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EQAO REPORT
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WHERE TO FIND . . . PAGEApplied Academic
Percentages of all students at or above the provincial standard· 2013–2014...................................................................... 1 1· Over time........................................................................ 2 2
Tips for using this report................................................................ 3 3
Contextual information: 2013–2014............................................... 4 7
Results for groups of students: 2013–2014· All students................................................................... 5 8· Participating students................................................... 5 8· Students by gender....................................................... 6 9
Contextual information: Over time................................................. 10 12
Results for all students: Over time................................................. 11 13
Results for all students: Over time by gender............................... 14 15
Student questionnaire results......................................................... 16–24 25–33
Explanation of terms........................................................................ 34 34
PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4), 2013–2014
On behalf of EQAO, I am pleased to provide you with the results of the 2013–2014 Grade 9 Assessment of Mathematics.
This report includes the 2014 results as well as results for previous years, so you can track progress over time. You’ll also find demographic and attitudinal information, which provides context for interpreting the achievement results.
By assessing all students in our education system at key stages in their schooling, EQAO is able to provide reliable and objective data at the individual student, school and board levels. EQAO results alongside board and classroom assessment data have proven effective for monitoring progress and allowing school communities to make evidence-based decisions in their planning.
At EQAO, we strongly believe that reliable evidence empowers and guides the judgment and actions of professional educators and school communities. We are pleased to continue our partnership with you as we all work toward helping students reach their full potential. I hope you will find this report to be a rich source of information as you turn knowledge into action for the benefit of your students and community.
Sincerely,
Bruce RodriguesChief Executive OfficerEducation Quality and Accountability Office
School: Central TS (900087)
Board: Toronto DSB (66052)
Grade 9 Assessment of Mathematics, 2013–2014
School Report
ProvinceBoardSchoolProvinceBoardSchool
29 3447
54
82 85
APPLIED COURSE ACADEMIC COURSE
Central TS (900087)School Report
1 of 34September 24, 2014
Central TS (900087)School Report
PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME
Grade 9 Assessment of Mathematics, 2013–2014
APPLIED MATHEMATICS
26 30 34 32
Board
2430
19 24
School
40 42 44 44
Province
2009–2010 2010–2011 2011–2012 2012–2013
473429
2013–2014
39 881
4 972
202
2012–2013
41 799
5 253
206
2011–2012
44 095
5 756
202
2010–20112009–2010
219
6 175
47 566Province
Board
School
Total Number of Students
38 181
4 626
171
2013–2014
ACADEMIC MATHEMATICS
81 81 83 83
Board
6759
6554
School
82 83 84 84
Province
2009–2010 2010–2011 2011–2012 2012–2013
8582
54
2013–2014
97 158
12 329
103
2012–2013
97 741
12 621
93
2011–2012
99 278
13 034
96
2010–20112009–2010
60
13 239
101 268Province
Board
School
Total Number of Students
95 914
11 892
99
2013–2014
2 of 34September 24, 2014
Central TS (900087)School Report
TIPS
The applied and academic mathematics courses are different and should be considered separately.
Note: Students in locally developed courses do not participate in these assessments.
�Each school or board is unique. To appreciate the distinctive character of a school or board, look at the contextual information to understand the features and characteristics of the community it serves.
�This assessment captures the performance of students at one point in time each year. Consider the results along with other information about students’ achievement in mathematics.
�Exercise caution when interpreting results for small schools or boards. Results may vary considerably from year to year, and differences may look exaggerated. For example, in a school of 30 students, a difference of 10% represents only three students.
�Trends may be difficult to identify or to interpret. This is especially true when groups are small or in schools where there is a high turnover in the student population.
�EQAO values students' privacy. Beginning in 2012-2013, results are not reported publicly for schools where fewer than 10 students participated because it might be possible to identify individual students. Prior to 2012-2013, results were not reported publicly for schools where fewer than 15 students participated.
ABOUT THIS SCHOOL OR BOARD REPORT
This report shows how well students have met curriculum expectations for either the applied or academic mathematics program to the end of Grade 9. Students complete two booklets that allow them to show what they know in mathematics. The assessment is based on The Ontario Curriculum: Mathematics, Grades 9 and 10.
This report includes
¨ results for this year;
¨ a comparison of results of the current and previous administrations to aid in monitoring improvement and
¨ information about the characteristics of the students who participated.
Specifically, you will find
¨ summary graphs showing the percentage of students achieving the provincial standard in either applied or academic mathematics;
¨ detailed tables and graphs showing results for all levels of achievement, participation information and results for gender
¨ student questionnaire results and
¨ an explanation of all terms used in this report.
HOW TO USE THIS REPORT
¨ Examine the contextual information to understand the similarities and differences between this school, the board and the province; the board and the province. Consider the challenges that any differences might present.
¨ Examine the results for applied and academic mathematics.
· Are these results consistent with what you would expect?
· How do the school results compare to the board and province; the board results compare to the province?
· How do these results compare over time?
· What influence might students’ attitudes have on student performance (refer to the questionnaire results)?
¨ Speak to the school or board staff about the goals for school improvement related to mathematics.
The Education Quality and Accountability Office is an independent agency that gathers information about student achievement through province-wide assessments. Each year, all Grade 9 students in applied and academic mathematics take part in this assessment across Ontario. Individual results are reported to students and to parents and guardians. School, board and provincial results are released publicly.
Learn more about us at www.eqao.com.
3 of 34September 24, 2014
Central TS (900087)School Report
Number of Respondents:
Contextual Information
This information provides a context for interpreting the school’s applied mathematics course results.
* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data
may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be
missing because they were not provided by the students.
