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Institut C.D. HOWE Institute Signposts Essential Policy Intelligence | Conseils indispensables sur les politiques of Success June 7, 2012 Ontario’s Best Public Schools: 2009-2011 Toronto Toronto Catholic District School Board Toronto District School Board How do parents, teachers, taxpayers and school administrators know if children are attending a good school? A school cannot be considered a success just because a high percentage of its students are successful; nor can schools be meaningfully ranked on that basis. A school with strong standardized test results could simply be a school where students come from more advantaged backgrounds. But not all variation in school results can be explained by variation in social and economic characteristics. By controlling for characteristics of schools’ students and the communities they come from, we present a measure of success for each school when compared with similar schools. The schools are organized alphabetically by school board and then by school name. Description of Variables Students: The number of students in either grade 3 or grade 6 who were eligible to take the Education Quality and Accountability Office (EQAO) test (three-year total). Pass Rate: The percentage of all students who scored at Level 3 or Level 4 on EQAO tests. The number of students who score at Level 3 or Level 4 is divided by all students at the school in the relevant grade, whether they take the assessment or not. Pass rates are calculated using all three subjects – reading, writing and mathematics – and over three school years, 2008/09, 2009/10 and 2010/11. Adjusted Pass Rate: The difference between the school’s pass rate and the provincial average pass rate. This is an average of the nine gaps between school and provincial pass rates, over three assessments and three years. A positive value indicates the school has a higher pass rate than the provincial average; a negative value indicates the opposite. Essential Policy Intelligence Signposts of Success Predicted Adjusted Pass Rate: The adjusted pass rate that a school would be expected to attain given the performance of other schools in similar socio-economic environments. Percentile: A performance measure adjusted for observable social and economic characteristics and variation in the average score on assessments. Percentiles go from 0 to 100. Schools that score exactly as predicted get a percentile of 50. The predicted adjusted pass rate is subtracted from the actual adjusted pass rate and expressed as a percentile. A percentile value of 90 indicates that this school’s outcome is higher than 90 percent of other schools in the province. A value of 10 indicates that this school’s result is higher than only 10 percent of other schools or, equivalently, that 90 percent of schools score better than this school. One-unit differences in percentile ratings are not of any interest. It is the large gaps between the 90th percentile schools and the 10th percentile schools that are of the most interest. Tests Available: The number of assessments for which data is available for the school, out of a possible nine. If the available data is only from one of math or reading and writing, the number is followed by M or RW, respectively. Thus, 3M would indicate that the calculation was based on three math assessments, as data were not available for any of the six reading and writing assessments. A note on missing values for some schools: Some schools’ performance indicators are missing for two reasons. First, the results in a grade in a year at a school are suppressed by EQAO for privacy reasons when there are fewer than 15 students in the grade. Second, the predicted and percentile indicators for a given school and grade are shown only if outcomes for at least 