Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board Report

School Board Report Toronto DSB (66052)

School Board
Report
Grade 9 Assessment of Mathematics, 2008–2009

Board: Toronto DSB (66052)

I am pleased to provide you with this report on the
Grade 9 Assessment of Mathematics for 2008–2009. WHERE TO FIND . . . PAGE
Applied Academic
Included are student results for the current year, those Percentages of all students at or above the provincial standard
from previous years and, to put these results in context, · 2008–2009...................................................................... 1 1
information about the local student populations. · Over time........................................................................ 2 2
Tips for using this report................................................................ 3 3
Throughout the province and since the inception of the Contextual information: 2008–2009............................................... 4 7
agency, EQAO results have helped inform professional Results for groups of students: 2008–2009
practice and have served as a catalyst for improving · All students.................................................................... 5 8
· Participating students................................................... 5 8
student achievement. This report has been designed to · Students by gender....................................................... 6 9
assist you in your conversations about improved student
Contextual information: Over time................................................. 10 12
learning.
Results for all students: Over time................................................. 11 13

We believe that every student deserves the best outcome Results for all students: Over time by gender............................... 14 15

from public education. That’s why, in close collaboration Student questionnaire results......................................................... 16–19 20–23
with Ontario educators, EQAO continues to develop Explanation of terms........................................................................ 24 24
assessments that gauge the achievement of all Ontario
students against the learning expectations outlined in The
Ontario Curriculum. These assessments ensure that every
student in Ontario’s publicly funded school system is
assessed using the same yard stick at key stages in his or PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE
her schooling. PROVINCIAL STANDARD (LEVELS 3 AND 4), 2008–2009

However, it should be remembered that EQAO’s
assessment results are just one piece of information about
student achievement. These results should be considered
in conjunction with school-based information, such as that APPLIED COURSE ACADEMIC COURSE
from classroom assessments.

I trust this report will help parents, educators and all who
support a strong public education system work together so
that all students can reach their full potential.
75 77
Sincerely,

38
23

Marguerite Jackson
Board Province Board Province
Chief Executive Officer
Education Quality and Accountability Office

September 17, 2009 1 of 24



PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME

APPLIED MATHEMATICS*

Board Province

35 35 34 38
23 27
15 20 17 19

2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Total Number of Students
2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Board 6 334 6 551 6 228 5 894 6 356
Province 51 155 50 687 49 056 47 817 48 482

* Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).

ACADEMIC MATHEMATICS

Board Province

72 75 75 77
65 65 66 68 71 71

2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Total Number of Students
2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Board 13 624 13 690 13 528 13 329 13 279
Province 104 100 103 412 103 011 100 823 100 992



TIPS ABOUT THIS SCHOOL OR BOARD REPORT

The applied and academic This report shows how well students have met curriculum expectations for either the
mathematics courses are applied or academic mathematics program to the end of Grade 9. Students complete two
different and should be booklets that allow them to show what they know in mathematics. The assessment is
considered separately. based on The Ontario Curriculum: Mathematics, Grades 9 and 10.

Note: Students in locally developed
courses do not participate in these This report includes
assessments.
¨ results for this year;
– ¨ a comparison of results over the past four years to aid in monitoring
Each school or board is improvement and
unique. To appreciate the
distinctive character of a ¨ information about the characteristics of the students who participated.
school or board, look at the
contextual information to
understand the features and Specifically, you will find
characteristics of the ¨ summary graphs showing the percentage of students achieving the provincial
community it serves. standard in either applied or academic mathematics;
– ¨ detailed tables and graphs showing results for all levels of achievement,
This assessment captures participation information and results for gender
the performance of students
¨ student questionnaire results and
at one point in time each
year. Consider the results ¨ an explanation of all terms used in this report.
along with other information
about students’ achievement
in mathematics.