School Board Province
Participating students who received one or more accommodations*
100 64% 1 414 33% 11 573 31%
Participating students who received one or more special provisions*
18 11% 398 9% 1 841 5%
Students who did not complete any part of the assessment (no data)*
14 8% 363 8% 1 423 4%
0 0% 0 0% 0 0%
Second-semester course 81 47% 1 625 35% 17 852 47%
Full-year course 0 0% 1 459 32% 3 005 8%
Male 111 65% 2 575 56% 21 519 56%
Gender not specified
Enrolment
111 65% 2 008 43% 14 241 37%
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
Language and School Background††
Based on Student Questionnaire data143 3 472 31 979
First-semester course 90 53% 1 542 33% 17 324 45%
Speak another language as often as English at home 28 20% 756 22% 4 009 13%
Speak only or mostly a language other than English at home 30 21% 478 14% 2 043 6%
Students with special education needs (excluding gifted)*
Gender† Based on number of students enrolled
Female 60 35% 2 051 44% 16 662 44%
Student Status† Based on number of students enrolled
English language learners* 25 15% 759 16% 3 115 8%
Semester/Full Year Based on number of students enrolled
Number of students in applied mathematics course 171 4 626 38 181
Number of classes with students in applied mathematics course 11 304 2 496
Number of schools with applied mathematics classes Not applicable 84 705
Number Percent Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment 157 92% 4 263 92% 36 758 96%
Attended three or more elementary schools from kindergarten to Grade 8
64 45% 1 675 48% 13 010 41%
4 of 34September 24, 2014
Central TS (900087)School Report
Results for All Students
Results for Participating Students (excludes "no data" category)
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
47%34%29%At or AboveProvincial Standard(Levels 3 and 4) †
4%8%8%14
96%92%92%157
4%8%13%23 Below Level 1
11%16%17%29 Level 1
34%34%33%56 Level 2
38%28%26%45 Level 3
%%%#
Province38 181
Board4 626
School171Number of Students
9%6%2%4 Level 4
All Students*
No Data
ParticipatingStudents
ProvinceBoardSchool
962
382826
343433
111617
4813
Percentage of All Students in Applied MathematicsCourse at All Levels*
Below L1 Level 1 Level 2 Level 3 Level 4
49%
4%
12%
35%
40%
37%
9%
17%
37%
30%
31%
15%
18%
36%
29%
29
56
45
Level 1
Level 2
Level 3
At or AboveProvincial Standard(Levels 3 and 4) †
23 Below Level 1
%%%
Province36 758
Board4 263
9%7%3%
#
School157
4
Level 4
Number of Students
Participating Students**
ProvinceBoardSchool
973
403029
353736
121718
49
15
Percentage of Participating Students in Applied MathematicsCourse at All Levels**
Below L1 Level 1 Level 2 Level 3 Level 4
* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
5 of 34September 24, 2014
Central TS (900087)School Report
Results by Gender††
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
24%37%At or AboveProvincial Standard(Levels 3 and 4) †
9%107%4
91%10193%56
14%1612%7
17%1917%10 Level 1
35%3928%17 Level 2
23%2533%20 Level 3
%#%#
Male111
Female60Number of Students
2%23%2 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: School by Gender*
MaleFemale
23
233335
28
17171412
Percentage of All Students in AppliedMathematics Course at All Levels by Gender: School*
Below L1 Level 1 Level 2 Level 3 Level 4
34%34%At or AboveProvincial Standard(Levels 3 and 4) †
9%2207%143
91%2 35593%1 908
8%2148%157
16%41116%318 Level 1
33%85236%740 Level 2
28%71428%570 Level 3
%#%#
Male2 575
Female2 051Number of Students
6%1646%123 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: Board by Gender*
MaleFemale
66
28283336
161688
Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
49%45%At or AboveProvincial Standard(Levels 3 and 4) †
4%7934%630
96%20 72696%16 032
4%8914%652
11%2 29212%1 948 Level 1
33%7 00236%5 962 Level 2
39%8 46337%6 145 Level 3
%#%#
Male21 519
Female16 662Number of Students
10%2 0788%1 325 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: Province by Gender*
MaleFemale
108
39373336
111244
Percentage of All Students in AppliedMathematics Course at All Levels by Gender: Province*
Below L1 Level 1 Level 2 Level 3 Level 4
* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.
6 of 34September 24, 2014
Central TS (900087)School Report
Number of Respondents:
Contextual Information
This information provides a context for interpreting the school’s academic mathematics course results.
* See the Explanation of Terms.† Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data
may be missing because they were not provided by the school or the board.†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be
missing because they were not provided by the students.
School Board Province
Participating students who received one or more accommodations*
22 23% 675 6% 5 146 5%
Participating students who received one or more special provisions*
2 2% 519 4% 3 468 4%
Students who did not complete any part of the assessment (no data)*
2 2% 112 1% 736 1%
0 0% 0 0% 0 0%
Second-semester course 56 57% 2 878 24% 42 510 44%
Full-year course 0 0% 6 489 55% 10 620 11%
Male 64 65% 6 010 51% 46 757 49%
Gender not specified
Enrolment
22 22% 823 7% 5 969 6%
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
Language and School Background††
Based on Student Questionnaire data76 10 450 87 038
First-semester course 43 43% 2 525 21% 42 784 45%
Speak another language as often as English at home 17 22% 2 717 26% 13 677 16%
Speak only or mostly a language other than English at home 10 13% 1 712 16% 7 440 9%
Students with special education needs (excluding gifted)*
Gender† Based on number of students enrolled
Female 35 35% 5 882 49% 49 157 51%
Student Status† Based on number of students enrolled
English language learners* 20 20% 822 7% 6 137 6%
Semester/Full Year Based on number of students enrolled
Number of students in academic mathematics course 99 11 892 95 914
Number of classes with students in academic mathematics course
5 521 4 073
Number of schools with academic mathematics classes Not applicable 81 688
Number Percent Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment 97 98% 11 780 99% 95 178 99%
Attended three or more elementary schools from kindergarten to Grade 8
28 37% 4 651 45% 31 324 36%
7 of 34September 24, 2014
Central TS (900087)School Report
Results for All Students
Results for Participating Students (excludes "no data" category)
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
85%82%54%At or AboveProvincial Standard(Levels 3 and 4) †
1%1%2%2
99%99%98%97
<1%1%2%2 Below Level 1
4%5%14%14 Level 1
11%11%28%28 Level 2
73%68%51%50 Level 3
%%%#
Province95 914
Board11 892
School99Number of Students
12%15%3%3 Level 4
All Students*
No Data
ParticipatingStudents
ProvinceBoardSchool
1215
3
7368
51
1111
28
4514
<112
Percentage of All Students in Academic MathematicsCourse at All Levels*
Below L1 Level 1 Level 2 Level 3 Level 4
85%
<1%
4%
11%
73%
83%
1%
5%
11%
68%
55%
2%
14%
29%
52%
14
28
50
Level 1
Level 2
Level 3
At or AboveProvincial Standard(Levels 3 and 4) †
2 Below Level 1
%%%
Province95 178
Board11 780
12%15%3%
#
School97
3
Level 4
Number of Students
Participating Students**
ProvinceBoardSchool
1215
3
7368
52
1111
29
4514
<112
Percentage of Participating Students in Academic MathematicsCourse at All Levels**
Below L1 Level 1 Level 2 Level 3 Level 4
* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** Because percentages in tables and graphs are rounded, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
8 of 34September 24, 2014
Central TS (900087)School Report
Results by Gender††
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
55%51%At or AboveProvincial Standard(Levels 3 and 4) †
2%13%1
98%6397%34
3%20%0
11%720%7 Level 1
30%1926%9 Level 2
50%3251%18 Level 3
%#%#
Male64
Female35Number of Students
5%30%0 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: School by Gender*
MaleFemale
50
5051
3026
1120
30
Percentage of All Students in AcademicMathematics Course at All Levels by Gender: School*
Below L1 Level 1 Level 2 Level 3 Level 4
83%81%At or AboveProvincial Standard(Levels 3 and 4) †
1%561%56
99%5 95499%5 826
1%51<1%29
5%3005%311 Level 1
10%58912%724 Level 2
68%4 06968%3 975 Level 3
%#%#
Male6 010
Female5 882Number of Students
16%94513%787 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: Board by Gender*
MaleFemale
1613
6868
1012551<1
Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
86%84%At or AboveProvincial Standard(Levels 3 and 4) †
1%3411%395
99%46 41699%48 762
<1%160<1%87
4%1 6994%1 918 Level 1
10%4 44312%5 688 Level 2
73%34 02973%35 706 Level 3
%#%#
Male46 757
Female49 157Number of Students
13%6 08511%5 363 Level 4
No Data
ParticipatingStudents
Below Level 1
All Students: Province by Gender*
MaleFemale
1311
7373
101244<1<1
Percentage of All Students in AcademicMathematics Course at All Levels by Gender: Province*
Below L1 Level 1 Level 2 Level 3 Level 4
* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.†† Includes only students for whom gender data were available.
