friends (53%) and taking part in sports (43%). Outside of school, students reported never taking part in youth programs, clubs or organizations (61%), learning activities (e.g., tutoring, Kumon, Oxford) (60%), and the arts (52%).
Education expectations In the “Questions about My Well-Being” section of the Student Census, students reported that the highest level of education that they expect to complete is university (50.5%), followed by graduate school (16.6%), and college (11.7%). Similar patterns were noted for parents’/guardians’ and school staff expectations, although more than one-half of grade 4 to 12 students were not sure of school staff expectations for them (53.1%).
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(5) Questions About My Well-being
How do Peel Climate and safety board Most Peel board students reported feeling safe “Often/All the Time”: in the classroom (87.9%), on their street and in their neighbourhood (80.2%), on their way to and from school (78.9%), browsing, chatting or playing students games on the Internet (77.7%), and inside and/or outside school property (77.0%). perceive their 43.1% of Peel board students reported never worrying about being bullied, while another 12.7% of students own safety reporting that they worry about being bullied “Often/All the Time”. 42.6% of Peel board students reported and well- that they would “Never/Rarely” be comfortable reporting bullying to teachers or others. being? The most common form of bullying/harassment reported by Peel board students was verbal (18.9% reported they experience it “Sometimes”; 11.7% reported “Often/All the Time”). This was followed by social bullying/harassment (14.7% reported “Sometimes”; 8.9% reported “Often/All the Time”), physical To learn more, read bullying/harassment (8.0% and 4.6%, respectively), cyber bullying/harassment (5.4% and 3.4%, pages 62 - 64, 68 - 69 of respectively), and sexual bullying/harassment (4.8% and 3.0%, respectively; grade 7 to 12 students only). this report. Almost two-thirds of students (65.5%) reported that they feel welcome or comfortable at school. Of those who reported feeling unwelcome or uncomfortable at school, the most reported factors are: 1. My grades or marks (16.8%) 2. The way I look (14.8%) 3. My hobbies, activities, and/or interests (9.8%) 4. The way I dress (8.2%) 5. My race, culture, or skin colour (6.3%)
Mental health and well-being More than two-thirds of Peel board students reported “Often/All the Time” feeling good about themselves (70.1%) and feeling hopeful about the future (70.1%), while another 63.6% reported that they liked the way they look “Often/All the Time”. Peel board students reported “Often/All the Time” feeling tired for no reason (35.7%), under a lot of stress or pressure (34.7%), and nervous or worried (28.9%). Almost one-fifth of students reported “Often/All the Time” feeling lonely (17.9%) or sad (17.4%). Students reported feeling “Comfortable”/“Very Comfortable” talking about an issue at school with parent(s)/guardian(s) (75.7%), other family members or relatives (62.0%), and friends (62.0%). Of any school staff mentioned, students reported feeling most comfortable talking with a teacher (53.0%).
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What are the Sleep healthy habits More than two-thirds of Peel board students (70.4%) reported that they sleep eight or more hours per night. of Peel board Exercise students? On average, 85.1% of Peel board students reported that during the week they exercise or take part in a sport that causes them to sweat and breathe harder. In terms of frequency, students reported taking part To learn more, read in exercise or sports: one to two days per week (31.0%), three to four days per week (23.9%), every day pages 65 – 67, 70 of this (16.7%), and five to six days per week (13.5%). Another 14.9% of students reported engaging in no report. exercise or sports during the week. The most frequently reported method of transportation to and from school is by car (42.4% and 33.2%, respectively), while the least frequently reported method is by bicycle (0.9% and 1.0%, respectively). More students reported walking home (33.1%) or taking public transit home (6.3%) from school, compared to getting to school (walking – 27.0%; public transit – 4.0%). Approximately one-quarter of students take the school bus to and from school (25.6% and 26.5%, respectively).
Healthy eating During a regular school week, 8.7% of students reported feeling hungry at school three to five days in the week because of a lack of food, compared to 7.6% of students who reported feeling hungry at home during this same time frame. 12.3% of Peel board students reported that they never eat breakfast before school starts. Another 11.7% reported that they only eat breakfast one to two days per week before school starts. During a regular school week, 9.5% of students reported that they eat breakfast provided by their school three to five days in the week. 80.7% of students reported eating lunch every day during a regular school week, while 89.6% of students reported eating dinner every day. Students reported most frequently that they have fast food, pop or sweetened drinks one to two days per school week (57.5%).
Social media use 43.4% of Peel board students reported spending two to four hours per day on social media, while 31.8% of students reported spending one hour or less per day on social media. Another 13.0% of students reported spending five or more hours per day on social media. 11.7% of students reported they spent no time using social media.
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What are the Absenteeism healthy habits 16.5% of students reported never being late or absent. The top five reasons reported by students for being late or absent from school include: of Peel board 1. Sickness, illnesses, medical condition (51.8%) students? 2. Weather (27.5%) 3. Too tired (17.9%) (continued) 4. Family transportation late or not available (16.6%) 5. School bus late or cancelled (15.4%) To learn more, read pages 69, 72 - 73 of this Medical visits report. More Peel board students reported visiting (once a year or more), a dentist to have their teeth checked (78.3%), compared to a visit to a doctor for a physical health check-up (72.1%) or to an optometrist for an eyesight test (56.0%).
Work status (gr. 7-12 students only) Almost three-quarters of grade 7 to 12 students reported that they do not work (73.2%), while another 4.4% of students reported working 16 to more than 20 hours per week.
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METHODOLOGY
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METHODOLOGY Consultations • The Peel board embarked on a lengthy process in order to implement its first Student Census. Feedback was provided by various representatives of the Student Census Steering Committee that was formed (e.g., employee groups/unions/federations, principals/vice-principals, equity and curriculum staff, trustees), as well as other groups (e.g., Parent Involvement Committee, Special Education Advisory Committee, faith leaders, Adult and Continuing Education staff).
Census Versions • To facilitate a higher response rate among respondents, the decision was HOW made to launch a paper version of the Student Census. Each Census was divided into several sections (e.g., Questions About Me, Questions About My School) with between 30-40 closed- and open-ended questions. It took approximately 30 minutes for most students to complete the Census. was it • There were a number of different versions of the Student Census: (1) Kindergarten to grade 3 parent/guardian questionnaire, (2) Grades 4 to 6 Student Census, (3) Grades 7 to 12 Student Census, and (4) Adapted format created? of the Student Censuses and parent/guardian questionnaire, for students with special education needs.
Available Support Materials and Processes • Materials for parents/guardians were posted on the Peel board’s website and all school websites (e.g., English/translated versions of: the Student Census, information letter, FAQ). Staff were also able to access all Student Census versions, parent/guardian documents, and resources. • Schools received shrink-wrapped packages of the printed student questionnaires, along with an Educator Guide to help guide the process. Other supports were provided, such as a staff FAQ, teleconference for administrators, dedicated email and phone line for the Student Census, and staff PowerPoint presentation.
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Available Support Materials and Processes (cont’d) • In order to support the completion of the Student Census by all students and their parents/guardians, translations were provided in the board’s top 20 languages. • A number of steps were taken to ensure full participation of students with special education needs. These included: (1) creation of an adapted set of Student Census versions, with larger font size, additional space for responses, and one question per page/per several pages; (2) creation of an adapted parent/guardian questionnaire to be completed if the student was unable to complete the Census on their own; (3) a series of permitted accommodations, as outlined in the Educator’s Guide (e.g., questions read aloud, individual or small group administration, use of tracking tools, provision of additional time, scribing under specific conditions, etc.). HOW Consent and Privacy • All parents/guardians received a letter and FAQ to inform them about the data collection (e.g., purpose, timelines, security, depersonalized linking of was it the data to the Peel board’s Student Information System). Resources were also available on the board’s website (e.g., Student Census versions, Student Census email/phone contacts). All parents/guardians and students created? had the choice to opt out of the Student Census. • The Student Census is confidential, but it is not anonymous. All collected responses are stored in a secure, confidential database and will only be accessed by authorized Research staff to identify and summarize trends among Peel students. Individual student questionnaires will not be analyzed. The Peel board is committed to the highest levels of privacy and confidentiality in collecting information about students and follows all privacy requirements outlined in the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). The information gathered through the Student Census is collected under the legal authority of the Education Act (R.S.O. 1990, c. E. 2, as amended) for educational and research purposes only.
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RESPONSE RATES Launch • The Student Census was launched on November 19th, 2018 and remained open until November 30th, 2018. A total of 163,053 student questionnaires were printed and sent out to 6,719 home forms in 259 schools. Response Rates • Overall, a total of 127,377 student questionnaires were completed. The response rates were calculated for each of the following groups: Overall Peel board: 79.2% (126,963* out of 160,325 students)
Elementary schools: 75.1% (88,320 out of 117,626 students)
Secondary schools: 92.6% (38,246 out of 41,285 students) (all 34 secondary schools) and 90.5% (38,643 out of 42,699 students) (34 secondary schools plus all specialized secondary sites (i.e., Peel Alternative School North & South, Parkholme WHO School, Applewood School)
Note. Students who moved (n = 2,689) were removed from the denominator, while students who were absent (n = 2,312) or who opted out of the Census (n = 1,613) were included. completed it? *Adult learners (n = 414) were not included in the response rate calculations due to the challenge in determining a denominator (e.g., constant influx/withdrawal of students).
How the Data are Reported • In this report, the data are presented for participating students (i.e., students who answered each question), and do not include missing or inadmissible data, students who opted out, etc. • The data are presented in graphical and tabular format for Census questions from the Kindergarten to Grade 3 Parent/guardian questionnaire, Grade 4-6 and Grade 7-12 Student Census, and adapted versions for students with special education needs. Unless otherwise noted, data are combined for parent/guardian and student perspectives of the same question (i.e., kindergarten to grade 12). For questions where more than one response was selected, both single and multiple responses are presented. For all tables and graphs, sums may not equal 100% due to rounding.
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RESULTS
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79.2% What Percentage of Peel Board Students Participated? of Peel board students
participated in the Student
Census.
94.0% 93.6% 92.6% 86.3% 85.5% 85.5% 86.1% 84.5% 84.8%
60.3% 61.2% 61.7% 63.2% 58.5%
Kgn Y1 Kgn Y2 Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr. 11 Gr. 12
(N=10,416) (N=11,133) (N=11,787) (N=11,635) (N=11,749) (N=11,820) (N=12,350) (N=12,093) (N=12,378) (N=12,265) (N=10,076) (N=10,045) (N=9,714) (N=11,962)
Note. Overall responses in this graph represent 124,747 of 127,377 responses (97.9%). This analysis does not include students who could not be linked to the Peel board’s Student Information System (n = 2,630 or 2.1%). Kgn Y1 = Year one kindergarten. Kgn Y2 = Year two kindergarten.
In this report, results are presented for participating students (i.e., does NOT include missing data, opted out students, and inadmissible data).
