In accordance with the Ministry of Education’s Framework for Enhancing Student Learning, Surrey Schools 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, students with disabilities or diverse abilities, and English language learners.
Within each of these categories, the district reports on the required indicators including literacy, numeracy, measures of student well-being, grade-to-grade transitions, graduation rates, and entrance into B.C. post-secondary institutions. In recent years, efforts by teachers and staff helped 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 disabilities or diverse abilities, and children and youth in care when compared to all Surrey students. Grade-to-grade transitions followed similar trends, though these gaps seem to be closing at a faster pace than the gaps in graduation rates. In early education, Kindergarten students are improving 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 provide, it can also 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.
Below, we provide the Enhancing Student Learning Report, September 2021 and accompanying addenda, which include evidence of student achievement from the provincial and district levels.