– HOW TO USE THIS REPORT
Exercise caution when
interpreting results for small ¨ Examine the contextual information to understand the similarities and differences
schools or boards. Results between this school, the board and the province; the board and the province.
may vary considerably from Consider the challenges that any differences might present.
year to year, and differences
may look exaggerated. For
example, in a school of 30 ¨ Examine the results for applied and academic mathematics.
students, a difference of 10% · Are these results consistent with what you would expect?
represents only three
students. · How do the school results compare to the board and province; the board
results compare to the province?
–
Trends may be difficult to · How do these results compare over time? Note that significant revisions
identify or to interpret. This is were made to applied courses in 2005 as reflected in The Ontario
especially true when groups Curriculum, Grades 9 and 10: Mathematics (revised 2005).
are small or in schools where · What influence might students’ attitudes have on student performance (refer
there is a high turnover in the
student population. to the questionnaire results)?

–
¨ Speak to the school or board staff about the goals for school improvement related
EQAO values students’
privacy. Results are not to mathematics.
reported publicly for schools
The Education Quality and Accountability Office is an independent agency that gathers information
where fewer than 15 about student achievement through province-wide assessments. Each year, all Grade 9 students in
students participated, applied and academic mathematics take part in this assessment across Ontario. Individual results are
because it might be possible reported to students and to parents and guardians. School, board and provincial results are released
to identify individual publicly.
students.
Learn more about us at www.eqao.com.



Grade 9 Assessment of Mathematics, 2008–2009, Applied Course
Contextual Information
This information provides a context for interpreting the board’s applied mathematics course results.

Board Province

Enrolment
Number of students in applied mathematics course 6 356 48 482
Number of classes with students in applied mathematics course 442 2 950
Number of schools with applied mathematics classes 99 715

Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment 5 496 86% 45 616 94%
Participating students who received one or more 1 062 19% 9 374 21%
accommodations*
Participating students who received one or more special 363 7% 1 144 3%
provisions*
Students who did not complete any part of the assessment (no 860 14% 2 866 6%
data)*
Gender† Based on number of students enrolled
Female 2 867 45% 21 752 45%
Male 3 489 55% 26 730 55%
Gender not specified 0 0% 0 0%

Student Status† Based on number of students enrolled
English language learners* 874 14% 2 532 5%
Students with special needs (excluding gifted)* 2 078 33% 14 483 30%

Semester/Full Year Based on number of students enrolled
First-semester course 2 089 33% 21 964 45%
Second-semester course 2 037 32% 21 765 45%
Full-year course 2 230 35% 4 753 10%
††
Language and School Background
Based on Student Questionnaire data
Number of Respondents: 5 065 43 413
Speak only or mostly a language other than English at home 744 15% 2 757 6%
Speak another language as often as English at home 1 068 21% 4 980 11%
Attended three or more elementary schools from kindergarten to 2 031 40% 17 179 40%
Grade 8
* 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.



Results for All Students
All Students* Percentage of All Students in Applied Mathematics
Board Province Course at All Levels*
Number of Students 6 356 48 482
# % %
Level 4 193 3% 5%
Level 3 1 271 20% 33%
Level 2 1 894 30% 35%
Level 1 1 217 19% 14%
35 33
Below Level 1 921 14% 7% 30
19 20
Participating 14 14
5 496 86% 94% 7
Students 3 5
No Data 860 14% 6%
Below L1 Level 1 Level 2 Level 3 Level 4
At or Above
Provincial Standard 23% 38%
Board Province
(Levels 3 and 4) †

Results for Participating Students (excludes "no data" category)
Participating Students** Percentage of Participating Students in Applied Mathematics
Board Province Course at All Levels**
# % %
Level 4 193 4% 6%
Level 3 1 271 23% 35%
Level 2 1 894 34% 38%
Level 1 1 217 22% 15%
34 38 35
Below Level 1 921 17% 7%
22 23
At or Above 17 15
Provincial Standard 27% 40% 7 4 6

Board Province

* 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.