Presentation of the Findings: A Note to the Reader
Every step has been taken to ensure that the data are presented in the way that they were reported, to help honour the voice of Peel board students and how they choose to self-identify. The presentation of the findings has been carefully considered, including a review of Statistics Canada guidelines and consultation with the Peel board’s Student Census Steering Committee. Comparative data were used throughout the report from Statistics Canada, where available, to provide additional context. Please refer to the Student Census 2018: Resource Guide for Identity Questions companion document for additional definitions, categories and guidelines related to the Census questions.
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What Version of the Student Census was Completed?
Original Census Translated Special Education Total (4-page) Version Version* Grouping Grouping Percentage Percentage Percentage Number of Number of Number of Number Grouping Grouping Grouping
All Peel board schools 126,102 99.0% 792 0.6% 483 0.4% 127,377
All elementary schools 87,465 99.0% 637 0.7% 218 0.2% 88,320
All secondary schools 38,637 98.9% 155 0.4% 265 0.7% 39,057 Note. *Includes 50+ page special education student version and 6-page parent/guardian version for students with special education needs.
A total of The top 5 languages in which the 792 Student Census was completed include: Student Censuses were (1) English (99.4%), completed in (2) Arabic (0.3%), 20 (3) Simplified Chinese (0.1%), different languages (4) Punjabi (0.09%), and
other than English. (5) Vietnamese (0.04%).
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QUESTIONS ABOUT ME
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Question 1: What is the first language(s) you learned at home as a child and still understand?
# of Times # of Times Total # of Reported in Reported as Percentage Percentage Times Percentage Language Combination Single of Students of Students Language of Students with Other Language Reported Languages English 45,140 35.8% 35,835 28.5% 80,975 64.3% Punjabi 11,510 9.1% 12,883 10.2% 24,393 19.4% Urdu 6,771 5.4% 6,871 5.5% 13,642 10.8% Hindi 2,407 1.9% 7,178 5.7% 9,585 7.6% Arabic 4,485 3.6% 2,797 2.2% 7,282 5.8% Gujarati 2,435 1.9% 2,464 2.0% 4,899 3.9% Tamil 2,300 1.8% 2,351 1.9% 4,651 3.7% Mandarin 1,956 1.6% 1,314 1.0% 3,270 2.6% French 239 0.2% 1,893 1.5% 2,132 1.7% Vietnamese 1,197 1.0% 698 0.6% 1,895 1.5% Spanish 641 0.5% 898 0.7% 1,539 1.2% Cantonese 609 0.5% 816 0.6% 1,425 1.1% Bengali 513 0.4% 629 0.5% 1,142 0.9% Persian or Farsi 545 0.4% 550 0.4% 1,095 0.9% Telugu 588 0.5% 391 0.3% 979 0.8% Malayalam 502 0.4% 308 0.2% 810 0.6% Tagalog 337 0.3% 453 0.4% 790 0.6% Creoles 241 0.2% 540 0.4% 781 0.6% Dari 349 0.3% 278 0.2% 627 0.5% Russian 340 0.3% 286 0.2% 626 0.5%
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Question 1: What is the first language(s) you learned at home as a child and still understand?
# of Times # of Times Total # of Reported in Reported as Percentage Percentage Times Percentage Language Combination Single of Students of Students Language of Students with Other Language Reported Languages Nepali 357 0.3% 252 0.2% 609 0.5% Marathi 214 0.2% 221 0.2% 435 0.3% Somali 166 0.1% 268 0.2% 434 0.3% Pashto 243 0.2% 179 0.1% 422 0.3% Serbian 242 0.2% 161 0.1% 403 0.3% Korean 196 0.2% 156 0.1% 352 0.3% Albanian 207 0.2% 132 0.1% 339 0.3% Polish 177 0.1% 135 0.1% 312 0.2% Sinhala 170 0.1% 138 0.1% 308 0.2% Turkish 170 0.1% 120 0.1% 290 0.2% Portuguese 141 0.1% 145 0.1% 286 0.2% Romanian 157 0.1% 102 0.1% 259 0.2% Chinese languages, n.i.e.+ 126 0.1% 113 0.1% 239 0.2% Additional languages 1,554 1.2% 14 0.01% 1,568 1.2% Total single responses 87,225 69.3% Total valid responses 125,951 98.9% Note. Total responses in this table represent 125,951 of 127,377 responses (98.9%), and do not include missing data (n = 1,373 or 1.1%) and inadmissible data (n = 53 or 0.04%). +n.i.e. = not included elsewhere.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 21 Research & Accountability, Director’s Office May, 2020
Question 1: What is the first language(s) you learned at home as a child and still understand? (cont’d)dd
Additional Languages with <0.2%
Afrikaans Georgian Niger-Congo languages, n.i.e.+ Afro-Asiatic languages, n.i.e.+ German Nilo-Saharan languages, n.i.e.+ Akan (Twi) Greek Norwegian American Sign Languages Hebrew Ojibwe Amharic Hungarian Oromo Armenian Igbo Serbo-Croatian Azerbaijani Ilocano Shanghainese Bantu languages, n.i.e.+ Indo-Iranian languages, n.i.e.+ Shona Belarusian (Byelorussian) Inuktitut Sign languages, n.i.e.+ Berber languages Italian Sindhi Bosnian Japanese Sino-Tibetan languages, n.i.e.+ Bulgarian Kannada Slovak Burmese Khmer (Cambodian) Slovenian Catalan Konkani Swahili Celtic languages, n.i.e.+ Kurdish Swedish Chaochow (Teochow) Lao Taiwanese Croatian Latvian Thai Czech Lithuanian Tibetan languages Danish Macedonian Tigrigna Dravidian languages, n.i.e.+ Malay Turkic languages, n.i.e.+ Dutch Malayo-Polynesian languages, n.i.e.+ Ukrainian Edo Maltese Wolof Estonian Marathi Ewe Michif Finnish Mohawk Flemish Moldavian Fukien Mongolian Ga Note. +n.i.e. = not included elsewhere
Students reported a total of 121 different languages that they learned at home as
children, and still understand (i.e., mother tongue).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 22 Research & Accountability, Director’s Office May, 2020
Multiple First Languages Learned at Home and Still Understood by Peel Board Students
Total # Language Total # Language English + 1 Additional Percentage English + 1 Additional Percentage of Combination Combination Language of Students Language Students Reported Reported Punjabi 8,624 6.8% Sinhala 130 0.1% Urdu 4,932 3.9% Nepali 124 0.1% Hindi 2,272 1.8% Albanian 123 0.1% Tamil 2,096 1.7% Portuguese 106 0.08% Arabic 2,016 1.6% Polish 95 0.08% Gujarati 1,621 1.3% Italian 81 0.06% Total # Language Mandarin 1,011 0.8% English + 2 Additional Percentage of Combination Languages Students French 863 0.7% Reported Spanish 627 0.5% Hindi, Punjabi 1,888 1.5% Vietnamese 579 0.5% Gujarati, Hindi 396 0.3% Cantonese 500 0.4% Punjabi, Urdu 350 0.3% Bengali 484 0.4% Hindi, Urdu 265 0.2% Creoles 422 0.3% Arabic, French 154 0.1% Tagalog 354 0.3% Arabic, Urdu 140 0.1% Persian or Farsi 297 0.2% Additional languages 1,685 1.3% Total # Language Telugu 247 0.2% 2 Languages - Not Percentage of Combination including English Students Malayalam 223 0.2% Reported Somali 197 0.2% Hindi, Punjabi 1,008 0.8% Niger-Congo languages, n.i.e.+ 151 0.1% Punjabi, Urdu 256 0.2% Russian 147 0.1% Gujarati, Hindi 179 0.1% Dari 134 0.1% Hindi, Urdu 123 0.1% Akan (Twi) 133 0.1% Cantonese, Mandarin 100 0.1% Korean 131 0.1% Additional languages 1,020 0.8% + Note. n.i.e. = not included elsewhere
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 23 Research & Accountability, Director’s Office May, 2020
Top 10 First Languages Learned at Home and Still Understood by Peel Board Students* (n = 125,951)
64.3%
19.4%
10.8% 7.6% 5.8% 3.9% 3.7% 2.6% 1.7% 1.5%
English Punjabi Urdu Hindi Arabic Gujarati Tamil Mandarin French Vietnamese
Note. *Presented as a percentage of the total number of times the language was reported (either as a single language or in combination with other languages).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 24 Research & Accountability, Director’s Office May, 2020
Comparison of Mother Tongue Spoken in Canada by 0 to 24-Year-Olds (Statistics Canada 2016 Census Data): Top 10 Languages in Peel Region, Ontario and Canada
Peel Region Ontario (n = 325,030) (n = 2,893,675) Language Language # of Single % of Age # of Single % of Age Responses Group Responses Group English 214,720 66.1% English 2,298,585 79.4% Punjabi (Panjabi) 29,730 9.1% French 80,835 2.8% Urdu 16,975 5.2% Mandarin 53,805 1.9% Arabic 8,770 2.7% Urdu 43,590 1.5% Spanish 4,655 1.4% Arabic 41,950 1.4% Mandarin 4,615 1.4% Punjabi (Panjabi) 40,300 1.4% Tamil 2,995 0.9% Cantonese 30,430 1.1% Gujarati 4,760 1.5% Spanish 30,300 1.0% Hindi 4,340 1.3% Persian (Farsi) 21,250 0.7% Polish 3,905 1.2% German 15,525 0.5%
Canada (n = 7,576,835) Language # of Single Responses % of Age Group English 4,910,010 64.8% French 1,495,110 19.7% Mandarin 117,265 1.5% Punjabi (Panjabi) 105,350 1.4% Arabic 100,680 0.3% Spanish 84,345 1.1% Cantonese 62,730 1.3% Urdu 62,380 0.8% Tagalog (Pilipino, Filipino) 26,145 0.8% German 14,895 0.2% Source: Statistics Canada Census data, 2016
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 25 Research & Accountability, Director’s Office May, 2020
Question 2: What language(s) do you speak most often at home?
