Update on the Ontario Education Research and Evaluation Strategy

Carol Campbell, Chief Research Officer/

Director, Education Research and Evaluation Strategy Branch

Symposium 2009:Closing Gaps in Student Achievement

Four ways that evidence can play a critical role:

1. Understanding gaps in performance between currently higher and lower achieving students

2. Identifying and supporting strategies and practices that contribute to successful outcomes

3. Challenging negative assumptions and raising expectations

4. Integrating research, policy and practice concerns to strengthen application and communication of evidence

Evidence Expectations

Experience

Engagement

Energy

Reach Every Student: Energizing Ontario Education

High levels of student achievement• Going deeper and wider on literacy and numeracy• Continuing innovation in secondary schools

Reduced gaps in student achievement• Reducing the gaps in achievement for those groups of students

who, for whatever reason, need extra help

Increased confidence in publicly funded education• Fostering greater two-way engagement with the public to inform

the implementation of the mandate to foster public confidence• Strengthening the role of schools as the heart of communities• Recognizing the pivotal role of schools in developing the

workforce and citizens of tomorrow

What is ‘closing the gaps’ ?• Equity and excellence go hand in hand. And a quality

education for all in publicly funded schools is a key feature of fostering social cohesion – an inclusive society where diversity is the hallmark, and where all cultures are embraced within a common set of values.

• Our goal is to foster social cohesion through a publicly funded education system that respects diversity and brings all students together to learn through a shared set of experiences.

• Our goal is to reach every student, regardless of his or her personal circumstances.*

*from Reach Every Student: Energizing Ontario Education

“Raising the bar and closing the gap cannot just be a slogan. It captures a host of issues that go to the very core how a society functions… The education component can and must be quite precise work; it needs to focus on all categories of students and schools… We need to remind ourselves that it is not just a matter of being aware of the gap goal, but working diligently day after day, monitoring progress, and taking corrective action.”

A Priority for Action

(Fullan, 2007: 44-45)

What are gaps in achievement?Example: Grade 6 Writing (English)

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6764 64 64

6872 72

76

44 44 45

50 51 50

58

12 12 1114

17 17

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10

20

30

40

50

60

70

80

2001/02 2002/03 2003/04 2004/05 2005/06 2006/2007 2007-08

Year

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All students Girls Boys Special Education ESL/ELL Students

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Assessment

Impact of Reducing Boy-Girl Literacy Gap

2007-08 Overall achievement Overall Achievement if gap reduced by half

Overall Achievement if gap closed

Gaps Can Change Over Grades and Time Example: Ontario Secondary School Literacy Test Scores

77

84 84 84

42

50 51

57 55

82

7379 81 80 80

80

86 88 87 88

52

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50

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2003 2004 2006 2007 2008

Su

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All Students

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Girls

ELL

Special Ed.

ELL= English Language Learners

Multiple and Interconnected Gaps:Special Education and Gender

The average ratio of boys to girls is approximately 2:1

Distribution by Gender of Special Education Students-Halton District School Board

0

50

100

150

200

250

300

350

400

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Age

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Data Source: Information Management Branch, Ministry of Education

Special EducationRecently Completed• Council of Ontario Directors of Education (CODE) Projects – The CODE evidence-based projects

focussed on piloting and implementing many of the recommendations of Education for All K-6, including differentiated instruction, assistive technology, professional learning communities and literacy/numeracy instruction. http://www.ontariodirectors.ca/pages/CODE_Chronicles/index.html

• Ontario Psychological Association (OPA) Student Assessment Project – The OPA project collected key results and promising sustainable practices from every school board’s individual project designed to reduce wait times for student assessment (Kindergarten to Grade 4) and improve the quality and usability of assessment data. http://www.psych.on.ca/?id1=117

Currently Underway• Web Based Teaching Tool (WBTT) – The WBTT is designed to screen young learners for

remedial/instructional supplements to their normal education, and data from the previous year indicates a strong link between WBTT use and the activation of supports for students who are struggling.

• Dispute Resolution – The resource guide Shared Solutions was developed following Ministry research into dispute resolution with stakeholder input, and an evaluation of the Dispute Resolution Pilots with the recommendations of the Provincial Advisory Committee will be used to inform future policy direction.

Future Direction• Broader Assessment Measures• Children’s Mental Health and Addictions

Boys’ Literacy• Ministry has published Me Read? No Way! A Practical Guide to Improving

Boys’ Literacy Skills. – Based on international research– Features 13 strategies for improving boys’ literacy skills

• Ministry funded teacher inquiry projects across the province to explore strategies for improving boys’ literacy skills and report results.

– 143 projects– 2005-08– Final report to be published spring 2009– Sequel to Me Read? No Way! based on inquiry projects to be published – Me

Read? And How!