Results by Gender††
All Students: Board by Gender* Percentage of All Students in Applied
Female Male Mathematics Course at All Levels by Gender: Board*
# % # %
Level 4 72 3% 121 3%
Level 3 535 19% 736 21%
Level 2 886 31% 1 008 29%
Level 1 578 20% 639 18%
Below Level 1 399 14% 522 15% 31 29
20 18 19 21
Participating 14 15
2 470 86% 3 026 87%
Students 3 3
No Data 397 14% 463 13%
At or Above Below L1 Level 1 Level 2 Level 3 Level 4
(Levels 3 and 4) † Female Male

All Students: Province by Gender* Percentage of All Students in Applied
Female Male Mathematics Course at All Levels by Gender: Province*
# % # %
Level 4 897 4% 1 618 6%
Level 3 6 581 30% 9 308 35%
Level 2 8 152 37% 8 965 34%
Level 1 3 337 15% 3 543 13%
37 34 35
Below Level 1 1 438 7% 1 777 7% 30
Participating 15 13
20 405 94% 25 211 94% 7 7 6
Students 4
No Data 1 347 6% 1 519 6%

†† Includes only students for whom gender data were available.



Grade 9 Assessment of Mathematics, 2008–2009, Academic Course
Contextual Information
This information provides a context for interpreting the board’s academic mathematics course results.

Board Province

Enrolment
Number of students in academic mathematics course 13 279 100 992
Number of classes with students in academic mathematics 578 4 156
course
Number of schools with academic mathematics classes 89 684

Number Percent Number Percent
Students who participated in the assessment 13 063 98% 100 060 99%
Participating students who received one or more 398 3% 3 233 3%
accommodations*
Participating students who received one or more special 456 3% 1 709 2%
provisions*
Students who did not complete any part of the assessment (no 216 2% 932 1%
data)*
Female 6 499 49% 51 554 51%
Male 6 780 51% 49 438 49%
Gender not specified 0 0% 0 0%

English language learners* 1 093 8% 3 942 4%
Students with special needs (excluding gifted)* 800 6% 4 639 5%

First-semester course 2 659 20% 44 727 44%
Second-semester course 3 115 23% 43 199 43%
Full-year course 7 505 57% 13 066 13%
Language and School Background††
Number of Respondents: 12 240 96 485
Speak only or mostly a language other than English at home 2 438 20% 8 689 9%
Speak another language as often as English at home 3 192 26% 14 233 15%
Attended three or more elementary schools from kindergarten to 4 769 39% 33 813 35%
Grade 8
† 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.



Results for All Students
All Students* Percentage of All Students in Academic Mathematics
Board Province Course at All Levels*
# % %
Level 4 1 490 11% 8%
Level 3 8 434 64% 69% 69
64
Level 2 1 913 14% 15%
Level 1 1 101 8% 6%
Below Level 1 125 1% <1%
Participating 14 15 11
13 063 98% 99% 8 8
Students 6
1 <1
No Data 216 2% 1%
At or Above
Board Province

Results for Participating Students (excludes "no data" category)
Participating Students** Percentage of Participating Students in Academic Mathematics
Board Province Course at All Levels**
# % %
Level 4 1 490 11% 8%
Level 3 8 434 65% 70% 70
65
Level 2 1 913 15% 15%
Level 1 1 101 8% 6%
Below Level 1 125 1% <1%
At or Above 15 15 11
Provincial Standard 76% 78% 8 6 8
1 <1

Board Province

** Because percentages in tables and graphs are rounded, percentages may not add to 100.



Results by Gender††
All Students: Board by Gender* Percentage of All Students in Academic
Female Male Mathematics Course at All Levels by Gender: Board*
# % # %
Level 4 641 10% 849 13%
Level 3 4 077 63% 4 357 64%
63 64
Level 2 1 019 16% 894 13%
Level 1 616 9% 485 7%
Below Level 1 50 1% 75 1%
Participating 16 13 13
6 403 99% 6 660 98% 9 7 10
Students 1 1
No Data 96 1% 120 2%

All Students: Province by Gender* Percentage of All Students in Academic
Female Male Mathematics Course at All Levels by Gender: Province*
# % # %
Level 4 3 530 7% 4 629 9%
Level 3 35 048 68% 35 013 71% 68 71

Level 2 8 652 17% 6 476 13%
Level 1 3 715 7% 2 615 5%
Below Level 1 156 <1% 226 <1%
Participating 17 13
51 101 99% 48 959 99% 7 5 7 9
Students <1 <1
No Data 453 1% 479 1%

†† Includes only students for whom gender data were available.