9 of 34September 24, 2014
Central TS (900087)School Report
This information provides a context for interpreting the school’s results of the current and previous administrations.
Contextual Information over Time: Applied Mathematics Course
Grade 9 Assessment of Mathematics, 2013–2014
Number of Respondents:
Participating students who received one or more accommodations*
Participating students who received one or more special provisions*
Students who did not complete any part of the assessment (no data)*
Second-semester course
Full-year course
Male
Gender not specified
Language and School Background††
Based on Student Questionnaire data
Speak another language as often as English at home
Speak only or mostly a language other than English at home
Students with special education needs (excluding gifted)*
Number of classes with students in applied mathematics course
Attended three or more elementary schools from kindergarten to Grade 8
2009–2010 2010–2011 2011–2012 2012–2013 2013–2014
Enrolment
Number of students in applied mathematics course 219 202 206 202 171
11 12 13 12 11
48% 5% 52% 7% 64%
14% 1% 15% 0% 11%
Participation in the Assessment
Students who participated in the assessment 83% 84% 89% 86% 92%
17% 16% 11% 14%
61% 67% 63% 57% 65%
0% 0% 0% 0% 0%
Student Status† Based on number of students enrolled
48% 44% 51% 52% 65%
Semester/Full Year Based on number of students enrolled
English language learners*
54% 53% 44% 50% 47%
0% 0% 0% 0% 0%
First-semester course 46% 47% 56% 50% 53%
171 147 143143 145
* See the Explanation of Terms.†
Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.
†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing because they were not provided by the students.
8%
20% 16% 16% 14%
21%
20%
45%
12%
19%
51%
Gender† Based on number of students enrolled
Female 39% 33% 37% 43% 35%
9%
25%
41%
6%
28%
37%
13%
28%
29%
15%
10 of 34September 24, 2014
Central TS (900087)School Report
Applied Mathematics Course for All Students
Results over Time, 2010–2011 to 2013–2014
* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
2012–20132011–20122010–2011
131411
Percentage of All Students inApplied Mathematics Course at All Levels: School*
Below L1 Level 1 Level 2 Level 3 Level 4
2013–2014
1318 20 22
17
25
35
2833
2418
2126
51 3 2
29%24%19%30% At or Above Provincial Standard (Levels 3 and 4)†
8%14%11%16%No Data
92%86%89%84%Participating Students
13%13%14%11% Below Level 1
17%22%20%18% Level 1
33%28%35%25% Level 2
26%21%18%24% Level 3
2%3%1%5% Level 4
171202206202
'13–'14'12–'13'11–'12
Number of Students
'10–'11Year
School*
2012–20132011–20122010–2011
10910
Percentage of All Students inApplied Mathematics Course at All Levels: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
2013–2014
8
17 17 17 16
32 32 32 34
2528 26 28
5 6 6 6
34%32%34%30% At or Above Provincial Standard (Levels 3 and 4)†
8%9%9%10%No Data
92%91%91%90%Participating Students
8%10%9%10% Below Level 1
16%17%17%17% Level 1
34%32%32%32% Level 2
28%26%28%25% Level 3
6%6%6%5% Level 4
4 6264 9725 2535 756
'13–'14'12–'13'11–'12
Number of Students
'10–'11Year
Board*
2012–20132011–20122010–2011
545
Percentage of All Students inApplied Mathematics Course at All Levels: Province*
Below L1 Level 1 Level 2 Level 3 Level 4
2013–2014
4
14 13 13 11
35 34 35 34 35 37 36 38
7 7 8 9
47%44%44%42% At or Above Provincial Standard (Levels 3 and 4)†
4%4%5%5%No Data
96%96%95%95%Participating Students
4%5%4%5% Below Level 1
11%13%13%14% Level 1
34%35%34%35% Level 2
38%36%37%35% Level 3
9%8%7%7% Level 4
38 18139 88141 79944 095
'13–'14'12–'13'11–'12
Number of Students
'10–'11Year
Province*
11 of 34September 24, 2014
Central TS (900087)School Report
This information provides a context for interpreting the school’s results of the current and previous administrations.
Contextual Information over Time: Academic Mathematics Course
Grade 9 Assessment of Mathematics, 2013–2014
Number of Respondents:
Participating students who received one or more accommodations*
Participating students who received one or more special provisions*
Students who did not complete any part of the assessment (no data)*
Second-semester course
Full-year course
Male
Gender not specified
Language and School Background††
Based on Student Questionnaire data
Speak another language as often as English at home
Speak only or mostly a language other than English at home
Students with special education needs (excluding gifted)*
Number of classes with students in academic mathematics course
Attended three or more elementary schools from kindergarten to Grade 8
2009–2010 2010–2011 2011–2012 2012–2013 2013–2014
Enrolment
Number of students in academic mathematics course 60 96 93 103 99
4 4 6 6 5
17% 0% 16% 0% 23%
0% 2% 16% 1% 2%
Participation in the Assessment
Students who participated in the assessment 98% 94% 92% 95% 98%
2% 6% 8% 5%
68% 60% 69% 49% 65%
0% 0% 0% 0% 0%
Student Status† Based on number of students enrolled
18% 18% 14% 8% 22%
Semester/Full Year Based on number of students enrolled
English language learners*
35% 55% 53% 69% 57%
0% 0% 0% 0% 0%
First-semester course 65% 45% 47% 31% 43%
51 78 7668 90
* See the Explanation of Terms.†
Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.
†† Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing because they were not provided by the students.
