Girl studying at the school

As required by the Ministry of Education’s Framework for Enhancing Student Learning, the district collects and analyzes quantitative and qualitative data on intellectual development, human and social development, and career development, paying special attention to Indigenous students, children and youth in care, and students with diverse abilities or disabilities.

Within each of these categories, the district reports on the required indicators that include literacy, numeracy, grade-to-grade transitions, and measures of student well-being. In recent years, teachers and staff have continued to help reduce gaps in student performance in these key areas. However, the data does show that there are areas where the district’s efforts must continue.  

There are still discrepancies in graduation rates among Indigenous students, students with diverse abilities and disabilities, and Children in Care when you compare these groups to all students. Grade-to-grade transitions followed similar trends, though those gaps seem to be closing at a faster pace than the graduation rate. In early education, Kindergarten students improve their achievement in literacy and numeracy throughout the year, substantially reducing their risk of falling behind in these areas. 

Among students in Grades 4 and 7, overall achievement has remained steady in literacy and numeracy, but gaps exist for Indigenous students. While it is important to reflect on the information these quantitative measures risk painting our students with too broad a brush, and overlooking their individual accomplishments. We strive to measure our students’ success based on their unique gifts and abilities and their own learning trajectory. The district continues to evaluate and improve its learning structures and strategies, as well as our focus on equity for all students, to close these gaps.