Contextual Information over Time: Applied Mathematics Course
This information provides a context for interpreting the board’s results over the past five years.

2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Enrolment
Number of students in applied mathematics course 6 334 6 551 6 228 5 894 6 356
Number of classes with students in applied mathematics course 368 420 421 401 442
Number of schools with applied mathematics classes 84 96 96 96 99

Students who participated in the assessment 85% 79% 80% 86% 86%
Participating students who received one or more 18% 12% 14% 19% 19%
accommodations*
Participating students who received one or more special 7% 4% 5% 6% 7%
provisions*
Students who did not complete any part of the assessment (no 11% 17% 20% 14% 14%
data)*
Students who were exempted* 4% 4% ---ÌÌ --- ---

Female 42% 45% 45% 44% 45%
Male 54% 55% 55% 56% 55%
Gender not specified 3% 0% <1% 0% 0%

English language learners* 11% 15% 15% 15% 14%
Students with special needs (excluding gifted)* 22% 26% 29% 33% 33%

First-semester course 33% 34% 33% 34% 33%
Second-semester course 31% 34% 36% 34% 32%
Full-year course 36% 32% 31% 32% 35%
††
Language and School Background
Number of Respondents: n/a n/a 4 626 4 723 5 065
Speak only or mostly a language other than English at home 15% 16% 15%
Speak another language as often as English at home Information not available 21% 22% 21%
Attended three or more elementary schools from kindergarten to 41% 42% 40%
Grade 8
† 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.
ÌÌ Beginning in 2006–2007, exemptions have not been permitted.
†† 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.
n/a Information not available.



Results over Time, 2005–2006 to 2008–2009
Applied Mathematics Course for All Students**
Board* Percentage of All Students in
Year '05–'06 '06–'07 '07–'08 '08–'09 Applied Mathematics Course at All Levels: Board*
Number of Students 6 551 6 228 5 894 6 356
Level 4 2% 2% 3% 3%
Level 3 17% 15% 16% 20%
Level 2 28% 29% 30% 30%
Level 1 17% 18% 20% 19%
Below Level 1 15% 16% 17% 14%
28 29 30 30

Participating Students 79% 80% 86% 86% 15 16 17 14 17 18
20 19
17 15 16
20

No Data 17% 20% 14% 14% 2 2 3 3

ExemptÌ 4% --- --- ---
At or Above
Provincial Standard 20% 17% 19% 23%
(Levels 3 and 4)† 2005–2006 2006–2007 2007–2008 2008–2009

Province* Percentage of All Students in
Year '05–'06 '06–'07 '07–'08 '08–'09 Applied Mathematics Course at All Levels: Province*
Level 4 5% 5% 5% 5%
Level 3 31% 30% 29% 33%
Level 2 34% 36% 36% 35%
Level 1 14% 14% 15% 14%
Below Level 1 7% 7% 8% 7% 34 36 36 35
31 30 29 33

Participating Students 90% 91% 93% 94% 15 14
14 14
7 7 8 7
No Data 8% 9% 7% 6% 5 5 5 5

ExemptÌ 2% --- --- ---
At or Above
(Levels 3 and 4)† 2005–2006 2006–2007 2007–2008 2008–2009

** Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).
Ì In 2006–2007, students who were coded “exempt” were placed in the “no data” category. Since this may affect the percentage of students for whom no data are available, the
results may not be comparable with those of previous years.



Contextual Information over Time: Academic Mathematics Course
This information provides a context for interpreting the board’s results over the past five years.