45 students in total were available. Please cite the source of these indicators as: The David Johnson / C.D. Howe Institute Ontario School Performance Database (2012) The details concerning the construction of these statistics can be found in: Johnson, David, and Robbie Brydon (2012) Ontario’s Best Public Schools: 2009-2011. C.D. Howe Institute e-brief 134, http://www.cdhowe.org/pdf/e-brief_134.pdf Researchers interested in obtaining this database in a useable electronic format to carry out their own research should contact the C.D. Howe Institute at [email protected] with a short description of their research project. Essential Policy Intelligence 1 Ontario’s Best Public Schools: 2009-2011 Signposts of Success Grade 3 Results Grade 6 Results Predicted Predicted Adjusted Adjusted Tests Adjusted Adjusted Tests School No. School Name Students Pass Rate Pass Rate Pass Rate Percentile Available Students Pass Rate Pass Rate Pass Rate Percentile Available Toronto Catholic District School Board 686247 All Saints Separate School 222 79.4 11.8 2.6 83 9 253 69.1 1.8 5.7 32 9 686891 Annunciation Separate School 103 73.8 6.3 4.7 57 9 129 65.5 -1.8 5.7 19 9 724122 Blessed John XXIII Separate School 140 57.5 -10.1 -6.1 34 9 135 64.5 -2.8 -5.8 63 9 689807 Blessed Kateri Tekakwitha Sep 63 70.3 2.0 7.8 28 6 64 84.2 16.8 10.3 77 9 710601 Blessed Margherita of Citta Castello Separate School 87 67.7 0.2 -10.9 87 9 85 72.9 5.6 -5.6 90 9 690538 Blessed Sacrament Separate School 189 82.2 14.6 20.9 26 9 193 79.6 12.2 24.1 9 9 690660 Blessed Trinity Separate School 75 56.9 -10.7 4.3 6 9 63 62.7 -4.7 0.4 28 9 694045 Canadian Martyrs Separate School 106 79.8 12.3 -3.9 95 9 105 73.5 6.2 -2.6 84 9 695408 Cardinal Leger Separate School 129 72.9 5.3 9.3 34 9 170 80.4 13.1 9.6 65 9 697559 Christ the King Separate School 78 74.6 7.0 -1.6 81 9 77 77.1 9.7 -4.1 94 9 703001 D'Arcy McGee Separate School 114 47.8 -19.7 -8.4 12 9 99 46.1 -21.3 -9.0 8 9 785539 Epiphany of Our Lord Catholic Separate School 49 89.4 23.3 3 65 74.5 7.1 -1.8 85 9 706426 Father Serra Separate School 145 77.2 9.7 12.4 39 9 183 86.1 18.7 13.3 73 9 714062 Holy Angels Separate School 99 93.7 26.2 5.0 98 9 115 87.8 20.5 6.5 94 9 704210 Holy Child Catholic School 88 62.8 -4.7 -5.9 55 9 108 61.9 -5.4 -3.0 39 9 715239 Holy Cross Separate School 105 62.1 -5.4 -6.1 53 9 114 68.4 1.1 0.5 53 9 716146 Holy Family Separate School 99 58.7 -8.8 -10.5 57 9 121 60.5 -6.8 -7.6 53 9 717444 Holy Name Separate School 80 76.6 9.1 2.2 76 9 99 67.1 -0.3 0.8 45 9 718270 Holy Redeemer Separate School 26 0 35 0 719528 Holy Rosary Separate School 72 69.9 2.3 -1.7 66 9 97 73.1 5.7 -3.9 86 9 720178 Holy Spirit Separate School 116 72.8 5.3 1.3 66 9 121 67.8 0.5 -0.7 56 9 721603 Immaculate Conception Separate School 135 57.4 -10.1 -12.0 58 9 117 48.2 -19.1 -12.1 21 9 721999 Immaculate Heart of Mary Separate School 66 48.6 -18.9 -3.6 6 9 74 66.9 -0.5 -3.2 62 9 723576 James Culnan Separate School 103 59.0 -8.5 -8.5 50 9 111 50.6 -16.8 -10.9 25 9 694428 Josyf Cardinal Slipyj Separate School 163 86.0 18.4 8.3 85 9 203 80.0 12.7 10.7 59 9 733016 Mother Cabrini Separate School 56 89.2 21.7 7.7 92 9 73 83.3 15.9 11.6 69 9 732435 Msgr John Corrigan 35 0 41 0 733954 Nativity of Our Lord Separate School 147 71.4 3.8 2.2 57 9 163 72.4 5.0 5.2 49 9 743704 Our Lady of Fatima Catholic School 212 70.3 2.8 -3.5 74 9 254 70.1 2.8 1.3 57 9 744565 Our Lady of Grace Separate School 65 70.2 2.6 1.1 56 9 96 87.5 20.2 8.5 91 9 744751 Our Lady of Guadalupe Separate School 23 0 36 57.8 -8.5 3 746177 Our Lady of Lourdes School 183 62.6 -5.0 -5.8 53 9 200 69.2 1.9 -4.7 77 9 747602 Our Lady of Peace Separate School 207 81.1 13.5 11.2 59 9 194 74.4 7.1 13.5 23 9 2 Ontario’s Best Public Schools: 2009-2011 Signposts of Success Grade 3 Results Grade 6 Results Predicted Predicted Adjusted Adjusted