# of Times # of Times Total # of Reported as Percentage Reported in Percentage Times Percentage Language Single of Students Combination with of Students Language of Students Language Other Languages Reported English 59,539 47.9% 42,053 33.8% 101,592 81.8% Punjabi 6,048 4.9% 14,025 11.3% 20,073 16.2% Urdu 2,974 2.4% 7,352 5.9% 10,326 8.3% Hindi 1,162 0.9% 5,253 4.2% 6,415 5.2% Arabic 2,432 2.0% 3,520 2.8% 5,952 4.8% Gujarati 1,258 1.0% 2,782 2.2% 4,040 3.3% Tamil 1,141 0.9% 2,494 2.0% 3,635 2.9% Mandarin 1,246 1.0% 1,453 1.2% 2,699 2.2% French 183 0.1% 1,754 1.4% 1,937 1.6% Vietnamese 644 0.5% 630 0.5% 1,274 1.0% Spanish 378 0.3% 753 0.6% 1,131 0.9% Cantonese 315 0.3% 744 0.6% 1,059 0.9% Bengali 287 0.2% 611 0.5% 898 0.7% Persian or Farsi 291 0.2% 527 0.4% 818 0.7% Telugu 273 0.2% 451 0.4% 724 0.6% Russian 248 0.2% 320 0.3% 568 0.5% Malayalam 238 0.2% 323 0.3% 561 0.5% Tagalog 167 0.1% 339 0.3% 506 0.4% Creoles 209 0.2% 283 0.2% 492 0.4% Nepali 159 0.1% 302 0.2% 461 0.4% Dari 134 0.1% 309 0.2% 443 0.4%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 26 Research & Accountability, Director’s Office May, 2020
Question 2: What language(s) do you speak most often at home? (cont’d)
# of Times # of Times Total # of Reported as Percentage Reported in Percentage Times Percentage Language Single of Students Combination with of Students Language of Students Language Other Languages Reported Pashto 127 0.1% 302 0.2% 429 0.3% Somali 97 0.1% 263 0.2% 360 0.3% Korean 124 0.1% 224 0.2% 348 0.3% Marathi 101 0.1% 201 0.2% 302 0.2% Serbian 137 0.1% 156 0.1% 293 0.2% Polish 98 0.1% 140 0.1% 238 0.2% Additional languages 1,497 1.2% 13 0.01% 1,923 1.5% Total single responses 81,507 65.6% Total valid responses 124,265 97.6% Note. Total responses in this table represent 124,265 of 127,377 responses (97.6%), and do not include missing data (n = 3,063 or 2.4%) and inadmissible data (n = 49 or 0.04%).
Students reported a total of 114
different languages that they speak
most often at home.
Top 5 most commonly reported languages (single and in combination with others) spoken at home by Peel board students: (1) English (81.8%), (2) Punjabi (16.2%), (3) Urdu (8.3%), (4) Hindi (5.2%), and (5) Arabic (4.8%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 27 Research & Accountability, Director’s Office May, 2020
Combinations of Other Languages Spoken Most Often at Home by Peel Board Students
Total # of Times Total # of Times English + 1 Percentage Language English + 1 Language Percentage of Additional of Combination Additional Language Combination Students Language Students Reported Reported
Punjabi 11,789 9.5% Korean 177 0.1% Urdu 6,242 5.0% Marathi 139 0.1% Arabic 3,078 2.5% Serbian 138 0.1% Hindi 2,782 2.2% Albanian 137 0.1% Gujarati 2,403 1.9% Polish 121 0.1% Tamil 2,330 1.9% Romanian 112 0.1% Mandarin 1,293 1.0% Greek 110 0.1% French 909 0.7% Additional languages 1,662 1.3% Spanish Total # Language 596 0.5% English + 2 Additional Percentage of Combination Cantonese Languages Students 583 0.5% Reported Vietnamese 576 0.5% Hindi, Punjabi 1,122 0.9% Bengali 530 0.4% Punjabi, Urdu 270 0.2% Persian or Farsi 383 0.3% Gujarati, Hindi 189 0.2% Telugu 373 0.3% Hindi, Urdu 188 0.2% Tagalog 284 0.2% Additional languages 1,466 1.2% Malayalam 279 0.2% Total # Language 2 Languages - Not Percentage of Combination Creoles 229 0.2% including English Students Reported Russian 228 0.2% Hindi, Punjabi 319 0.3% Somali 213 0.2% Punjabi, Urdu 99 0.1% Dari 210 0.2% Hindi, Urdu 51 0.04% Nepali 202 0.2% Gujarati, Hindi 50 0.04%
Additional languages 460 0.4%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 28 Research & Accountability, Director’s Office May, 2020
Comparison of Language Spoken Most Often at Home in Canada by 0 to 24-Year-Olds (Statistics Canada 2016 Census Data): Top 10 Languages in Peel Region, Ontario and Canada
Peel Region Ontario (n = 301,645) (n = 2,811,935) Language Language # of Single % of Age # of Single % of Age
Responses Group Responses Group English 236,945 78.6% English 2,435,795 81.9%
Punjabi (Panjabi) 19,265 6.4% Punjabi (Panjabi) 64,840 5.0% Urdu 9,785 3.2% Urdu 37,770 2.5% Arabic 5,150 1.7% Arabic 26,440 1.5%
Mandarin 3,040 1.0% Mandarin 37,770 1.1% Spanish 2,850 0.9% Spanish 19,485 0.9% Gujarati 2,770 0.9% Gujarati 19,485 0.7%
Tamil 2,655 0.9% Tamil 16,845 0.6% Hindi 2,145 0.7% Hindi 15,120 0.6%
Polish 2,040 0.7% Polish 14,395 0.5%
Canada Language (n = 7,411,970) # of Single Responses % of Age Group English 5,174,175 69.8% French 1,488,155 20.1% Mandarin 85,620 1.2% Punjabi (Panjabi) 70,935 1.0% Arabic 64,690 0.9% Spanish 58,470 0.8% Cantonese 34,905 0.5% German 33,295 0.4% Urdu 37,220 0.5% Russian 19,570 0.3%
Source: Statistics Canada Census data, 2016
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 29 Research & Accountability, Director’s Office May, 2020
162 ethnicities/cultural backgrounds reported Question 3: What is your ethnic or cultural background?
# of Times Reported Total # of Times # of Times Reported Ethnic or Cultural Percentage in Combination with Percentage Ethnic or Cultural Percentage as a Single Ethnic or Background of Students Other Ethnic or of Students Background of Students Cultural Background Cultural Backgrounds Reported Indian 24,807 20.8% 11,143 8.1% 35,950 30.2% Canadian 6,912 5.8% 20,566 15.9% 27,478 23.1% Pakistani 10,609 8.9% 3,191 2.4% 13,800 11.6% Jamaican 3,427 2.9% 4,210 3.3% 7,637 6.4% Chinese 3,707 3.1% 2,624 2.5% 6,331 5.3% Punjabi 1,656 1.4% 3,350 2.3% 5,006 4.2% Arab 2,603 2.2% 1,826 1.6% 4,429 3.7% Sri Lankan 3,216 2.7% 1,152 0.8% 4,368 3.7% English 460 0.4% 3,534 3.4% 3,994 3.4% Guyanese 1,782 1.5% 2,047 1.7% 3,829 3.2% Sikh 954 0.8% 2,058 1.8% 3,012 2.5% Irish 113 0.1% 2,576 2.2% 2,689 2.3% Scottish 147 0.1% 2,447 2.1% 2,594 2.2% Vietnamese 1,534 1.3% 1,047 1.0% 2,581 2.2% Trinidadian 659 0.6% 1,684 1.3% 2,343 2.0% Italian 367 0.3% 1,785 2.1% 2,152 1.8% Hindu 532 0.4% 1,479 1.0% 2,011 1.7% Filipino 915 0.8% 758 0.7% 1,673 1.4% Afghan 1,219 1.0% 414 0.3% 1,633 1.4% German 93 0.08% 1,499 1.3% 1,592 1.3% Muslim* 493 0.4% 958 0.6% 1,451 1.2% Note. Total responses in these question 3 tables represent 119,105 of 127,377 responses (93.5%), and do not include missing data (n = 8,174 or 6.4%) and inadmissible data (n = 98 or 0.1%). *Islam is the religion of those who identify their ethnic/cultural origin as Muslim; includes those who responded “Islam”. +n.i.e. = not included elsewhere.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 30 Research & Accountability, Director’s Office May, 2020
Question 3: What is your ethnic or cultural background? (cont’d)
# of Times Reported Total # of Times # of Times Reported Ethnic or Cultural Percentage in Combination with Percentage Ethnic or Cultural Percentage as a Single Ethnic or Background of Students Other Ethnic or of Students Background of Students Cultural Background Cultural Backgrounds Reported Syrian 819 0.7% 528 0.5% 1,347 1.1% East Indian 795 0.7% 472 0.1% 1,267 1.1% Portuguese 244 0.2% 899 1.0% 1,143 1.0% Bengali 692 0.6% 375 0.3% 1,067 0.9% Nigerian 645 0.5% 404 0.2% 1,049 0.9% American 97 0.08% 929 0.8% 1,026 0.9% British 56 0.0% 924 0.8% 980 0.8% Polish 221 0.2% 745 0.8% 966 0.8% African 164 0.1% 764 0.9% 928 0.8% South Asian 235 0.2% 621 0.3% 856 0.7% Egyptian 359 0.3% 358 0.3% 717 0.6% Ukrainian 124 0.1% 556 0.5% 680 0.6% Greek 185 0.2% 491 0.5% 676 0.6% Russian 220 0.2% 437 0.5% 657 0.6% Palestinian 252 0.2% 384 0.4% 636 0.5% Somali 442 0.4% 174 0.2% 616 0.5% Ghanaian 365 0.3% 235 0.2% 600 0.5% Korean 300 0.25% 281 0.2% 581 0.5% French Canadian 99 0.1% 469 0.4% 568 0.5% Serbian 295 0.2% 255 0.2% 550 0.5% Spanish 63 0.1% 436 0.4% 499 0.4%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 31 Research & Accountability, Director’s Office May, 2020
Question 3: What is your ethnic or cultural background? (cont’d)
# of Times Reported Total # of Times # of Times Reported Percentage Percentage Ethnic or Cultural in Combination with Ethnic/ Cultural Percentage as a Single Ethnic/ of of Background Other Ethnic /Cultural Background of Students Cultural Background Students Students Backgrounds Reported Lebanese 200 0.2% 298 0.2% 498 0.4% Nepali 403 0.3% 86 0.1% 489 0.4% West Indian 122 0.1% 357 0.3% 479 0.4% South Indian 325 0.3% 128 0.1% 453 0.4% Tamil 91 0.08% 355 0.3% 446 0.4% Gujarati 111 0.1% 327 0.3% 438 0.4% Iraqi 234 0.2% 194 0.2% 428 0.4% Caribbean Origins, n.i.e.+ 80 0.1% 347 0.3% 427 0.4% Iranian 168 0.1% 223 0.2% 391 0.3% Albanian 276 0.2% 112 0.1% 388 0.3% Romanian 196 0.2% 179 0.2% 375 0.3% Turk 188 0.2% 181 0.2% 369 0.3% Barbadian 51 0.0% 312 0.3% 363 0.3% Hungarian 74 0.1% 254 0.2% 328 0.3% Christian 106 0.1% 200 0.2% 306 0.3% Mexican 89 0.1% 188 0.2% 277 0.2% White 68 0.06% 180 0.2% 248 0.2% Kenyan 59 0.0% 183 0.2% 242 0.2% Grenadian 50 0.04% 182 0.2% 232 0.2% Colombian 94 0.1% 136 0.1% 230 0.2% Jordanian 94 0.1% 129 0.1% 223 0.2% Note. +n.i.e. = not included elsewhere.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 32 Research & Accountability, Director’s Office May, 2020
Question 3: What is your ethnic or cultural background? (cont’d)