2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

Enrolment
Number of students in academic mathematics course 13 624 13 690 13 528 13 329 13 279
Number of classes with students in academic mathematics 542 565 557 568 578
course
Number of schools with academic mathematics classes 82 90 86 88 89

Students who participated in the assessment 98% 96% 97% 98% 98%
Participating students who received one or more 3% 2% 2% 3% 3%
accommodations*
Participating students who received one or more special 4% 2% 3% 3% 3%
provisions*
Students who did not complete any part of the assessment (no 2% 3% 3% 2% 2%
data)*
Students who were exempted* 1% 1% ---ÌÌ --- ---

Female 48% 50% 50% 49% 49%
Male 49% 50% 50% 51% 51%
Gender not specified 3% 0% <1% 0% 0%

English language learners* 7% 9% 9% 8% 8%
Students with special needs (excluding gifted)* 4% 5% 5% 6% 6%

First-semester course 21% 21% 21% 23% 20%
Second-semester course 22% 23% 24% 23% 23%
Full-year course 57% 56% 55% 55% 57%
Language and School Background††
Number of Respondents: n/a n/a 12 458 12 482 12 240
Speak only or mostly a language other than English at home 20% 20% 20%
Speak another language as often as English at home Information not available 25% 26% 26%
Attended three or more elementary schools from kindergarten to 40% 40% 39%
Grade 8
† 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.
ÌÌ Beginning in 2006–2007, exemptions have not been permitted.
†† 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.
n/a Information not available.



Results over Time, 2005–2006 to 2008–2009
Academic Mathematics Course for All Students
Board* Percentage of All Students in
Year '05–'06 '06–'07 '07–'08 '08–'09 Academic Mathematics Course at All Levels: Board*
Level 4 7% 10% 11% 11%
Level 3 58% 56% 61% 64%
64
Level 2 16% 17% 15% 14% 58 56
61

Level 1 12% 12% 10% 8%
Below Level 1 2% 2% 1% 1%
Participating Students 96% 97% 98% 98% 16 17 15
12 12 14
10 10 11 11
8 7
No Data 3% 3% 2% 2% 2 2 1 1
ExemptÌ 1% --- --- ---
At or Above
(Levels 3 and 4)† 2005–2006 2006–2007 2007–2008 2008–2009

Province* Percentage of All Students in
Year '05–'06 '06–'07 '07–'08 '08–'09 Academic Mathematics Course at All Levels: Province*
Level 4 6% 6% 8% 8%
Level 3 65% 64% 68% 69%
68 69
65 64
Level 2 17% 18% 16% 15%
Level 1 9% 9% 7% 6%
Below Level 1 1% 1% 1% <1%
Participating Students 98% 98% 99% 99% 17 18 16 15
9 9 7 8 8
No Data 1% 2% 1% 1% 1 1 1 <1
6 6 6

ExemptÌ <1% --- --- ---
At or Above
(Levels 3 and 4)† 2005–2006 2006–2007 2007–2008 2008–2009

Ì In 2006–2007, students who were coded “exempt” were placed in the “no data” category. Since this may affect the percentage of students for whom no data are available, the
results may not be comparable with those of previous years.



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*

2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

BOARD

21 25
16 20 19 18 17 18 20
14

PROVINCE 41
33 37 33 37 36 34
28 31
25

Female Male

Total Number of Students in Applied Mathematics Course†
2004–2005 2005–2006 2006–2007 2007–2008 2008–2009
Female Male Female Male Female Male Female Male Female Male
Board 2 688 3 439 2 927 3 624 2 773 3 451 2 591 3 303 2 867 3 489
Province 22 371 27 413 22 884 27 802 22 126 26 926 21 626 26 182 21 752 26 730

† Includes only students for whom gender data were available.
* Note that significant revisions were made to applied courses in 2005 as reflected in The Ontario Curriculum, Grades 9 and 10: Mathematics (revised 2005).



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

2004–2005 2005–2006 2006–2007 2007–2008 2008–2009

73 73 77
66 66 67 70
64 65 65

BOARD

77 80
72 72 74 75
67 69 70 69

PROVINCE

Female Male

Total Number of Students in Academic Mathematics Course†
2004–2005 2005–2006 2006–2007 2007–2008 2008–2009
Female Male Female Male Female Male Female Male Female Male
Board 6 595 6 635 6 875 6 815 6 756 6 770 6 548 6 781 6 499 6 780
Province 52 030 50 129 53 183 50 228 52 887 50 122 51 367 49 452 51 554 49 438

† Includes only students for whom gender data were available.