2%
7% 10% 18% 18%
13%
22%
37%
26%
16%
47%
Gender† Based on number of students enrolled
Female 32% 40% 31% 51% 35%
21%
12%
46%
14%
36%
36%
24%
22%
35%
20%
12 of 34September 24, 2014
Central TS (900087)School Report
Academic Mathematics Course for All Students
Results over Time, 2010–2011 to 2013–2014
* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
2012–20132011–20122010–2011
221
Percentage of All Students inAcademic Mathematics Course at All Levels: School*
Below L1 Level 1 Level 2 Level 3 Level 4
2013–2014
2
14 1521
1420
1117
28
53
61
51 51
63 3 3
54%54%65%59% At or Above Provincial Standard (Levels 3 and 4)†
2%5%8%6%No Data
98%95%92%94%Participating Students
2%2%2%1% Below Level 1
14%21%15%14% Level 1
28%17%11%20% Level 2
51%51%61%53% Level 3
3%3%3%6% Level 4
991039396
'13–'14'12–'13'11–'12
Number of Students
'10–'11Year
School*
2012–20132011–20122010–2011
<1<11
Percentage of All Students inAcademic Mathematics Course at All Levels: Board*
Below L1 Level 1 Level 2 Level 3 Level 4
2013–2014
16 5 6 5
12 10 10 11
67 68 67 68
14 15 16 15
82%83%83%81% At or Above Provincial Standard (Levels 3 and 4)†
1%1%1%1%No Data
99%99%99%99%Participating Students
1%<1%<1%1% Below Level 1
5%6%5%6% Level 1
11%10%10%12% Level 2
68%67%68%67% Level 3
15%16%15%14% Level 4
11 89212 32912 62113 034
'13–'14'12–'13'11–'12
Number of Students
'10–'11Year
Board*
2012–20132011–20122010–2011
<1<1<1
Percentage of All Students inAcademic Mathematics Course at All Levels: Province*
Below L1 Level 1 Level 2 Level 3 Level 4
2013–2014
<14 4 4 4
12 11 10 11
72 71 71 73
11 13 13 12
85%84%84%83% At or Above Provincial Standard (Levels 3 and 4)†
1%1%1%1%No Data
99%99%99%99%Participating Students
<1%<1%<1%<1% Below Level 1
4%4%4%4% Level 1
11%10%11%12% Level 2
73%71%71%72% Level 3
12%13%13%11% Level 4
95 91497 15897 74199 278
'13–'14'12–'13'11–'12
Number of Students
'10–'11Year
Province*
13 of 34September 24, 2014
Central TS (900087)School Report
RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†
Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):
GRADE 9 APPLIED MATHEMATICS
SCHOOL
BOARD
Female Male
2009–2010 2010–2011 2011–2012 2012–2013
22 181
2 753
116
Male
2012–2013
Female
86
2 218
17 69523 236
2 984
130
Male
2011–2012
Female
76
2 269
18 56324 374
3 149
135
Male
2010–2011
Female
67
2 607
19 72126 304
3 381
134
Male
2009–2010
Female
85
2 794
21 262Province
Board
School
Total Number of Students in Applied Mathematics Course†
† Includes only students for whom gender data were available.
2013–2014
21 51916 662
2 051 2 575
11160
Female Male
2013–2014
PROVINCE
2027
3328
18 20 2027
37
24
25 28 30 30 33 34 32 32 34 34
3644
3944 42
4741
46 45 49
14 of 34September 24, 2014
Central TS (900087)School Report
RESULTS FOR ALL STUDENTS OVER TIME BY GENDER†
Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):
GRADE 9 ACADEMIC MATHEMATICS
SCHOOL
BOARD
Female Male
2009–2010 2010–2011 2011–2012 2012–2013
47 171
6 067
50
Male
2012–2013
Female
53
6 262
49 98647 607
6 303
64
Male
2011–2012
Female
29
6 317
50 13448 464
6 587
58
Male
2010–2011
Female
38
6 447
50 81449 296
6 725
41
Male
2009–2010
Female
19
6 514
51 972Province
Board
School
Total Number of Students in Academic Mathematics Course †
† Includes only students for whom gender data were available.
2013–2014
46 75749 157
5 882 6 010
6435
Female Male
2013–2014
PROVINCE
53
73
5364
7261 58
50 51 55
80 82 80 82 82 84 82 84 81 83
81 83 82 84 83 85 84 85 84 86
15 of 34September 24, 2014
Central TS (900087)School Report
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 143)
I like mathematics. 61
I am good at mathematics. 46
I am able to answer difficult mathematics questions. 24
Mathematics is one of my favourite subjects. 37
I understand most of the mathematics I am taught. 79
Mathematics is an easy subject. 26
I do my best in mathematics class. 94
The mathematics I learn now is useful for everyday life. 61
The mathematics I learn now helps me do work in other subjects. 62
I need to do well in mathematics to study what I want later. 77
I need to keep taking mathematics for the kind of job I want after Ileave school.
65
Percentage of Students*How much do you agree or disagree with the following statements?
Strongly Disagree/Disagree Neither agree nor disagree Agree/Strongly agree
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
Very confidentConfidentSomewhat confidentNot at all confident
Number of studentswho answered“very confident”
Percentage of Students*How confident are you that you can answer mathematics questions related to the following?
number sense (e.g., operations with integers, rational numbers,exponents)
algebra (e.g., solving equations, simplifying expressions withpolynomials)
linear relations (e.g., scatter plots, lines of best fit)
measurement (e.g., perimeter, area, volume)
geometry (e.g., angles, parallel lines) 23
34
17
22
10
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
Number of studentswho answered
“agree” or “stronglyagree”
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
27 29 43
32 35 32
36 45 17
52 21 26
13 31 55
47 34 18
9 25 66
20 36 43
22 34 43
14 32 54
22 32 45
8 48 34 7
13 45 25 15
13 41 33 12
6 25 44 24
10 37 34 16
16 of 34September 24, 2014
Central TS (900087)School Report
I connect new mathematics concepts to what I already know aboutmathematics or other subjects.
9
I check my mathematics answers to see if they make sense. 24
I apply new mathematics concepts to real-life problems. 11
I take time to discuss my mathematics assignments with myclassmates.
11
I am not usually assigned any mathematics homework 6
Never or almost never 12
Sometimes 61
Often 43
Always 19
Percentage of Students*Number of students
who answered“very often”
How often do you do the following when studying mathematics or working on a mathematics problem?
DOING MATHEMATICS
Percentage of Students*How often do you complete your mathematics homework?
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 143)
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
Never or almost never Sometimes Often Very Often
I look for more than one way to solve mathematics problems.17
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
Number of students
9 62 20 6
41 38 17
28 47 16 8
27 50 15 8
10 45 31 12
4
8
43
30
13
17 of 34September 24, 2014
Central TS (900087)School Report
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 143)
I read by myself. 23
I use the Internet. 94
I play video games. 35
I participate in sports or other physical activities. 42
I participate in art, music or drama activities. 21
I participate in other clubs or organizations. 7
I volunteer in my community. 4
I work at a paid job. 3
Percentage of Students*
Number of studentswho answered
“everyday or almostevery day”
How often do you do the following when you are not at school?
