Determinants of educational achievement of Francophone students in Ontario
Year:
2006
Authors and Collaborators :
Publishing Company:
, University of Toronto
Abstract
Ontario students' results on national and international assessments reveal a pattern: Francophone students in Ontario usually perform worse than Anglophone students. Recognizing the importance of acquiring reading literacy skills, this study focuses on performance of Ontario students in the Progress in International Reading Literacy Study 2001 (PIRLS) conducted by the International Association for the Evaluation of Educational Achievement (IEA). Using an expanded version of the Trends in International Mathematics and Science Study (TIMSS) model, this research explores, in addition to the intended curriculum, the implemented curriculum and the attained curriculum, the assessment and the students' performance. The analysis, comparing Ontario Anglophone students and Francophone students' performance and contextual data, uncovers important differences in each of the factors explored. The Ontario French-language and English-language curriculum, the students' prior knowledge, and the classroom environment, including teaching practices and resources, showed notable differences. In addition, the Anglophone and Francophone students' test-taking behaviours and responses were very different. The difficulty of the language used in the assessment and the scoring of the assessment also differed between the English- and French-language versions of the PIRLS. These analyses illustrate the complexity of comparisons across school systems, even those within the same province, and the importance of caution in such comparisons.
Theme :
EducationFrancophonesOntario
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