STUDENT QUESTIONNAIRE RESULTS FOR THIS BOARD (# = 5 065)

Percentage of Students*
Questionnaire Item
0 100

Number of
Students Who
1. Degree to which students “agree” or “disagree” with each of the following statements: Answered
“Strongly Agree
or Agree”

I like mathematics. 40 28 31 2 023

I am good at mathematics. 33 35 31 1 668

I understand most of the mathematics I am taught. 60 26 14 3 028

The mathematics I learn now is very useful for 47 27 25 2 398
everyday life.
I need to keep taking mathematics for the kind of job I 47 30 22 2 377
want after I leave school.

Mathematics is boring. 36 28 35 1 810

Mathematics is an easy subject. 20 30 49 1 019

Strongly agree or Disagree or
Undecided
agree strongly disagree

Number of
Students Who
2. How “easy” or “hard” students find mathematics questions that deal with the following:
Answered “Very
Easy or Easy”

number sense (e.g., operations with integers, rational 46 34 18 2 348
numbers, exponents)
algebra (e.g., solving equations, simplifying 41 29 28 2 094
expressions with polynomials)

linear relations (e.g., scatter plots, lines of best fit) 57 27 15 2 869

measurement (e.g., perimeter, area, volume) 62 24 13 3 117

geometry (e.g., angles, parallel lines, quadrilaterals) 40 34 24 2 020

Very easy or easy Undecided Hard or very hard

* Percentages may not add to 100, due to a lack of or ambiguous responses. Where there is no number in a box, the percentage of responses is smaller than 4.





Questionnaire Item
0 100

Number of
Students Who
3. Students have the following at home to use for mathematics school work:
Answered
“Yes”

a computer 49 49 2 495

a scientific calculator 75 23 3 794

a graphing calculator 14 83 733

Yes No

Number of
4. Amount of time students usually spend on mathematics homework (in or out of school) on any given day: Students

more than 45 minutes 16 809

between 31 and 45 minutes 24 1 201

30 minutes or less 41 2 071

mathematics homework not usually assigned 17 882

Number of
5. How often students complete all of their mathematics homework:
Students

never or seldom 15 779

sometimes 34 1 719

often or always 48 2 449

Number of
6. How often students have been absent from their Grade 9 mathematics class this year:
Students

never 14 713

one to four times 47 2 366

five to nine times 21 1 039

10 or more times 16 817






Questionnaire Item
0 100

Number of
7. How often students have been late for their Grade 9 mathematics class this year:
Students

never 24 1 237


five to nine times 18 902


Number of
8. Language(s) students speak at home:
Students

only or mostly English 62 3 134

another language (or other languages) as often as
21 1 068
English

only or mostly another language (or other languages) 15 744

9. Number of elementary schools (kindergarten to Grade 8) attended: Number of
Students

one or two schools 57 2 886

three schools 20 995

four schools 10 514

five schools or more 10 522

* Percentages may not add to 100, due to a lack of or ambiguous responses.



Board Province

All Students

All Students
(# = 43 413)

(# = 19 517)

(# = 23 896)
(# = 5 065)

(# = 2 292)