Every day or almost every day1 to 3 times a week1 or 2 times a monthNever
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
OUT-OF-SCHOOL ACTIVITIES
15 29 37 16
5 6 20 66
24 22 27 24
17 23 29 29
40 24 19 15
44 32 17 5
40 34 21
75 8 13
18 of 34September 24, 2014
Central TS (900087)School Report
SCHOOLS ATTENDED
How many schools did you attend from kindergarten toGrade 8?
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 143)
1 school 32
2 schools 45
3 schools 25
4 schools 21
5 or more schools 18
Languages student speaks at home 84
Languages in which people speak to student at home 76
Percentage of Students* Number of students
Percentage of Students*
Number ofstudents who
answered“only English”
or “mostlyEnglish”
LANGUAGES SPOKEN
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
Only English/MostlyEnglish
Another language (or otherlanguages) as often as
English
Mostly another language (orother languages)/Only
another language (or otherlanguages)
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
22
31
17
15
13
59 20 21
53 18 27
19 of 34September 24, 2014
Central TS (900087)School Report
Number of students
Does counting the Grade 9 Assessment of Mathematics as part of your class mark motivate you to take the assessment more seriously? †
61
Were you told how much the assessment will count as part of your class mark (e.g., 5%)? †
61
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 143)
Yes 61
No 5
Don’t know 74
Yes 51
No 9
Yes 49
No 4
Percentage of Students* Number of students
Percentage of Students*
Percentage of Students* Number of students
Undecided 7
USE OF THE ASSESSMENT IN CLASS MARKS
Will your teacher count some or all parts of the Grade 9 Assessment of Mathematics as part of your class mark?
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
Total number of students:
Total number of students:
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.† Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
43
3
52
84
15
80
7
11
20 of 34September 24, 2014
Central TS (900087)School Report
48%43%
64%
49%
66%
58%
45%
46%
46%
75%
50%
68%
45%
41%
41%
geometry (e.g., angles, parallel lines)
measurement (e.g., perimeter, area, volume)
linear relations (e.g., scatter plots, lines of best fit)
algebra (e.g., solving equations, simplifying expressionswith polynomials)
number sense (e.g., operations with integers, rationalnumbers, exponents)
71%66%
54%41%
69%
65%55%61%53%37%
49%43%46%42%44%
54%39%47%38%27%
46%40%43%40%43%40%45%
52%46%49%50%52%46%54%I need to do well in mathematics to study what I want
later.
The mathematics I learn now helps me do work in othersubjects.
The mathematics I learn now is useful for everyday life.
I do my best in mathematics class.
Mathematics is an easy subject.
I understand most of the mathematics I am taught.
Mathematics is one of my favourite subjects.
I am able to answer difficult mathematics questions.
I am good at mathematics.
I like mathematics.
Ma
le*
(# =
91
)
School
Fe
ma
le*
(# =
52
)
All S
tud
en
ts(#
= 1
43
)
Ma
le*
(# =
1 8
87
)
Board
Fe
ma
le*
(# =
1 5
85
)
All S
tud
en
ts(#
= 3
47
2)
Ma
le*
(# =
17
91
1)
Province
Fe
ma
le*
(# =
14
06
8)
All S
tud
en
ts(#
= 3
1 9
79
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
47%43%45%46%48%38%43%
40%31%36%36%39%35%43%
63%68%65%65%62%63%66%
24%15%20%14%19%8%18%
65%59%62%59%61%52%55%
25%18%22%20%24%21%26%
31%16%24%16%22%13%17%
43%29%37%26%33%21%32%
41%30%36%32%37%38%43%
I need to keep taking mathematics for the kind of job Iwant after I leave school.
* Only includes students for whom gender data were available.† Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”‡ Other response options were “not at all confident” and “somewhat confident.”
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
46%
48%
58%
47%
67%
24%
57%
29%
19%
38%
45%
49%
53%
64%
38%
49%
54%
67%
63%
47%
52%
41%
45%
54%
49%
60%
23%
62%
28%
27%
38%
41%
Percentage of students indicating they feel “confident” or “very confident” that they can answer mathematics questions related to the following: ‡
Percentage of students indicating they “agree” or “strongly agree” with the following statements: †
21 of 34September 24, 2014
Central TS (900087)School Report
16%22%20%17%13%Always
Often
Sometimes
Never or almost never
I am not usually assigned any mathematics homework
I look for more than one way to solve mathematicsproblems.
I take time to discuss my mathematics assignments withmy classmates.
I apply new mathematics concepts to real-life problems.
I check my mathematics answers to see if they makesense.
I connect new mathematics concepts to what I alreadyknow about mathematics or other subjects.
Ma
le*
(# =
91
)
School
Fe
ma
le*
(# =
52
)
All S
tud
en
ts(#
= 1
43
)
Ma
le*
(# =
1 8
87
)
Board
Fe
ma
le*
(# =
1 5
85
)
All S
tud
en
ts(#
= 3
47
2)
Ma
le*
(# =
17
91
1)
Province
Fe
ma
le*
(# =
14
06
8)
All S
tud
en
ts(#
= 3
1 9
79
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
33%34%32%29%30%
29%27%29%44%43%
9%7%6%8%8%
10%9%9%2%4%
13%11%12%8%12%
6%6%8%6%8%
6%3%4%4%8%
17%19%20%17%17%
6%5%6%6%6%
* Only includes students for whom gender data were available.† Other response options were “never or almost never,” “sometimes” and “often.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.
DOING MATHEMATICS
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
5%
18%
33%
28%
8%
10%
12%
6%
5%
18%
14%
17%
32%
30%
8%
10%
8%
6%
19%
6%
9%
11%
31%
42%
9%
5%
14%
10%
16%
7%
8%
14%
33%
31%
10%
15%
9%
7%
18%
6%
Percentage of students indicating they do the following “very often” when studying mathematics or working on a mathematicsproblem: †
Percentage of students indicating they complete their mathematics homework at the following frequencies: ‡
22 of 34September 24, 2014
Central TS (900087)School Report
Only English/Mostly English
Mostly another language (or other languages)/Only another language (or other languages)
Another language (or other languages) as often as English
Mostly another language (or other languages)/Only another language (or other languages)
Another language (or other languages) as often as English
Only English/Mostly English
5 or more schools
4 schools
11%11%11%13%17%15%
19%19%19%24%25%17%
30%30%30%31%33%31%2 schools
1 school
I work at a paid job.
I volunteer in my community.
I participate in other clubs or organizations.
I participate in art, music or drama activities.
I participate in sports or other physical activities.