# of Times # of Times Reported Total # of Times Reported as a Percentage in Combination with Percentage Percentage Ethnic or Cultural Ethnic or Cultural Single Ethnic or of Other Ethnic or of of Background Background Cultural Students Cultural Students Students Reported Background Backgrounds Macedonian 99 0.1% 113 0.1% 212 0.2% Ethiopian 119 0.1% 87 0.1% 206 0.2% Vincentian 58 0.0% 147 0.1% 205 0.2% North Indian 112 0.1% 85 0.1% 197 0.2% Bosnian 97 0.1% 97 0.1% 194 0.2% Sudanese 123 0.1% 63 0.1% 186 0.2% Central/West African 68 0.1% 108 0.1% 176 0.1% Origins, n.i.e.+ Salvadorean 61 0.1% 113 0.1% 174 0.1% Mauritian 109 0.1% 53 0.0% 162 0.1% Bulgarian 97 0.1% 65 0.1% 162 0.1% Brazilian 49 0.04% 102 0.1% 151 0.1% Bangladeshi 81 0.1% 66 0.1% 147 0.1% Indonesian 55 0.05% 91 0.1% 146 0.1% Taiwanese 57 0.0% 83 0.1% 140 0.1% Hispanic 47 0.04% 82 0.1% 129 0.1% Additional single ethnic 1,915 1.6% or cultural backgrounds Total single responses 79,225 66.5% Note. +n.i.e. = not included elsewhere. Multiple combination columns of data cannot be summed because students’ responses can appear in multiple categories.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 33 Research & Accountability, Director’s Office May, 2020
Question 3: What is your ethnic or cultural background? (cont’d)
Multiple Ethnic or Cultural # of Times Ethnic/Cultural # of Times Ethnic/Cultural % of Canadian + Additional Ethnic % of Backgrounds - Not including Background Combination Background Combination Students or Cultural Backgrounds Students Canadian Reported Reported Indian 3,949 3.3% Punjabi, Indian 1,700 1.4% Pakistani 1,413 1.2% Sikh, Indian 885 0.7% Jamaican 1,279 1.1% Hindu, Indian 747 0.6% Chinese 941 0.8% Punjabi, Sikh 495 0.4% Guyanese 486 0.4% Chinese, Vietnamese 414 0.3% Sri Lankan 485 0.4% Pakistani, Muslim 376 0.3%
English 388 0.3% Punjabi, Sikh, Indian 315 0.3%
Italian 304 0.3% Arab, Syrian 280 0.2%
South Asian, Indian 243 0.2% Vietnamese 275 0.2% Trinidadian 232 0.2% Sri Lankan, Tamil 220 0.2% Arab 216 0.2% Pakistani, Indian 219 0.2% Scottish 205 0.2% Trinidadian, Guyanese 211 0.2% Irish 182 0.2% Gujarati, Indian 169 0.1% Filipino 178 0.1% English, Indian 168 0.1% Punjabi 171 0.1% Jamaican, Trinidadian 150 0.1% German 132 0.1% Arab, Palestinian 143 0.1% Afghan 122 0.1% Jamaican, Guyanese 141 0.1% East Indian 115 0.1% Egyptian, Arab 116 0.1%
Irish, Scottish 110 0.1% Arab, Pakistani 114 0.1%
South Asian, Pakistani 112 0.1% Jamaican, Trinidadian 108 0.1% Chinese, Vietnamese 99 0.1% English, Irish, Scottish 100 0.1% English, Irish 82 0.1% Punjabi, Hindu 96 0.1% Additional ethnic/cultural Additional ethnic or cultural 12,450 10.5% backgrounds 9,213 7.7% backgrounds
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 34 Research & Accountability, Director’s Office May, 2020
Question 3: What is your ethnic or cultural background? (cont’d)
top 5 The most frequently reported ethnic or cultural backgrounds of Peel board students: Students reported a faith-based affiliation as their ethnic (1) Indian (30.2%), or cultural background (e.g., Sikh, Hindu, Muslim) either (2) Canadian (23.1%), as a single response or in combination with other (3) Pakistani (11.6%), responses, a total of 7,126 times (or 6.0% of students). (4) Jamaican (6.4%), and (5) Chinese (5.3%).
*Note. The data are presented as reported by students. The percentage of students with an Indian ethnic or cultural 470 students (or 0.4%) reported their race (as a background would be higher if other categories were included and were not reported separately (e.g., Indian single response) as their ethnic or cultural does not include Punjabi, Bengali, South Indian, East Indian, background (e.g., White, Black, Latino). North Indian, Gujarati, etc.).
A Note About Ethnic or Cultural Origin …
The challenges in coding ethnicity have been recognized by Statistics Canada, where they note in their Ethnic Origin Reference Guide (October 25, 2017) that, “Ethnicity is a difficult concept to measure, and there is no internationally recognized classification for this concept.” (https://www12.statcan.gc.ca/census-recensement/2016/ref/guides/008/98-500-x2016008-eng.cfm). Recognizing this, Peel board researchers referred to the departmental standard that has been approved by Statistics Canada for Ethnic Origin of Person (http://www23.statcan.gc.ca/imdb/p3Var.pl?Function=DEC&Id=103475). Their standard is aligned with the United Nations’ Principles and Recommendations for Population and Housing Censuses, Revision 3 (2017), where it is noted that:
Ethnicity is multidimensional and is more a process than a static concept, and so ethnic classification should be treated with movable boundaries.
Ethnicity can be measured using a variety of concepts, including ethnic ancestry or origin, ethnic identity, cultural origins, nationality, race, colour, minority status, tribe, language, religion or various combinations of these concepts. (pp. 204-205)
For this Census question, the categories presented represent the finest level of ethnic groups as reported by the respondents. Multiple responses were analyzed by considering each response separately. Some limitations for this Census question include: (1) responses reflect the students’ perceptions of ethnic ancestry, (2) students may not know their ethnic or cultural origin (evidenced by a large number of non- responses), and (3) the use of the open-ended text box resulted in a lack of consistency or standardization in some of the responses.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 35 Research & Accountability, Director’s Office May, 2020
Top 10 Ethnic Origins of 0 to 24-Year-Olds in Canada: Comparison of Statistics Canada 2016 Census Data (Single and Multiple Ethnic Origin Responses Combined) for Peel Region, Ontario and Canada
Ontario Single and Multiple Peel Region Single and Multiple
Ethnic Origin Ethnic Origin % of Age Group Response Number % of Age Group Response Number (n = 450,555) (n = 3,899,520)
East Indian 106,945 23.7% Canadian 1,142,600 29.3% English 801,690 20.6% Canadian 69,485 15.4% English 36,495 8.1% Irish 666,260 17.1% Filipino 30,975 6.9% Scottish 659,820 16.9%
Italian 30,760 6.8% French 452,080 11.6% Jamaican 29,840 6.6% German 401,935 10.3% Irish 28,530 6.3% Italian 323,280 8.3%
Scottish 27,295 6.1% Chinese 268,630 6.9% Chinese 26,380 5.9% East Indian 259,580 6.7% Dutch 201,465 5.2% Pakistani 25,340 5.6%
Canada Single and Multiple Ethnic Origin Response Number % of Age Group (n = 10,048,770) In the 2016 Canadian Canadian 3,632,415 36.1% 250 English 1,814,675 18.1% Census, more than Scottish 1,499,345 14.9% different ethnic origins Irish 1,470,705 14.6% were reported by French 1,427,505 14.2% people living in German 1,132,930 11.3% First Nations (North American Indian) 657,705 6.5% Canada. Chinese 567,625 5.6%
Italian 554,925 5.5% Ukrainian 470,845 4.7% Source: Statistics Canada Census data, 2016
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 36 Research & Accountability, Director’s Office May, 2020
Question 4: Do you identify as First Nations (Status or non-Status), Métis, and/or Inuit?
No 84.8% (n=104,552) 0.5% of Peel board First Nations 0.4% (n=481) students self-identified with an Indigenous Métis 0.1% (n=145) identity.
Inuit 0.02% (n=26) 666 Peel board students self- Multiple Indigenous identified with an Indigenous 0.01% (n=12) identities identity in the Student Census, Other Indigenous identity, compared to 153 students who N/R n.i.e.+ self-identified with an Indigenous identity through Do not know 14.6% (n=18,019) other board data collection Note . Total responses in this graph represent 123,237 of 127,377 responses (96.7%), and do not include missing data procedures in 2018/2019. (n = 4,069 or 3.2%) and inadmissible data (n =71 or 0.1%). N/R = not reported, n<10. +n.i.e. = not included elsewhere.
First Nations, Métis and Inuit Data for the 0- to 19-Year-Old Population in Canada: Comparison with Statistics Canada 2016 Census Data for Peel Region, Ontario and Canada
Peel Region* Ontario‡ Canada‡
Response Category Number Percent Number Percent Number Percent (n = 349,955) (n =3,013,520) (n = 7,827,105) Yes, First Nations 1,960 0.6% 82,760 2.7% 373,930 4.8% Yes, Métis 835 0.2% 33,385 1.1% 178,165 2.3% Yes, Inuit 95 0.03% 1,535 0.1% 27,575 0.4% Indigenous identities n.i.e.+ 95 0.03% 1,965 0.1% 6,150 0.08% Multiple Indigenous responses 90 0.03% 4,750 0.2% 7,915 0.1% No 346,875 99.1% 2,889,125 95.9% 7,233,370 92.4% Note. +n.i.e. = not included elsewhere. *Referenced from the Peel Data Centre. ‡Source: Statistics Canada Census data, 2016
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 37 Research & Accountability, Director’s Office May, 2020
Question 5: Which of the following best describes your racial background?