• Key findings include:– Reading materials that interest and engage boys are essential– Talk and oral language are powerful – Direct and targeted instruction is important– It is important to listen to boys and provide them with choice – Boys respond well to lots of tactile and active learning experiences– Male role models can strongly influence boys’ attitudes to literacy activities

English Language Learners (ELL)

• Consulted with the field to develop Policies and Procedures for Ontario Elementary and Secondary Schools, K-12

• Completed English Language Learners Benchmarks study

• Current Validation study of Steps To English Proficiency (STEP) underway

• Developed evidence-based resources for use in field

• Ongoing analysis of EQAO data to extract general trends and decide next steps

• Initial planning for research on ELLs with Special Education needs

Two main programs:• ALF Program: reversing the effects of assimilation• PDF Program: integrating recent immigrantsSources of information:• OnSis (ALF and PDF enrolments, country of birth)• EQAO (test results for ALF-PDF students)• StatCan (socio-demographic profiles of school

communities, language spoken,immigration)Research: University of Ottawa study: impact of

implementation of ALF programs in school

French-Language Learners

Urban Aboriginal Education Pilot Project

• Announced in 2007, the Aboriginal Education Office launched the Urban Aboriginal Education Pilot Project in 2008.

• This project will result in the development of urban Aboriginal education models for engagement with First Nation, Métis and Inuit students, families and/or communities that could be applied in different urban settings based on varying geographical and demographic circumstances.

• These models will be developed as a result of in-depth inter-jurisdictional research and pilot projects carried out in three urban boards – Toronto DSB, Lakehead DSB and Simcoe DSB.

• The first phase of the Project included a literature review and research focused on: retention; transitions; achievement; community/family outreach and engagement; challenges related to issues of high mobility; academic models; student support services

• Each Pilot site has also commissioned research specific to the needs of their individual communities.

Achievement Gaps Have Economic and Social Impact

(Statistics Canada Census 2006 Data for 2005 Earnings)

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Ontario

Ontario Ministry of Education Research and Evaluation Strategy

Purpose: The Ontario Ministry of Education is committed to developing and

implementing policies, programs, and practices that are evidence-based, research-informed, and connected to provincial education goals.

Outcomes: The Ministry of Education is focusing its research activities on

supporting its priority education goals:Increased student achievementReduced gaps in student achievementIncreased public confidence in publicly funded education

Approach: A shared strategy designed to be inclusive of staff from across all

parts of the ministry and to foster collaboration with partners across the education and research communities.

Research Strategy Components

• Leading the ministry’s research strategy

• Applying research to inform policy, program and practice

• Building research capacity

• Fostering research collaboration through networking and partnerships

• Communicating research findings

• Contributing to an international body of knowledge

Leading the Ministry’s Research Strategy

What’s new?• Establishment of an Education Research and Evaluation Strategy

Branch (July 2008) within the Corporate Management and Services Division of the Ministry of Education.

• Branch incorporates all previous Research Strategy functions, plus a corporate role to strengthen the co-ordination and application of research, evaluation and data for evidence-based decision making.

• Move to Research and Evaluation StrategyOngoing• ADMs Committee• Ministry Research Co-ordination Team• Research Strategy and Chief Research Officer functions and

activities• Ontario Education Research Panel as research leaders and

champions

Applying Research to Inform Policy, Program and Practice

What’s new?• Alignment within Ministry to strengthen application and co-ordination

of research and evaluation in process.• Analysis of existing Ministry research and evaluation projects to

identify linkage to priorities, reduce duplication, increase strategic application, and examine areas requiring further attention.

• Currently approx. 50 research and evaluation projects active.• Development of Ministry Research and Evaluation Forward Plan in

process. Aim to put in place from 2009-10 financial year onwards. • Major projects recently completed or nearing completion to be

reported widely.

Building Research CapacityWhat’s new?

• Work in process with Association of Education Researchers Ontario (AERO) to examine school board research capacity and research use

• The Institute of Education Leadership is supporting use of research focused on leadership

• Teacher Learning and Leadership Program supporting professional development for experienced teachers, this can include teacher research

• Interested in ways to engage graduate students with Research Strategy

• Increased capacity building for Ministry staff – Evaluation and Research Learning Program, Research@EDU, Policy Research Connections series

Ongoing

• Managing Information for Student Achievement (MISA) Professional Network Centres (PNCs) increasing board capacity for use of data and related research activities.

Networking and PartnershipsWhat’s new?

• 8 new members appointed to the Ontario Education Research Panel. Co-chairs for 2009-10: Doris McWhorter and Joan Green.

• Research Strategy Speaker Series launched to profile academic speakers on priority topics to present to Ministry staff.

• Further development of regional, provincial, national and international research networks, e.g. regional research symposia held across majority of Ontario regions in 2008.

• Enhancements to Annual Symposium based on feedback from 2008 Symposium

CommunicatingWhat’s new?• Increased profile of research on Ministry website through ‘Research

in Education’ section• Move to increase communication of Ministry funded research, e.g.

public release of major evaluations• Developing knowledge mobilization strategy for Ministry

Contributing to Research KnowledgeWhat’s new?• Ministry presentations and papers at research conferences,

including joint presentations with researchers and educators• Participation in international benchmarking and exchanges• Involvement in pan-Canadian discussions about research and data

agendas across provincial governments

Ongoing• Contributions to speaking engagements, workshops, seminars,

conferences and events• Research, evaluation and data input to Ministry documents and

reports

Thank You!