I play video games.
I use the Internet.
I read by myself.
Ma
le*
(# =
91
)
School
Fe
ma
le*
(# =
52
)
All S
tud
en
ts(#
= 1
43
)
Ma
le*
(# =
1 8
87
)
Board
Fe
ma
le*
(# =
1 5
85
)
All S
tud
en
ts(#
= 3
47
2)
Ma
le*
(# =
17
91
1)
Province
Fe
ma
le*
(# =
14
06
8)
All S
tud
en
ts(#
= 3
1 9
79
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
27%26%14%10%22%
9%6%7%6%4%5%3%0%2%
5%6%5%7%7%7%4%0%3%
9%7%8%9%8%9%7%2%5%
12%22%16%12%23%17%11%21%15%
41%24%34%42%22%33%37%15%29%
43%11%29%37%10%25%35%6%24%
71%81%75%67%74%70%62%73%66%
13%27%19%15%27%20%11%25%16%
3 schools
OUT-OF-SCHOOL ACTIVITIES
SCHOOLS ATTENDED
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
10%11%11%13%15%13%
78%78%78%59%59%65%59%
LANGUAGES SPOKEN
12%13%13%24%22%15%20%
7%6%6%12%14%19%21%
75%74%75%52%53%58%53%
12%13%12%21%20%15%18%
10%9%10%20%21%25%27%
12%
13%
24%
31%
16% 27%
23%
11%
13%
30%
17%
11%
13%
13%
31%
30%
15%
20%
60%
22%
22%
55%
53%
21%
19%
27%
20%
51%
Percentage of students indicating the number of schools they attended from kindergarten to Grade 8: ‡
Percentage of students indicating the languages people speak to them at home: ‡
Percentage of students indicating they do the following “every day or almost every day” when they are not at school: †
* Only includes students for whom gender data were available.† Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.
Percentage of students indicating that they speak the following languages at home: ‡
23 of 34September 24, 2014
Central TS (900087)School Report
Undecided
No
Yes
No
Yes
Don’t know
No
Yes
All S
tud
en
ts(#
= 1
43
)
Ma
le*
(# =
91
)
School
Fe
ma
le*
(# =
52
)
Ma
le*
(# =
1 8
87
)
Board
Fe
ma
le*
(# =
1 5
85
)
All S
tud
en
ts(#
= 3
47
2)
Ma
le*
(# =
17
91
1)
Province
Fe
ma
le*
(# =
14
06
8)
All S
tud
en
ts(#
= 3
1 9
79
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
14%16%15%19%0%
11%8%9%7%7%
75%76%75%73%93%
12%10%11%12%11%
88%89%88%87%89%
51%47%49%52%47%38%
3%2%2%4%3%6%
43%48%45%38%44%54%
* Includes only students for whom gender data were available.† Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.‡ Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
USE OF THE ASSESSMENT IN CLASS MARKS
Grade 9 Assessment of Mathematics, 2013–2014, Applied Course
Fe
ma
le*
(# =
28
)
Fe
ma
le*
(# =
69
0)
Ma
le*
(# =
7 7
24
)
Fe
ma
le*
(# =
6 7
07
)
Fe
ma
le*
(# =
28
)
Fe
ma
le*
(# =
69
0)
Ma
le*
(# =
7 7
24
)
Fe
ma
le*
(# =
6 7
07
)
All
Stu
de
nts
(# =
14
43
1)
All
Stu
de
nts
(# =
14
43
1)
Ma
le*
(# =
71
1)
17%
82%
74%
15%
10%
Ma
le*
(# =
71
1)
11%
7%
80%
All
Stu
de
nts
(# =
61
)
15%
84%
All
Stu
de
nts
(# =
61
)
52%
3%
43%
17%
9%
73%
All
Stu
de
nts
(# =
1 4
01
)
14%
85%A
ll S
tud
en
ts(#
= 1
40
1)
50%
4%
40%
21%
6%
70%
Ma
le*
(# =
33
)
18%
79%
Ma
le*
(# =
33
)
59%
2%
36%
Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of their class mark: †
Percentage of students indicating they were told how much the assessment will count as part of their class mark: †‡
Percentage of students indicating that counting the Grade 9 Assessment of Mathematics as part of their class mark motivates them to take the assessment more seriously: †‡
24 of 34September 24, 2014
Central TS (900087)School Report
geometry (e.g., angles, parallel lines)
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 76)
I like mathematics. 37
I am good at mathematics. 28
I am able to answer difficult mathematics questions. 23
Mathematics is one of my favourite subjects. 26
I understand most of the mathematics I am taught. 50
Mathematics is an easy subject. 13
I do my best in mathematics class. 50
The mathematics I learn now is useful for everyday life. 38
The mathematics I learn now helps me do work in other subjects. 45
I need to do well in mathematics to study what I want later. 42
I need to keep taking mathematics for the kind of job I want after Ileave school.
33
Percentage of Students*How much do you agree or disagree with the following statements?
Strongly Disagree/Disagree Neither agree nor disagree Agree/Strongly agree
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
Very confidentConfidentSomewhat confidentNot at all confident
Number of studentswho answered“very confident”
Percentage of Students*How confident are you that you can answer mathematics questions related to the following?
number sense (e.g., operations with integers, rational numbers,exponents)
algebra (e.g., solving equations, simplifying expressions withpolynomials)
linear relations (e.g., scatter plots, lines of best fit)
analytic geometry (e.g., slope, y-intercept, equations of lines)
measurement (e.g., perimeter, area, volume)
15
18
11
7
12
14
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
Number of studentswho answered
“agree” or “stronglyagree”
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
20 32 49
18 45 37
30 39 30
42 24 34
9 24 66
37 46 17
17 17 66
22 28 50
20 20 59
14 29 55
22 33 43
4 30 45 18
8 29 45 16
13 39 36 9
7 32 43 14
5 22 45 24
4 36 37 20
25 of 34September 24, 2014
Central TS (900087)School Report
I connect new mathematics concepts to what I already know aboutmathematics or other subjects.
7
I check my mathematics answers to see if they make sense. 14
I apply new mathematics concepts to real-life problems. 2
I take time to discuss my mathematics assignments with myclassmates.
8
I am not usually assigned any mathematics homework 1
Never or almost never 8
Sometimes 18
Often 28
Always 16
Percentage of Students*Number of students
who answered“very often”
How often do you do the following when studying mathematics or working on a mathematics problem?
DOING MATHEMATICS
Percentage of Students*How often do you complete your mathematics homework?