Total # of Times Single Percentage Single Racial Background Reported Racial Background Reported of Students
South Asian (e.g., Indian, Pakistani, Sri Lankan, Bangladeshi descent) 61,040 48.8% White (e.g., English, Italian, German, European descent) 16,651 13.3%
Black (e.g., African, Afro-Caribbean, African-Canadian descent) 11,895 9.5%
Middle Eastern (e.g., Egyptian, Emiratis, Syrian, Saudi Arabian descent) 7,201 5.8% East Asian (e.g., Chinese, Korean, Japanese, Taiwanese descent) 5,892 4.7%
Southeast Asian (e.g., Filipino, Vietnamese, Malaysian descent) 3,287 2.6% Latin American (e.g., Brazilian, Mexican, Cuban, Chilean descent) 1,180 0.9%
First Nations, Métis, and/or Inuit descent 193 0.2%
Additional single racial background not listed (e.g., Brown, Sikh) 2,601 2.1% Do not know 4,427 3.5%
Prefer not to answer 2,187 1.8% Total single responses 116,554 93.3% Note. Total responses in the two tables for question 5 represent 124,966 of 127,377 responses (98.1%), and do not include missing data (n = 2,367 or 1.9%) and inadmissible data (n =44 or 0.03%). Sums may not equal 100% due to rounding.
top 5 The single racial backgrounds most commonly reported by Peel board students are: (1) South Asian, (2) White, (3) Black, (4) Middle Eastern, and (5) East Asian.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 38 Research & Accountability, Director’s Office May, 2020
Question 5: Which of the following best describes your racial background? (cont’d)
Total # of Times Multiple Racial Multiple Racial Backgrounds Reported Percentage of Students Background Reported Black; White 993 0.8% South Asian; White 875 0.7% East Asian; White 597 0.5% East Asian; Southeast Asian 507 0.4% Middle Eastern; South Asian 472 0.4% Latin American; White 383 0.3% Middle Eastern; White 320 0.3% Southeast Asian; White 294 0.2% Black; South Asian 281 0.2% First Nations; White 224 0.2% Black; Latin American 178 0.1% Mixed Race 147 0.1% South Asian; Southeast Asian 143 0.1% East Asian, South Asian 118 0.1% South Asian; Other racial background 700 0.6% White; Other racial background 782 0.6% Black; Other racial background 872 0.7% Additional multiple racial backgrounds 658 0.5% Total multiple responses 8,544 6.8%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 39 Research & Accountability, Director’s Office May, 2020
Visible Minorities Data for the 0 to 24-Year-Old Population in Canada: Comparison of Statistics Canada 2016 Census Data for Peel Region, Ontario and Canada
Peel Region* Ontario‡ Canada‡
Visible Minorities Percentage Percentage Percentage Number Number Number of Age of Age of Age (n = 450,550) (n = 3,853,380) (n = 9,620,645) Group Group Group Not a visible minority 137,175 30.4% 2,470,055 64.1% 6,875,995 71.5% South Asian 158,350 35.1% 412,600 10.7% 684,140 7.1% Black 54,350 12.1% 264,560 6.9% 515,050 5.4% Chinese 18,875 4.2% 229,015 5.9% 482,365 5.0% Filipino 18,455 4.1% 100,785 2.6% 264,895 2.8% Arab 17,920 4.0% 87,975 2.3% 218,610 2.3% Latin American 9,500 2.1% 57,100 1.5% 133,780 1.4% Multiple visible minorities 12,315 2.7% 66,860 1.7% 120,955 1.3% Visible minority, n.i.e.+ 8,560 1.9% 32,645 0.8% 45,440 0.5% Southeast Asian 7,820 1.7% 45,795 1.2% 107,385 1.1% West Asian 4,650 1.0% 48,790 1.3% 81,025 0.8% Korean 1,890 0.4% 27,680 0.7% 62,420 0.6% Japanese 705 0.2% 9,270 0.2% 29,055 0.3% Note. +n.i.e. = not included elsewhere. *Referenced from the Peel Data Centre. ‡Source: Statistics Canada Census data, 2016
Note: In this report, the term “visible minority” is used in Statistics Canada references. We recognize that this term is considered out-of-date and offensive,
and is only used in the report for comparison purposes with Peel board data.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 40 Research & Accountability, Director’s Office May, 2020
Question 6: My gender identity: Gender Identity Reported by Students Peel Board
Gender Identity Percentage of Male 50.7% Number Responses Female 47.7% Male 63,879 50.7%
60,002 47.7% Female Multiple gender identities 0.3% Multiple gender identities 327 0.3% Questioning 0.1% Questioning 151 0.1%
Transgender 85 0.1% Transgender 0.1% Intersex 62 0.05% Intersex 0.05% Other gender identity not listed (e.g., Nonbinary, Gender 210 0.2% fluid, Gender non-conforming, etc.) Other gender identity not listed 0.2% Prefer not to answer 728 0.6% Prefer not to answer 0.6% Not sure 466 0.4% Total responses 125,910 100% Not sure 0.4% Note. Total responses in this table represent 125,910 of 127,377 responses (98.8%), and do not include missing data (n = 1,456 or 1.1%) and inadmissible data (n = 11 or 0.01%).
In the 2016 Canadian Census, 51.8% of the Peel Region population aged 0 to 24 years self-identified as male, and 48.2% as female. No other gender identity options were provided in the 2016 Canadian Census.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 41 Research & Accountability, Director’s Office May, 2020
Question 7: How do you identify your sexual orientation? (grades 7 to 12 only)
Total # of Times Single Sexual % of Sexual Orientation Orientation Reported Students Heterosexual 46,792 79.1% Bisexual 1,460 2.5% Asexual 1,215 2.1% Questioning 357 0.6% Pansexual 336 0.6% 7.9% of Peel board Gay 190 0.3% students self-identified Lesbian 147 0.2% Queer 83 0.1% as 2SLGBTQ+ Two-spirit 28 0.05% (e.g., two-spirit, Other single sexual orientation not listed 87 0.1% lesbian, gay, bisexual, I am not sure what the question is asking. 3,104 5.2% transgender, queer, Prefer not to answer 2,173 3.7% questioning, pansexual, asexual). Do not know 2,131 3.6% Total single responses 58,103 98.3% This number includes single and multiple Total # of Times Multiple % of Multiple Responses Responses Reported Students sexual orientations Asexual, Straight 107 0.2% reported. Questioning, Straight 94 0.2% Straight, I am not sure what this question is asking. 92 0.2% Straight, Do not know 77 0.1% I am not sure what this question is asking., Questioning 71 0.1% Bisexual, Questioning 43 0.1% Prefer not to answer, Do not know 42 0.1% Bisexual, Straight 38 0.1% Bisexual, Pansexual 34 0.1% I am not sure what this question is asking., Prefer not to 31 0.1% answer Multiple responses including any 2SLGBTQ+ response 371 0.6% Other multiple sexual orientation responses not listed, 74 0.1% not including any 2SLGBTQ+ response Total multiple responses 1,074 1.8% Note. Total responses in this table represent 59,129 of 60,725 responses (97.4%), and do not include missing data (n = 1,487 or 2.4%) and inadmissible data (n = 109 or 0.2%). Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 42 Research & Accountability, Director’s Office May, 2020
Question 8: What is your religion and/or faith?
Religion/Faith/Spirituality/Creed Number % of Students Islam 29,136 23.5% Christianity 23,822 19.2% Sikhism 21,854 17.6% Hinduism 19,483 15.7% No religion 9,828 7.9% Statistics Canada collects data Buddhism 2,528 2.0% regarding religion every 10 years, Atheism 2,180 1.8% through the National Household Agnosticism 1,019 0.8% Survey. In 2011, the top 5 religions in Spiritual 844 0.7% Canada were: Jainism 220 0.2% 1. Christian (including Catholic, Judaism 176 0.1% United Church, Anglican, etc.) Zoroastrianism 128 0.1% (67.3%) Indigenous spirituality 70 0.1% 2. No religious affiliation (23.9%) Bahá’í 62 0.05% 3. Muslim (3.2%) Wicca 54 0.04% 4. Hindu (1.5%) Other single religion/faith/spirituality/creed not listed 703 0.6% Prefer not to answer 2,116 1.7% 5. Sikh (1.4%) Do not know 5,516 4.4% Total single responses 119,739 96.4% Multiple Religion/Faith/Spirituality/Creed Reported Number % of Students Hinduism, Sikhism 1,132 0.9% Christianity, Hinduism 485 0.4% Christianity, Islam 171 0.1% Atheism, No religion 159 0.1% Hinduism, Islam 159 0.1% Buddhism, Christianity 117 0.1% Hinduism, Jainism 107 0.1% Christianity, Spiritual 102 0.08% Other multiple religion/faith/spirituality/creed not listed 1,980 1.6% Total multiple responses 4,412 3.6% Note. Total responses in this table represent 124,151 of 127,377 responses (97.5%), and do not include missing data (n = 2,745 or 2.2%) and inadmissible data (n = 481 or 0.4%). Sums may not equal 100% due to rounding.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 43 Research & Accountability, Director’s Office May, 2020
Question 9: Do you have any of the following disabilities (challenges/difficulties)?
# of Percentage of
Single Reported Disability (Challenge/Difficulty) Responses Students
No disabilities (challenges/difficulties) 82,793 68.6%
Vision* 6,856 5.7%
Mental health 3,463 2.9% *The Vision responses Learning 2,445 2.0% need to be interpreted in the Memory 1,724 1.4% context that students
may have chosen Speech 1,350 1.1% this response if they Chronic health condition 1,243 1.0% wear corrective lenses (as opposed Pain 943 0.8% to blind/low vision).
Developmental 878 0.7%
Hearing 433 0.4%
Psychological 355 0.3%
Mobility 77 0.1%
Dexterity 116 0.1%
Other single disability (challenge/difficulty) not listed 419 0.3%
Do not know 9,721 8.1%
Total single responses 112,816 93.5% Note. Total responses in the two question 9 tables represent 120,650 of 127,377 responses (94.7%), and do not include missing data (n = 6,611 or 5.2%) and inadmissible data (n = 116 or 0.1%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 44 Research & Accountability, Director’s Office May, 2020
Question 9: Do you have any of the following disabilities (challenges/difficulties)? (cont’d)
# of Percentage of Multiple Reported Disabilities (Challenges/Difficulties) Responses Responses Mental Health, Vision 694 0.6% Learning, Mental Health 362 0.3% Learning, Memory 361 0.3% Do not know, No disabilities (challenges/difficulties) 354 0.3% Memory, Vision 310 0.3% Memory, Mental Health 279 0.2% Mental Health, Pain 215 0.2% Mental Health, Psychological 200 0.2% Pain, Vision 144 0.1% Learning, Vision 140 0.1% Vision, No disabilities (challenges/difficulties) 136 0.1% Learning, Memory, Mental Health 133 0.1% Developmental, Speech 125 0.1% Vision, Do not know 111 0.1% Memory, Mental Health, Vision 108 0.1% Memory, Speech 102 0.1% Developmental, Learning 100 0.1% Learning, Speech 92 0.1% Speech, Vision 87 0.1% Learning, Psychological 86 0.1% Mental Health, Pain, Vision 79 0.1% Other multiple disabilities (challenges/difficulties) not listed 3,616 3.0% Total multiple responses 7,834 6.5%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 45 Research & Accountability, Director’s Office May, 2020
QUESTIONS ABOUT MY FAMILY
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 46 Research & Accountability, Director’s Office May, 2020
Question 10: Information about Both Parents/Guardians (e.g., country of birth, education, work); includes combined Parent/Guardian 1 and Parent/Guardian 2 information from the Census.