(# = 2 773)
Female*

Female*
STUDENT QUESTIONNAIRE RESULTS

Male*

Male*
FOR BOARD AND PROVINCE
(all students, female, male)
Percentage of students indicating that they “strongly agree” or “agree” with each of the following statements:
I like mathematics. 40% 33% 46% 36% 30% 42%
I am good at mathematics. 33% 26% 39% 36% 28% 43%
I understand most of the mathematics I am taught. 60% 57% 62% 63% 59% 66%
The mathematics I learn now is very useful for everyday life. 47% 46% 48% 42% 39% 44%
I need to keep taking mathematics for the kind of job I want
47% 45% 49% 43% 39% 46%
after I leave school.
Mathematics is boring. 36% 38% 34% 42% 44% 41%
Mathematics is an easy subject. 20% 15% 24% 22% 17% 27%
Percentage of students indicating that the following are “very easy” or “easy”:
number sense 46% 42% 50% 47% 43% 50%
algebra 41% 41% 42% 43% 44% 43%
linear relations 57% 57% 57% 64% 63% 64%
measurement 62% 61% 62% 66% 65% 67%
geometry 40% 37% 42% 41% 36% 45%
Percentage of students indicating they have the following at home to use for mathematics school work:
a computer 49% 50% 48% 45% 46% 44%
a scientific calculator 75% 80% 71% 75% 79% 73%
a graphing calculator 14% 13% 15% 10% 8% 11%
Percentage of students indicating they usually spend the following amounts of time on mathematics homework
(in or out of school) on any given day:**
30 minutes or less 41% 38% 43% 46% 44% 47%
more than 30 minutes 40% 43% 37% 34% 38% 31%
mathematics homework not usually assigned 17% 17% 18% 19% 17% 21%
Percentage of students indicating they complete all of their mathematics homework**
never or seldom. 15% 12% 18% 16% 13% 19%
sometimes. 34% 34% 34% 31% 31% 31%
often or always. 48% 51% 46% 51% 55% 48%
Percentage of students indicating they have been absent from their mathematics class this year**
four times or less. 61% 61% 61% 60% 58% 61%
five times or more. 37% 37% 36% 39% 41% 38%
Percentage of students indicating how often they have been late for their mathematics class this year**
four times or less. 60% 62% 59% 69% 69% 68%
five times or more. 37% 36% 39% 30% 29% 30%
Percentage of students indicating that they speak the following language(s) at home:**
only or mostly English 62% 63% 61% 81% 81% 81%
another language (or other languages) as often as English 21% 22% 20% 11% 12% 11%
only or mostly another language (or other languages) 15% 12% 17% 6% 6% 7%
Percentage of students indicating that from kindergarten to Grade 8 they attended
three or more elementary schools. 40% 41% 39% 40% 40% 39%
* Includes only students for whom gender data were available.
** Percentages may not add to 100, due to a lack of or ambiguous responses.





Questionnaire Item
0 100

Number of
Students Who
1. Degree to which students “agree” or “disagree” with each of the following statements: Answered
“Strongly Agree
or Agree”

I like mathematics. 58 23 19 7 118

I am good at mathematics. 51 30 18 6 292

I understand most of the mathematics I am taught. 72 18 9 8 859

The mathematics I learn now is very useful for
42 31 27 5 108
everyday life.
I need to keep taking mathematics for the kind of job I
58 29 12 7 107
want after I leave school.

Mathematics is boring. 27 28 45 3 263

Mathematics is an easy subject. 30 29 40 3 685

Strongly agree or Disagree or
Undecided
agree strongly disagree

Number of
Students Who
2. How “easy” or “hard” students find mathematics questions that deal with the following:
Answered “Very
Easy or Easy”

number sense (e.g., operations with integers, rational
69 21 9 8 401
numbers, exponents)
algebra (e.g., solving equations, simplifying
65 19 15 7 901
expressions with polynomials)

linear relations (e.g., scatter plots, lines of best fit) 47 29 22 5 745

analytic geometry (e.g., slope, y-intercept, equations of
45 24 29 5 553
lines)

measurement (e.g., perimeter, area, volume) 75 16 7 9 190

geometry (e.g., angles, parallel lines, quadrilaterals) 63 22 13 7 758

Very easy or easy Undecided Hard or very hard






Questionnaire Item
0 100

Number of
Students Who
3. Students have the following at home to use for mathematics school work:
Answered
“Yes”

a computer 59 39 7 264

a scientific calculator 87 11 10 654

a graphing calculator 13 85 1 536

Yes No

Number of
4. Amount of time students usually spend on mathematics homework (in or out of school) on any given day: Students

more than 45 minutes 24 2 978

between 31 and 45 minutes 34 4 189

30 minutes or less 36 4 415

mathematics homework not usually assigned 3 389

Number of
5. How often students complete all of their mathematics homework:
Students

never or seldom 14 1 669

sometimes 26 3 134

often or always 58 7 141

Number of
6. How often students have been absent from their Grade 9 mathematics class this year:
Students

never 19 2 353


five to nine times 16 1 943




Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board Report

Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board Report

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Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board Report