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 76)
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
Never or almost never Sometimes Often Very Often
I look for more than one way to solve mathematics problems.10
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
Number of students
16 42 28 9
8 28 43 18
30 41 22
29 24 30 11
8 53 21 13
1
11
24
37
21
26 of 34September 24, 2014
Central TS (900087)School Report
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 76)
I read by myself. 19
I use the Internet. 57
I play video games. 23
I participate in sports or other physical activities. 29
I participate in art, music or drama activities. 7
I participate in other clubs or organizations. 4
I volunteer in my community. 5
I work at a paid job. 1
Percentage of Students*
Number of studentswho answered
“everyday or almostevery day”
How often do you do the following when you are not at school?
Every day or almost every day1 to 3 times a week1 or 2 times a monthNever
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
OUT-OF-SCHOOL ACTIVITIES
12 26 28 25
4 13 75
17 21 24 30
8 14 30 38
49 14 18 9
41 21 22 5
24 47 12 7
71 9 7
27 of 34September 24, 2014
Central TS (900087)School Report
SCHOOLS ATTENDED
How many schools did you attend from kindergarten toGrade 8?
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 76)
1 school 17
2 schools 23
3 schools 9
4 schools 6
5 or more schools 13
Languages student speaks at home 40
Languages in which people speak to student at home 37
Percentage of Students* Number of students
Percentage of Students*
Number ofstudents who
answered“only English”
or “mostlyEnglish”
LANGUAGES SPOKEN
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
Only English/MostlyEnglish
Another language (or otherlanguages) as often as
English
Mostly another language (orother languages)/Only
another language (or otherlanguages)
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses issmaller than four.
22
30
12
8
17
53 22 13
49 13 24
28 of 34September 24, 2014
Central TS (900087)School Report
Number of students
Does counting the Grade 9 Assessment of Mathematics as part of your class mark motivate you to take the assessment more seriously? †
37
Were you told how much the assessment will count as part of your class mark (e.g., 5%)? †
37
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 76)
Yes 37
No 1
Don’t know 28
Yes 35
No 2
Yes 34
No 1
Percentage of Students* Number of students
Percentage of Students*
Percentage of Students* Number of students
Undecided 2
USE OF THE ASSESSMENT IN CLASS MARKS
Will your teacher count some or all parts of the Grade 9 Assessment of Mathematics as part of your class mark?
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
Total number of students:
Total number of students:
* Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.† Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
49
1
37
95
5
92
3
5
29 of 34September 24, 2014
Central TS (900087)School Report
71%
81%
69%
75%
55%
73%
79%
59%
55%
71%
70%
44%
56%
48%
57%
68%
58%
45%
61%
63%
geometry (e.g., angles, parallel lines)
measurement (e.g., perimeter, area, volume)
analytic geometry (e.g., slope, y-intercept, equations oflines)
linear relations (e.g., scatter plots, lines of best fit)
algebra (e.g., solving equations, simplifying expressionswith polynomials)
number sense (e.g., operations with integers, rationalnumbers, exponents)
66%58%
76%66%
84%78%
62%
66%54%60%48%28%
73%68%70%68%48%
77%63%70%63%44%
61%55%58%54%58%36%43%
66%60%63%61%64%48%55%I need to do well in mathematics to study what I want
later.
The mathematics I learn now helps me do work in othersubjects.
The mathematics I learn now is useful for everyday life.
I do my best in mathematics class.
Mathematics is an easy subject.
I understand most of the mathematics I am taught.
Mathematics is one of my favourite subjects.
I am able to answer difficult mathematics questions.
I am good at mathematics.
I like mathematics.
Ma
le*
(# =
51
)
School
Fe
ma
le*
(# =
25
)
All S
tud
en
ts(#
= 7
6)
Ma
le*
(# =
5 2
50
)
Board
Fe
ma
le*
(# =
5 2
00
)
All S
tud
en
ts(#
= 1
0 4
50
)
Ma
le*
(# =
42
14
5)
Province
Fe
ma
le*
(# =
44
89
3)
All S
tud
en
ts(#
= 8
7 0
38
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
57%53%55%56%58%56%59%
40%29%34%31%35%36%50%
67%72%70%68%64%56%66%
35%25%30%24%30%12%17%
77%72%75%70%72%48%66%
45%34%39%34%40%16%34%
55%38%46%35%45%16%30%
62%49%55%45%52%20%37%
62%50%55%49%55%36%49%
I need to keep taking mathematics for the kind of job Iwant after I leave school.
* Only includes students for whom gender data were available.† Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”‡ Other response options were “not at all confident” and “somewhat confident.”
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
61%
47%
59%
57%
71%
20%
75%
43%
37%
45%
55%
53%
63%
75%
63%
67%
73%
76%
83%
64%
62%
74%
77%
40%
62%
67%
60%
61%
37%
75%
47%
54%
59%
62%
Percentage of students indicating they feel “confident” or “very confident” that they can answer mathematics questions related to the following: ‡
Percentage of students indicating they “agree” or “strongly agree” with the following statements: †
30 of 34September 24, 2014
Central TS (900087)School Report
25%38%32%20%21%Always
Often
Sometimes
Never or almost never
I am not usually assigned any mathematics homework
I look for more than one way to solve mathematicsproblems.
I take time to discuss my mathematics assignments withmy classmates.
I apply new mathematics concepts to real-life problems.
I check my mathematics answers to see if they makesense.
I connect new mathematics concepts to what I alreadyknow about mathematics or other subjects.
Ma
le*
(# =
51
)
School
Fe
ma
le*
(# =
25
)
All S
tud
en
ts(#
= 7
6)
Ma
le*
(# =
5 2
50
)
Board
Fe
ma
le*
(# =
5 2
00
)
All S
tud
en
ts(#
= 1
0 4
50
)
Ma
le*
(# =
42
14
5)
Province
Fe
ma
le*
(# =
44
89
3)
All S
tud
en
ts(#
= 8
7 0
38
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
38%38%37%24%37%
25%18%21%44%24%
7%4%5%8%11%
2%1%1%4%1%
17%12%14%12%13%
11%12%13%8%11%
8%4%4%0%3%
29%33%33%12%18%
14%12%12%4%9%
* Only includes students for whom gender data were available.† Other response options were “never or almost never,” “sometimes” and “often.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.
DOING MATHEMATICS
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
13%
31%
38%
21%
5%
1%
15%
11%
6%
31%
16%
27%
37%
24%
7%
2%
13%
7%
31%
14%
12%
22%
43%
14%
12%
0%
14%
4%
22%
12%
9%
21%
38%
27%
2%
18%
12%
9%
30%
15%
Percentage of students indicating they do the following “very often” when studying mathematics or working on a mathematicsproblem: †
Percentage of students indicating they complete their mathematics homework at the following frequencies: ‡
31 of 34September 24, 2014
Central TS (900087)School Report
Only English/Mostly English
Mostly another language (or other languages)/Only another language (or other languages)
Another language (or other languages) as often as English
Mostly another language (or other languages)/Only another language (or other languages)
Another language (or other languages) as often as English
Only English/Mostly English
5 or more schools
4 schools
10%9%10%11%12%8%
19%19%19%24%12%12%
33%33%33%37%36%30%2 schools
1 school
I work at a paid job.