Question 10 (a/e): Summary of the Parent/Guardian Data as Reported by Peel Board Students
Combined Parent/Guardian Parent/Guardian 1 Parent/Guardian 2 1 and 2 Reported Response Categories Percentage of Percentage of Percentage of Number Number Total Number Responses Responses Responses
Mother 97,532 78.0% 24,285 19.4% 121,817 51.2% Father 26,065 20.8% 82,788 66.2% 108,853 45.8% Grandparent 529 0.4% 2,186 1.7% 2,715 1.1% Stepparent 210 0.2% 2,112 1.7% 2,322 1.0% Aunt/Uncle 241 0.2% 303 0.2% 544 0.2% Sibling 135 0.1% 287 0.2% 422 0.2% Foster/Adoptive parent 179 0.1% 142 0.1% 321 0.1% Family friend 23 0.02% 19 0.02% 42 0.02% Cousin 16 0.01% 10 0.01% 26 0.01%
Other (e.g., guardian, 143 0.1% 562 0.4% 705 0.3% myself, host parent) Total responses 125,073 100% 112,694 100% 237,767 100% Note. Total responses for Parent/Guardian 1 represent 125,073 of 127,377 responses (98.2%), and do not include missing data (n = 2,272 or 1.8%) and inadmissible data (n = 32 or 0.03%). Total responses for Parent/Guardian 2 represent 112,694 of 127,377 responses (88.5%), and do not include missing data (n = 14,583 or 11.4%) and inadmissible data (n = 100 or 0.08%). Total responses for Combined Parent/Guardian 1 and 2 represent 237,767 of 254,754 responses (93.3%), and do not include missing data (n = 16,855 or 6.6%) and inadmissible data (n = 132 or 0.05%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 47 Research & Accountability, Director’s Office May, 2020
Question 10 (b/f)(i): Same Country of Birth of Both Parents/Guardians or Single Parent/Guardian as Reported by Peel Board Students
Parent/Guardian % of Parent/Guardian Country of % of Number Number Country of Birth Responses Birth Responses India 38,594 31.0% England 244 0.2% Canada 18,389 14.8% Iran 241 0.2% The top 5 countries of Pakistan 12,731 10.2% Occupied Palestinian Territory 216 0.2% birth for Peel board Sri Lanka 4,341 3.5% Turkey 205 0.2% students are: China 3,580 2.9% Russian Federation 202 0.2% (1) Canada, Jamaica 3,560 2.9% Albania 200 0.2% (2) India, Vietnam 2,345 1.9% Sudan 194 0.2% Guyana 2,292 1.8% Serbia 192 0.2% (3) Pakistan, Syrian Arab Republic 1,564 1.3% Hong Kong 192 0.2% (4) United States, and Afghanistan 1,344 1.1% Mauritius 184 0.1% (5) China.
Philippines 1,057 0.8% Africa (country not specified) 181 0.1% Source: Peel board Student Bangladesh 883 0.7% United States 165 0.1% Information System Iraq 875 0.7% Kenya 160 0.1% Nigeria 831 0.7% Kuwait 156 0.1% Top 5 countries of birth Trinidad and Tobago 806 0.6% Ethiopia 156 0.1% reported by Statistics Egypt 734 0.6% Bosnia and Herzegovina 144 0.1% United Arab Emirates 686 0.6% Saudi Arabia 138 0.1% Canada in the 2016 Ghana 531 0.4% Bulgaria 133 0.1% Canadian Census: Lebanon 501 0.4% Ukraine 131 0.1% (1) Canada, (2) China, Nepal 472 0.4% Portugal 128 0.2% Somalia 437 0.4% Colombia 107 0.1% (3) India, Korea South 307 0.2% Mexico 97 0.1% (4) Philippines, and Romania 273 0.2% Other Countries of Birth 3,047 3.1% (5) United Kingdom. Poland 273 0.2% Total Same Country of Birth 104,484 83.9% Jordan 265 0.2% Note . Total responses in table 10 (b/f)(i/ii) represent 124,526 of 127,377 responses (97.8%), and do not include missing data ( n = 2,832 or 2.2%) and inadmissible data (n = 19 or 0.01%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 48 Research & Accountability, Director’s Office May, 2020
Question 10 (b/f)(ii): Multiple Countries of Birth of Both Parents/Guardians or Single Parent/ Guardian as Reported by Peel Board Students
% of % of Countries of Birth Number Countries of Birth Number Responses Responses Canada, India 1,584 1.3% Canada, Northern Ireland 98 0.1% Canada, Jamaica 1,531 1.2% Sri Lanka, India 98 0.1% Canada, England 706 0.6% Canada, Lebanon 94 0.1% Canada, Pakistan 569 0.5% Saudi Arabia, Syrian Arab Republic 88 0.1% Canada, United States 552 0.4% Canada, Hong Kong 88 0.1% Canada, Guyana 543 0.4% India, United Kingdom 83 0.1% Canada, Trinidad and Tobago 516 0.4% Canada, Sri Lanka 82 0.1% India, Pakistan 357 0.3% Jamaica, England 80 0.1% India, England 340 0.3% Canada, United Arab Emirates 79 0.1% Pakistan, United Arab Emirates 236 0.2% Pakistan, Kuwait 77 0.1% Canada, Portugal 234 0.2% Jordan, Kuwait 73 0.1% Canada, Philippines 218 0.2% Canada, Barbados 72 0.1% Canada, China 191 0.2% Canada, Japan 72 0.1% Guyana, Trinidad and Tobago 190 0.2% Jamaica, St Vincent and the Grenadines 71 0.1% Canada, Vietnam 186 0.1% China, Hong Kong 71 0.1% Canada, Other 186 0.1% Pakistan, England 69 0.1% China, Vietnam 169 0.1% Canada, Mexico 69 0.1% Canada, Poland 160 0.1% Canada, Greece 67 0.1% Pakistan, Saudi Arabia 159 0.1% Pakistan, Afghanistan 66 0.1% Canada, United Kingdom 148 0.1% India, Kenya 66 0.1% Canada, Italy 141 0.1% Jordan, Occupied Palestinian Territory 63 0.1% Canada, Scotland 139 0.1% Grenada, Jamaica 63 0.1% India, United Arab Emirates 134 0.1% Canada, Australia 62 0.05% Guyana, Jamaica 116 0.1% Canada, Nigeria 61 0.05% Jamaica, Trinidad and Tobago 113 0.1% Canada, Egypt 61 0.05% Canada, Korea South 113 0.1% Additional Multiple Countries of Birth 8,541 6.9% Canada, Germany 103 0.1% Total Multiple Countries of Birth 20,048 16.1%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 49 Research & Accountability, Director’s Office May, 2020
Top 10 Countries of Birth for All Parents/Guardians of Peel Board Students
172 different countries
3.2% China
1.4% 1 8.7% Syria*
Canada Canada
2.1% 3.7% Vietnam Jamaica
2.3% Guyana
1.2%
Afghanistan 11.2% 3.7% 32.8% Pakistan Sri India Lanka
*Syria = Syrian Arab Republic **All Parents/Guardians – Combination of Parent/Guardian 1 and Parent/Guardian 2 responses; these data represent 234,368 of 254,754 responses (or 92.0%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 50 Research & Accountability, Director’s Office May, 2020
Question 10 (c/g): Highest Level of Education Completed by At Least One Parent/Guardian (Including Single Parents/Guardians) as Reported by Peel Board Students
University 36.1%
College 18.3%
Post Graduate 12.1%
High School 8.7%
Elementary School 0.7%
Apprenticeship 0.5%
No formal education 0.5%
Do not know 23.1%
Note. Includes stepparent, grandparent, foster parent, etc. Where there were two parents/guardians with different levels of education, the higher education level was used to represent parent(s)’/guardian(s)’ educational background. Total percentages in this graph represent 124,449 of 127,377 responses (97.7%) (combined responses for parent/guardian 1 and parent/guardian 2), and do not include missing data (n = 2,928 or 2.3%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 51 Research & Accountability, Director’s Office May, 2020
Question 10 (d/h): Work Status of At Least One Parent/Guardian (Including Single Parents/Guardians) as Reported by Peel Board Students
Full-time 62.9%
Stay-at-home 12.5%
Part-time 12.2%
Not working 6.3%
Not sure 6.1%
Note. Includes stepparent, grandparent, foster parent, etc. Total percentages in this graph represent 231,352 of 254,754 responses (90.8%) (combined responses for parent/guardian 1 and parent/guardian 2), and do not include missing data (n = 23,402 or 9.2%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 52 Research & Accountability, Director’s Office May, 2020
Question 11: How many adults (18 years old and older) currently live in your home?
53.1%
18.7% 13.6% 6.4% 4.4% 3.8%
1 adult 2 adults 3 adults 4 adults 5 adults 6 or more adults
Note. Total percentages in this graph represent 122,932 of 127,377 responses (96.5%), and do not include missing data (n = 4,445 or 3.5%).
Question 12: How many children (younger than 18 years old) currently live in your home? 45.7%
22.4% 20.4% 7.0% 1.4% 3.1%
No child <18 1 child 2 children 3 children 4 children 5 or more years children
Note. Total percentages in this graph represent 119,499 of 127,377 responses (93.8%), and do not include missing data (n = 7,878 or 6.2%).
Average size of Census families (Statistics Canada, 2016 Canadian Census) in: (1) Ontario – 2.9, and (2) Canada – 2.9.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 53 Research & Accountability, Director’s Office May, 2020
QUESTIONS ABOUT MY SCHOOL
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 54 Research & Accountability, Director’s Office May, 2020
Question 13: How do you feel about your school? (gr. 4-12 students only)
2% I feel happy at school. 6% 24% 46% 22%
3% I feel I belong in my school. 7% 20% 34% 36%
2% I feel accepted by students in my school. 5% 18% 38% 37%
2% I feel accepted by adults in my school. 4% 13% 32% 50%
3% I feel school rules are fair. 7% 23% 34% 32%
% Never % Rarely % Sometimes % Often % All the Time
Note. Responses to each of the questions in this graph range from 88,191 (95.8%) to 90,552 (98.4%) out of 92,007 responses. Missing data per question range from 1,455 (1.6%) to 3,867 (4.2%) and are not included in the graph. The ‘Not Sure’ response was included in the parent/guardian version of this questionnaire for students with special education needs, and for all questions, responses were <0.1% of the total responses and therefore were not graphed.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 55 Research & Accountability, Director’s Office May, 2020
Question 14: At my school, I am encouraged to think or learn about human rights/social justice issues related to: (gr. 4-12 students only)
4% Gender identity 7% 18% 36% 17% 17%
2% Race, ethnicity, and culture 3% 12% 40% 30% 12%
4% Sexual orientation 8% 23% 37% 16% 12% (grades 7 to 12 only)
3% Poverty 6% 16% 34% 23% 17%
3% Disabilities/challenges 6% 17% 36% 24% 14%
% Strongly Disagree % Disagree % Neither Agree or Disagree % Agree % Strongly Agree % Not Sure
Note. Responses to each of the questions in this graph range from 88,214 (95.8%) to 89,077 (96.8%) out of 92,058 responses. Missing data per question range from 2,981 (3.2%) to 3,844 (4.2%), and are not included in the graph.