Tests Adjusted Adjusted Tests School No. School Name Students Pass Rate Pass Rate Pass Rate Percentile Available Students Pass Rate Pass Rate Pass Rate Percentile Available 747998 Our Lady of Perpetual Help Sep 114 94.3 26.8 17.2 84 9 86 89.1 21.8 18.7 64 9 748382 Our Lady of Sorrows Separate School 198 84.0 16.5 15.6 54 9 231 79.1 11.8 17.2 27 9 748773 Our Lady of the Assumption Separate School 99 50.0 -17.6 -7.1 14 9 104 61.1 -6.2 -4.1 40 9 749290 Our Lady of Victory Separate School 210 48.5 -19.1 -12.0 23 9 228 55.3 -12.1 -10.6 43 9 749559 Our Lady of Wisdom Separate School 136 79.3 9.5 5.5 66 3M 103 73.0 5.7 11.9 24 9 751405 Pope Paul Separate School 132 44.0 -23.5 -12.0 12 9 131 52.6 -14.8 -14.6 49 9 751634 Precious Blood 130 76.5 9.0 -5.3 93 9 159 68.8 1.5 -2.6 68 9 752690 Prince of Peace Separate School 103 93.9 26.4 2.0 99 9 108 90.8 23.4 8.9 95 9 752819 Regina Mundi Separate School 139 66.3 -1.2 -3.4 59 9 162 72.7 5.4 0.8 70 9 756334 Sacred Heart Separate School 70 74.0 6.5 0.2 74 9 88 71.6 4.3 -1.7 75 9 763462 Santa Maria Separate School 59 60.0 -7.5 -15.8 80 6 71 73.0 5.7 -12.7 98 9 763799 Senhor Santo Cristo Separate School 36 33.3 -32.8 3 37 0 765023 St Agatha Separate School 135 54.1 -13.9 1.1 6 7 124 75.9 8.5 3.0 74 9 765635 St Agnes Separate School 68 86.4 18.9 14.7 66 9 95 76.2 8.8 12.1 35 9 765759 St Aidan Separate School 84 82.2 14.6 -0.7 94 9 86 57.4 -9.9 0.0 13 9 766038 St Albert 122 67.2 -0.3 -4.5 66 9 137 67.1 -0.2 -1.4 55 9 767913 St Alphonsus Separate School 91 64.0 -3.5 -0.2 37 9 86 58.9 -8.4 -1.4 21 9 768537 St Ambrose Separate School 113 79.6 12.0 -0.4 90 9 115 67.7 0.3 -4.5 71 9 768790 St Andrew Separate School 166 38.0 -29.6 -11.6 3 9 185 41.2 -26.2 -6.5 1 9 769525 St Angela Separate School 105 68.9 1.3 -6.4 79 9 140 50.7 -16.7 -1.8 4 9 772437 St Anselm Separate School 107 82.1 14.5 11.9 61 9 111 84.5 17.2 15.3 58 9 773735 St Anthony Separate School 106 65.5 -2.1 -5.6 64 9 95 55.0 -12.4 -1.7 11 9 785857 St Antoine
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    Residents & Agencies Working & Learning Together BePart Collaborative Research Report BePart Steering Committee March 2010 Lawrence Heights Inter-Organizational Network (LHION) The Wellesley Institute advances urban health through rigorous research, pragmatic policy solutions, social innovation, and community action. The Wellesley Institute’s Enabling Grants programs supports community agencies and providers to collaboratively pursue research on issues that urban communities identify as important. These may include identifying unmet needs, exploring or testing effective solutions to problems they experience, or increasing our understanding of the forces that shape people's health and the way these forces affect people's health. The Wellesley Institute’s strategic focus is Health Equity, and we work in diverse collaborations and partnerships for social innovation, progressive social change, policy alternatives, and solutions to pressing issues of urban health and health equity. Copies of this report can be downloaded from the Wellesley Institute’s website www.wellesleyinstitute.com This project was funded by the Wellesley Institute (WI) as well as select agency members of the Lawrence Heights Inter-Organizational Network (LHION). The views and opinions expressed in the paper are those of the BePart Steering Committee and do not necessarily reflect those of the Wellesley Institute or LHION or LHION agency members. Lawrence Heights Inter-Organizational Network (LHION) Residents and Agencies Working and Learning Together: BePart Collaborative Research Report by the BePart Steering Committee (March 2010) is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 Canada License. What does this license mean? Attribution = You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).