I volunteer in my community.
I participate in other clubs or organizations.
I participate in art, music or drama activities.
I participate in sports or other physical activities.
I play video games.
I use the Internet.
I read by myself.
Ma
le*
(# =
51
)
School
Fe
ma
le*
(# =
25
)
All S
tud
en
ts(#
= 7
6)
Ma
le*
(# =
5 2
50
)
Board
Fe
ma
le*
(# =
5 2
00
)
All S
tud
en
ts(#
= 1
0 4
50
)
Ma
le*
(# =
42
14
5)
Province
Fe
ma
le*
(# =
44
89
3)
All S
tud
en
ts(#
= 8
7 0
38
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
27%28%13%24%22%
5%4%5%3%2%3%0%4%1%
4%5%5%6%6%6%6%8%7%
12%10%11%12%10%11%4%8%5%
13%23%18%14%24%19%8%12%9%
48%33%40%45%26%35%47%20%38%
39%7%22%37%7%22%43%4%30%
79%84%82%80%85%83%71%84%75%
18%35%27%21%35%28%20%36%25%
3 schools
OUT-OF-SCHOOL ACTIVITIES
SCHOOLS ATTENDED
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
7%8%7%9%12%17%
71%73%72%54%53%56%53%
LANGUAGES SPOKEN
15%16%16%27%26%20%22%
10%7%9%15%16%16%13%
64%66%65%44%43%52%49%
14%15%15%23%23%24%13%
16%14%15%26%28%12%24%
9%
12%
24%
37%
14% 28%
24%
8%
12%
37%
14%
20%
6%
12%
27%
22%
18%
25%
52%
12%
24%
51%
43%
29%
22%
29%
8%
47%
Percentage of students indicating the number of schools they attended from kindergarten to Grade 8: ‡
Percentage of students indicating the languages people speak to them at home: ‡
Percentage of students indicating they do the following “every day or almost every day” when they are not at school: †
* Only includes students for whom gender data were available.† Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”‡ Percentages may not add up to 100, due to rounding or to ambiguous responses or blanks.
Percentage of students indicating that they speak the following languages at home: ‡
32 of 34September 24, 2014
Central TS (900087)School Report
Undecided
No
Yes
No
Yes
Don’t know
No
Yes
All S
tud
en
ts(#
= 7
6)
Ma
le*
(# =
51
)
School
Fe
ma
le*
(# =
25
)
Ma
le*
(# =
5 2
50
)
Board
Fe
ma
le*
(# =
5 2
00
)
All S
tud
en
ts(#
= 1
0 4
50
)
Ma
le*
(# =
42
14
5)
Province
Fe
ma
le*
(# =
44
89
3)
All S
tud
en
ts(#
= 8
7 0
38
)
STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE
(all students, female, male)
12%13%13%14%15%
13%7%10%7%0%
75%79%77%78%85%
6%6%6%7%0%
94%94%94%93%100%
28%23%25%28%25%36%
2%1%1%2%1%4%
66%71%69%64%68%52%
* Includes only students for whom gender data were available.† Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.‡ Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
USE OF THE ASSESSMENT IN CLASS MARKS
Grade 9 Assessment of Mathematics, 2013–2014, Academic Course
Fe
ma
le*
(# =
13
)
Fe
ma
le*
(# =
3 5
48
)
Ma
le*
(# =
27
85
4)
Fe
ma
le*
(# =
32
03
0)
Fe
ma
le*
(# =
13
)
Fe
ma
le*
(# =
3 5
48
)
Ma
le*
(# =
27
85
4)
Fe
ma
le*
(# =
32
03
0)
All
Stu
de
nts
(# =
59
88
4)
All
Stu
de
nts
(# =
59
88
4)
Ma
le*
(# =
3 3
64
)
6%
93%
75%
12%
13%
Ma
le*
(# =
3 3
64
)
5%
3%
92%
All
Stu
de
nts
(# =
37
)
5%
95%
All
Stu
de
nts
(# =
37
)
37%
1%
49%
13%
10%
77%
All
Stu
de
nts
(# =
6 9
12
)
7%
93%A
ll S
tud
en
ts(#
= 6
91
2)
27%
2%
66%
0%
4%
96%
Ma
le*
(# =
24
)
8%
92%
Ma
le*
(# =
24
)
37%
0%
47%
Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of their class mark: †
Percentage of students indicating they were told how much the assessment will count as part of their class mark: †‡
Percentage of students indicating that counting the Grade 9 Assessment of Mathematics as part of their class mark motivates them to take the assessment more seriously: †‡
33 of 34September 24, 2014
Central TS (900087)School Report
EXPLANATION OF TERMS
All Students Results are reported for all students in the course.
Results are reported only for those students who took part in the assessment (excludes the "no data" category).
ParticipatingStudents
The Ministry of Education, in The Ontario Curriculum, Grades 9 and 10: Mathematics, has set Level 3 as the provincial standard.
ProvincialStandard
The student has demonstrated a very high to outstanding level of achievement. Achievement is above the provincial standard.
Level 4(80–100%)
The student has demonstrated a high level of achievement. Achievement is at the provincial standard.
Level 3(70–79%)
The student has demonstrated some of the required knowledge and skills.Achievement is below, but approaching, the provincial standard.
Level 2(60–69%)
The student has demonstrated a passable level of achievement. Achievement is below the provincial standard.
Level 1(50–59%)
Students who did not have a result due to absence or other reasons. No Data
Below Level 1/Below L1
The student has not demonstrated sufficient achievement of curriculum expectations (below 50%).
Students who have been identified by the school in accordance with English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007).
English LanguageLearners
StudentsReceiving One or
More SpecialProvisions
Students identified by the school as receiving special provisions. Detailed information about special provisions is available in EQAO's Guide for Accommodations and Special Provisions.
Students withSpecial EducationNeeds (excluding
gifted)
Students who have been formally identified by an Identification, Placement and Review Committee, as well as students who have an Individual Education Plan. Students whose sole identified exceptionality is giftedness are not included.
StudentsReceiving One or
MoreAccommodations
Students identified by the school as receiving accommodations. Detailed information about accommodations is available in EQAO's Guide for Accommodations and Special Provisions.
N/R “Not reported” indicates that the number of students participating (fewer than 10 in a group) or responding to the Student Questionnaire is so small (fewer than six in a group) that identification of individual student results might be possible; therefore, results are not reported.
Grade 9 Assessment of Mathematics, 2013–2014
N/D "No data available" is used to indicate that there were no students in the course for the years specified.
W Results are being withheld by EQAO. For further information, please contact the school principal.
34 of 34September 24, 2014
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