For the sexual orientation question (grades 7 to 12 students only), there were 58,652 total valid responses (96.6%) and 2,073 missing responses (3.4%), which are not included in the graph.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 56 Research & Accountability, Director’s Office May, 2020
Question 15: At my school, I have opportunities to:
6% Learn about my own cultural/racial background. 14% 20% 34% 13% 12%
3%
Express my cultural identity. 7% 18% 42% 19% 11%
1% 3% Learn about my own ability level (e.g., physical, learning). 11% 49% 28% 8%
2% Learn about different life situations (e.g., people living in 5% 15% 42% 23% 12% poverty, people with disabilities).
% Strongly Disagree % Disagree % Neither Agree or Disagree % Agree % Strongly Agree % Not Sure
Note. Responses to each of the questions in this graph range from 123,116 (96.7%) to 123,714 (97.1%) out of 127,377 responses. Missing data per question range from 3,663 (2.9%) to 4,261 (3.3%), and are not included in the graph.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 57 Research & Accountability, Director’s Office May, 2020
Question 16: At my school, I feel people like me are reflected positively in:
2% Pictures, posters and displays of student work 5% 17% 46% 16% 13%
2% Materials teachers use in class (e.g., books, videos) 5% 17% 44% 19% 13%
2% Topics we study in class 4% 17% 45% 19% 12%
2% 3% School events/activities (e.g., extra-curricular activities, 14% 43% 26% 12% celebrations)
% Strongly Disagree % Disagree % Neither Agree or Disagree % Agree % Strongly Agree % Not Sure
Note. Responses to each of the questions in this graph range from 121,047 (95.0%) to 121,933 (95.7%) out of 127,377 responses. Missing data per question range from 5,444 (4.3%) to 6,330 (5.0%), and are not included in the graph.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 58 Research & Accountability, Director’s Office May, 2020
Question 17: How often do you take part in these school activities (i.e., outside of your regular classroom): (gr. 4-12 students only)
Arts (e.g., choir, band, drama, dance) 49% 20% 7% 24%
Sports (e.g., basketball, track and field) 31% 26% 13% 31%
Cultural groups/clubs, faith/religious activities 70% 15% 7% 9%
School field trips 18% 59% 16% 7%
School leadership activities (e.g., student council, school 59% 19% 10% 12% publications)
School clubs (e.g., chess club, eco club) 49% 20% 10% 21%
School special events (e.g., dances, talent shows, etc.) 48% 36% 11% 5%
% Never % A Few Times This Year % Monthly % Weekly
Note. Responses to each of the questions in this graph range from 86,725 (94.2%) to 88,466 (96.1%) out of 92,058 responses. Missing data per question range from 3,592 (3.9%) to 5,333 (5.8%), and are not included in the graph.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 59 Research & Accountability, Director’s Office May, 2020
Question 18: How often do you take part in these activities outside of school:
Arts (e.g., music, drama, dance) 52% 17% 6% 24%
Sports 25% 21% 11% 43%
Youth programs, clubs or organizations 61% 19% 8% 12% (grades 4 to 12 only)
Cultural groups, faith/religious activities 50% 20% 10% 20%
Volunteer activities 50% 27% 11% 11%
Spending time with friends 9% 16% 22% 53%
Learning another language 50% 18% 7% 24%
Learning activities (e.g., tutoring, Kumon, Oxford, etc.) 60% 11% 5% 23%
% Never % A Few Times This Year % Monthly % Weekly
Note. Responses to each of the questions in this graph range from 113,999 (89.5%) to 129,062 (95.1%) out of 127,377 responses. Missing data per question range from 7,315 (5.7%) to 13,378 (10.5%), and are not included in the graph.
For the Youth programs, clubs or organizations question (grades 4 to 12 students only), there were 87,521 total valid responses (95.1%) and 4,537 missing responses (4.9%), which are not included in the graph.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 60 Research & Accountability, Director’s Office May, 2020
QUESTIONS ABOUT MY WELL-BEING
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 61 Research & Accountability, Director’s Office May, 2020
Question 19: How often do you feel safe: (gr. 4-12 students only)
Statement % Never % Rarely % Sometimes % Often % All the Time
In your classroom(s) 1.3% 2.1% 8.6% 32.4% 55.5%
Inside and/or outside school property (e.g., 2.6% 4.1% 16.3% 40.0% 37.0% cafeteria, schoolyard, around the school)
On your way to and from school 2.4% 3.8% 14.8% 35.2% 43.7%
On your street and in your neighbourhood 2.9% 3.7% 13.1% 34.7% 45.5%
When browsing, chatting or playing games on 3.6% 4.0% 14.8% 35.8% 41.9% the Internet
Note. Responses to each of the questions in this table range from 88,233 (95.9%) to 89,114 (96.9%) out of 92,007 responses. Missing data per question range from 2,893 (3.1%) to 3,774 (4.1%), and are not included in the table.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 62 Research & Accountability, Director’s Office May, 2020
Question 20: At your school, how often have you: (gr. 4-12 students only)
Statement % Never % Rarely % Sometimes % Often % All the Time
Worried about being bullied 43.1% 28.0% 16.2% 7.5% 5.2%
Been physically bullied (e.g., hit, kicked or punched) 68.2% 19.2% 8.0% 2.8% 1.8%
Been verbally bullied (e.g., others have said mean things about the way you look, who you are, what you 43.6% 25.9% 18.9% 7.6% 4.1% believe, where you live, or how good you are at things) Been socially bullied (e.g., treated you badly or left you 52.2% 24.1% 14.7% 6.0% 2.9% out of groups)
Been cyber bullied (e.g., received hurtful comments/ 77.7% 13.4% 5.4% 2.0% 1.4% pictures on the Internet) Been sexually harassed (e.g., received jokes about your body or touched your body in a way that made you feel 82.1% 10.0% 4.8% 1.8% 1.2% uncomfortable) (gr. 7-12 students only)*
Had your things stolen or damaged 50.3% 28.4% 14.7% 4.4% 2.3%
Felt you would be comfortable reporting bullying 28.3% 14.3% 19.8% 17.5% 20.1% to teachers or others Note. Responses to each of the questions in this table range from 87,991 (95.6%) to 89,356 (97.1%) out of 92,058 responses. Missing data per question range from 2,702 (2.9%) to 4,067 (4.4%), and are not included in the table.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 63 Research & Accountability, Director’s Office May, 2020
Question 21: How often do you feel: (gr. 4-12 students only)
Statement % Never % Rarely % Sometimes % Often % All the Time
Good about yourself 2.2% 7.3% 20.4% 38.8% 31.3%
Hopeful about the future 2.8% 7.0% 20.2% 35.1% 35.0%
You liked the way you look 4.4% 9.1% 22.8% 30.4% 33.2%
Lonely 26.4% 29.6% 26.1% 12.2% 5.7%
Nervous or worried 11.4% 23.2% 36.4% 20.0% 8.9%
Sad 13.8% 36.2% 32.6% 12.7% 4.7%
Tired for no reason 18.7% 19.6% 26.0% 20.4% 15.3%
Under a lot of stress or pressure 17.2% 21.9% 26.1% 20.3% 14.4% (e.g., stressed out)
Note. Responses to each of the questions in this table range from 88,718 (96.4%) to 89,725 (97.5%) out of 92,007 responses. Missing data per question range from 2,282 (2.5%) to 3,289 (3.6%), and are not included in the table.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 64 Research & Accountability, Director’s Office May, 2020
Question 22: On average, how many hours do you usually sleep on a school night?
Percentage of Students
22.0% 23.1% 19.6% 14.7%
8.7% 5.7% 3.6% 2.6%
<5 hours 5 hours 6 hours 7 hours 8 hours 9 hours 10 hours 11 hours+
Note. Total percentages in this graph represent 118,423 of 127,377 responses (93.0%), and do not include missing data (n = 8,954 or 7.0%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 65 Research & Accountability, Director’s Office May, 2020
Question 23: On average, how many days a week do you exercise or take part in a sport that causes you to sweat and breathe harder?
Percentage of Students
31.0% 23.9% 16.7% 14.9% 13.5%
None 1-2 days 3-4 days 5-6 days Every day
Note. Total percentages in this graph represent 122,172 of 127,377 responses (95.9%), and do not include missing data (n = 5,205 or 4.1%).
Question 24: About how many hours a day do you usually spend on social media (e.g., Facebook, Instagram, Snapchat, YouTube, etc.)?
Percentage of Students
22.6% 20.8% 14.9% 16.9% 11.7% 7.8% 5.2%
None <1 hour 1 hour 2 hours 3 to 4 hours 5 to 6 hours 7 hours or more Note. Total percentages in this graph represent 123,835 of 127,377 responses (97.2%), and do not include missing data (n = 3,542 or 2.8%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 66 Research & Accountability, Director’s Office May, 2020
Question 25: How do you usually get to school?
42.4% 27.0% 25.6%
4.0% 0.9%
Car Walk School bus Public transit Bicycle Note: The number Percentage of Students of regional programs (which Note. Total percentages in this graph represent 124,210 of 127,377 respondents (97.5%), and do not include missing data (n = 3,167 or 2.5%). require bussing) and rural Caledon (which impacts the number of students who can walk) in the Peel Question 26: How do you usually get home from school? board may have had an impact on these results. 33.2% 33.1% 26.5%
6.3% 1.0%
Car Walk School bus Public transit Bicycle
Percentage of Students
Note. Total percentages in this graph represent 123,843 of 127,377 responses (97.2%), and do not include missing data (n = 3,534 or 2.8%).
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 67 Research & Accountability, Director’s Office May, 2020
Question 27: If you had an issue at school (e.g., academics, physical health, emotional well-being, relationships), how comfortable would you feel talking about it with:
% Neither % Very % % % Very Comfortable or % Not Sure Statement Uncomfortable Uncomfortable Comfortable Comfortable Uncomfortable
A teacher 7.7% 13.5% 19.0% 36.7% 16.3% 6.7%
A guidance counsellor 10.6% 16.0% 23.6% 26.7% 9.7% 13.4% (grades 7 to 12 only)
A principal or vice-principal 14.5% 18.0% 20.2% 24.1% 12.1% 11.1%
A social worker 12.5% 17.8% 23.0% 21.3% 7.6% 17.7%
Friends 4.7% 7.0% 14.3% 31.8% 30.2% 12.0%
Another adult at school 11.1% 17.3% 22.9% 25.8% 12.2% 10.7% (e.g., office staff, etc.)
Parent(s)/guardian(s) 6.0% 5.6% 9.6% 25.0% 50.7% 3.0%
Other family members or 7.3% 8.1% 15.1% 30.7% 31.3% 7.6% relatives Note. Responses to each of the questions in this table range from 120,976 (95.0%) to 123,385 (96.9%) out of 127,377 responses. Missing data per question range from 3,992 (3.1%) to 6,401 (5.0%), and are not included in the table.
For the statement, A guidance counsellor (grades 7 to 12 students only), there were 88,129 total valid responses (95.7%) and 3,929 missing responses (4.3%), which are not included in the graph.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 68 Research & Accountability, Director’s Office May, 2020
Question 28: Do you ever feel unwelcome or uncomfortable at your school because of any of the following? (Select all that apply or “No” if none apply) (gr. 4-12 students only)
Percentage of Peel board students who feel Factor unwelcome or uncomfortable at their school
No, I do not feel unwelcome or uncomfortable 65.5% My grades or marks 16.8%
The way I look 14.8% My hobbies, activities, and/or interests 9.8%
The way I dress 8.2% My race, culture, or skin colour 6.3%
My religion or faith 3.1% My family's level of income 2.9%
My language 2.9% A disability that I have 2.6% My sexual orientation (grades 7 to 12 only) 2.2% My gender identity 1.4% Note. Total percentages in this table represent 116,798 responses provided by 86,021 out of 92,007 respondents (93.5%), and do not include missing data (n = 5,986 or 6.5%). Sums will not equal 100% as multiple responses could be selected. For the grades 7 to 12 sexual orientation statement above, there were 57,321 out of 60,674 respondents (94.5%) and 3,353 missing responses (5.5%), which are not included in the table.
Question 29: Thinking about your health, how often do you usually:
% % Once Every % Once a % More Than % Not Statement Never Few Years Year Once a Year Sure
4.4% 14.5% 36.5% 35.6% 9.0% Go to a doctor for a physical health check-up
Go to an optometrist for an eyesight test 16.0% 21.2% 44.9% 11.1% 6.7%
Go to a dentist to have your teeth checked 5.5% 10.5% 27.6% 50.7% 5.8%
Note. Responses to each of the questions in this table range from 122,427 (96.1%) to 123,566 (97.0%) out of 127,377 responses. Missing data per question range from 3,811 (3.0%) to 4,951 (3.9%), and are not included in the table.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 69 Research & Accountability, Director’s Office May, 2020
Question 30: During a regular school week (Monday to Friday), how often do you:
% % 1-2 % 3-4 % Every day % Not Statement Never Days Days (5 days) Applicable
Eat breakfast before school starts 12.3% 11.7% 11.1% 64.1% 0.8% Eat breakfast provided by your school 69.1% 7.8% 2.9% 6.6% 13.5%
Eat lunch 2.0% 5.2% 11.6% 80.7% 0.5%
1.3% 2.1% 6.2% 89.6% 0.8% Eat dinner Eat fruits/vegetables 1.8% 9.3% 22.7% 65.5% 0.7%
Eat/drink dairy products (e.g., milk, cheese, yogurt) 2.6% 10.0% 17.5% 69.0% 0.9%
Have fast food, pop or sweetened drinks 12.4% 57.5% 17.7% 9.9% 2.4%
Feel hungry at home because there is not enough food 77.6% 11.6% 3.9% 3.7% 3.1% Feel hungry at school because you do not have enough food 71.8% 15.7% 4.9% 3.8% 3.9% Note. Responses to each of the questions in this table range from 120,903 (94.9%) to 123,593 (97.0%) of 127,377 responses. Missing data per question range from 3,784 (3.0%) to 6,474 (5.1%), and are not included in the table.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 70 Research & Accountability, Director’s Office May, 2020
Question 31: Thinking about your future, what is the highest level of education you, your parents(s)/guardians(s) and school staff expect you to complete:
% OSSD/ % Apprentice % Graduate % College % University % Other % Not Sure Category Certificate Program School
Myself 3.7% 1.0% 11.7% 50.5% 16.6% 1.6% 14.8% (grades 4 to 12 only) School staff 4.0% 0.7% 6.8% 26.4% 8.1% 0.8% 53.1% (grades 4 to 12 only)
+ Parent(s)/guardian(s) 2.9% 0.6% 7.5% 52.0% 21.9% 1.1% 14.0% (Kindergarten to grade 12) Note. Responses to the Myself and School staff categories were available on the student versions (grades 4 to 12 only) of the Student Census. Percentages represent 87,581 (95.2%) and 88,770 (96.5%) out of 92,007 responses, and do not include missing data 3,237 (3.5%) and 4,425 (4.8%), respectively. OSSD = Ontario Secondary School Diploma. In cases where multiple responses were selected, the highest level of education was used in the analysis.
+The Parent/guardian category was available on both the parent/guardian versions and the student versions of the Student Census. Percentages for the Parent/guardian category represent 121,774 responses out of 127,377 (95.6%), and do not include missing data (n = 5,603 or 4.4%).
On the parent/guardian questionnaire only, “A specialized program (e.g., Advanced Placement, French Immersion, International Baccalaureate, Regional Arts, specialized sports, etc.)” was also included as an option. These data were not used in the table above and were analyzed separately (682 responses selected “A specialized program” as a single selection and 5,854 responses selected “A specialized program” in combination with other options.
Parent/Guardian Questionnaire: Single or Multiple Responses Including Percentage of Number the Specialized Program Option and Other Level of Education Selected Students
Specialized Program only 681 0.6% Specialized Program and Ontario Secondary School Diploma or Certificate 32 0.03% Specialized Program and Apprentice Program N/R N/R Specialized Program and College 66 0.1% Specialized Program and University 1,573 1.3% Specialized Program and Graduate School 4,170 3.4% Specialized Program and Other N/R N/R Specialized Program and Not Sure N/R N/R Total Specialized Program Option Selected - Single or Multiple Reponses 6,542 5.3% Note. This table shows results for cases where “A Specialized Program” was selected (single or multiple responses). When there were multiple responses, the highest level of education selected was used. Responses in this table represent 6,542 (5.3%) of 121,455 responses. N/R = not reported, n<10.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 71 Research & Accountability, Director’s Office May, 2020
Question 32: What are the main reasons that make you late or absent from school?
0% 10% 20% 30% 40% 50% 60%
Sickness, illnesses, medical condition 51.8%
Weather 27.5%
Too tired 17.9%
Family transportation late or not available 16.6%
Never late or absent 16.5%
School bus late or cancelled 15.4%
Family reasons (e.g., need to help out at home) 10.8%
Medical treatment, hospital stay or medical visits 10.3%
Extracurricular activites (e.g., sports, dance) 7.4%
School parking lot traffic (e.g., kiss and ride) 6.8%
Unhappy and/or anxious 6.5%
Public transit late or cancelled (e.g., bus, taxi) 5.4%
Don't like school/school is not important 3.8%
Not getting along with other students 1.9%
Fear of being bullied 1.5%
Need to work 1.3%
Not getting along with adults at school 1.1%
Note. Total percentages in this graph represent 247,513 responses provided by 122,303 out of 127,377 respondents (96.0%), and do not include missing data (n = 5,074 or 4.0%). Sums will not equal 100% as multiple responses could be selected.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 72 Research & Accountability, Director’s Office May, 2020
Question 33: During a usual school week, how many hours do you work, paid or unpaid, outside of the house? (gr. 7-12 students only)
73.2%
13.2%
5.8% 3.4% 2.4% 2.0%
Do not work 1 to 5 hours 6 to 10 hours 11 to 15 hours 16 to 20 hours More than 20 hours
Percentage of Students
Note. Total percentages in this graph represent 58,767 of 60,725 responses (96.8%), and do not include missing data (n = 1,958 or 3.2%).
2%2%
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 73 Research & Accountability, Director’s Office May, 2020
LIMITATIONS
A number of limitations emerged throughout the implementation, data collection and data analysis of the Student Census project. These include: • As the Student Census was not completed by 100% of Peel board students, there may be gaps in the data which might not provide a complete picture of the Peel board’s student population. • The use of the paper format of the Student Census may have discouraged participation from some students with special education needs who typically use assistive technology, even though a parent/guardian option was available. • The scanning process provided a rate of accuracy slightly less than 100% (approximately 98% - 98.5%), so this may have slightly affected overall responses presented in the report. • Paper-based Tracking Sheets were used by teachers to make notations about students’ participation in the Peel board’s Student Census (e.g., absent, moved, opted out, new student). As not all of the Tracking Sheets were returned, a precise count of these notations could not be obtained. • The Student Census was conducted in November 2018. Any demographic or perceptual changes that have occurred since then are not incorporated within the current report. • A number of Student Census forms could not be linked to individual students in the Student Information System, as they were either missing an ID code or the provided ID code could not be matched to a school or home form. • Many factors may have affected student responses including formatting issues, clarity of the questions, lack of students’ knowledge in a particular area, and the sensitive nature of some of the questions. These factors may have had more of an impact on the responses of younger students (de Leeuw, 2011). • There were challenges bringing multiple versions of the Student Census together into aligned data files for analysis. The question order was different between the different versions. Some questions were only asked on specific versions and not included in the other versions (e.g., Grades 7 to 12 student version had questions about sexual orientation and sexual harassment which were not included in the Kindergarten to grade 3 parent/guardian version nor the Grades 4 to 6 student version). The response categories were also sometimes different between the versions (e.g., Kindergarten to grade 3 parent/guardian version had a “Not sure” option which was not included in the student versions). These differences between the various Census versions made it challenging to analyze and to report the overall board data.
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 74 Research & Accountability, Director’s Office May, 2020
REFERENCES
De Leeuw, E.D. (2011). Improving data quality when surveying children and adolescents: Cognitive and social development and its role in questionnaire construction and pretesting. Report prepared for the Annual Meeting of the Academy of Finland: Research Programs Public Health Challenges and Health and Welfare of Children and Young People. Retrieved from https://www.aka.fi/globalassets/awanhat/documents/tiedostot/lapset/presentations-of-the-annual- seminar-10-12-may-2011/surveying-children-and-adolescents_de-leeuw.pdf
Ontario Anti-Racism Directorate. (2017). A better way forward: Ontario’s 3-year anti-racism strategic plan. Toronto, ON: Queen’s Printer for Ontario. Retrieved from https://www.ontario.ca/page/ontarios-anti-racism-strategic-plan
Ontario Anti-Racism Directorate. (2018). Data standards for the identification and monitoring of systemic racism. Toronto, ON: Queen’s Printer for Ontario. Retrieved from https://www.ontario.ca/document/data-standards-identification-and-monitoring-systemic-racism
Ontario Ministry of Education. (2017). Ontario’s education equity action plan. Toronto, ON: Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/about/education_equity_plan_en.pdf
Statistics Canada. (2017, October 25). Ethnic origin reference guide. Retrieved from https://www12.statcan.gc.ca/census-recensement/2016/ref/guides/008/98-500-x2016008-eng.cfm
United Nations Department of Economic and Social Affairs, Statistics Division. (2017). Principles and recommendations for population and housing censuses: Revision 3. Series M No. 67/Rev.3. Retrieved from https://unstats.un.org/unsd/demographic-social/Standards-and- Methods/files/Principles_and_Recommendations/Population-and-Housing-Censuses/Series_M67rev3-E.pdf
Student Census 2018: Overall Board Report (Kindergarten to Grade 12) 75 Research & Accountability, Director’s Office May, 2020
NOTES