Statscan explains why private school students perform better

Not terribly surprising that socio-economic status and education-levels account for most of better performance of private schools but substantiated by the data:

The Statscan report, released Tuesday, says the reason for the higher performance of private school students is their socio-economic status, which includes a higher family income and higher-educated parents.

The study followed more than 7,142 students starting at the age of 15, looking at their scores on standardized tests and their completed educational qualifications by the age of 23.

“No differences in outcomes were attributable to school resources and practices,” the report concludes.

Marc Frenette, one of the two researchers who conducted the study, said the school resources analyzed include student-to-teacher ratio, computer resources available, teacher qualifications and number of teachers available to tutor students.

The study did not look at classroom-based factors, including teaching style, classroom lessons or extracurricular activities offered to students, Mr. Frenette said. It also did not consider the curriculum the schools teach.

Schools from Atlantic Canada were excluded because of a low number of private high schools in those provinces, Mr. Frenette said.

The higher socio-economic status of private school students and their peers accounts for half of the difference in the average score of standardized tests between private and public school students and “two-thirds of the difference in university graduation rates” between the two groups of students, according to the report.

Jim Power, principal of Upper Canada College, an all-boys private school in Toronto, said the selection process that private schools undertake means that their students are more motivated.

“Private schools, by definition, are selective. We’re fortunate. We take one out of three students who apply,” Mr. Power said.

Statscan explains why private school students perform better – The Globe and Mail.

Quebec infringed on religious freedom by forcing Catholic school to teach secular course: Supreme Court

On the recent Supreme Court ruling:

Loyola told the Supreme Court it wasn’t challenging the constitutionality of any legislation. But it was invoking a regulatory provision that allows private schools to teach their own version of a course where their program is equivalent, the school said in its factum. However, Quebec’s Education Department doesn’t consider Loyola’s substitute course an equivalent one. One reason is that the approach recommended by the ERC course is non-denominational, while Loyola’s version aims to transmit the Catholic faith, the Quebec government argues.

Loyola has said it would teach all the same content at the ERC course Loyola’s former principal Paul Donovan told the Montreal Gazette on Wednesday.

“We just didn’t want to have to suppress or hold back the Catholic nature of the school,” Donovan said.

Private religious schools in Quebec can teach their own faiths, but separately from the ERC course.

It’s the second time the Supreme Court has weighed in on the course taught in Quebec’s schools since the 2008-2009 school year. A Drummondville couple, who are Catholics, had argued that refusing to exempt their sons from the compulsory course violated their freedom of conscience and religion. But in a unanimous decision, the Supreme Court dismissed their appeal in 2012. The couple hadn’t proved that the ERC course interfered with their ability to pass their own faith onto their children, the decision said.

Quebec infringed on religious freedom by forcing Catholic school to teach secular course: Supreme Court.

Graeme Hamilton’s commentary on the fears of religious fundamentalism in Quebec:

Listening to politicians, it can feel as if Quebec is under assault from religious fundamentalists. The opposition Parti Québécois wants an observer to report annually to the National Assembly on “manifestations of religious fundamentalism.” The Liberal government has a working group to combat radicalism. The Coalition Avenir Québec proposes banning preaching that runs counter to Quebec values.

But those same legislators have no quarrel with a secular fundamentalism that has taken root in the province at the expense of religious rights. On Thursday, the Supreme Court of Canada sent a message to Quebec that its state-sanctioned secularism can go too far.

In a ruling affirming the right of Montreal’s Loyola High School, a private Catholic boys school, to teach its own version of a provincially mandated course on ethics and religion, the court offered a timely reminder to politicians.

“The pursuit of secular values means respecting the right to hold and manifest different religious beliefs,” Justice Rosalie Abella wrote for the majority. “A secular state respects religious differences, it does not seek to extinguish them.”

The pursuit of secular values means respecting the right to hold and manifest different religious beliefs

The ruling specifically applies to a small number of private religious schools in Quebec, but it resonates more widely at a time when governments contend with questions involving religious rights. Recently in Quebec, mosques have run up against obstacles over fears of religious extremism, and a Muslim woman was told she could not appear before a Quebec Court wearing her hijab. The federal government has taken a stand against the face-covering niqab, saying women cannot wear the garments during citizenship ceremonies.

Interference with a religious group’s beliefs or practices is justified only if they “conflict with or harm overriding public interests,” Justice Abella wrote.

… In a partially concurring opinion that argued for less restriction on Loyola, Chief Justice Beverley McLachlin and Justice Michael Moldaver wrote that it is enough for Loyola teachers to treat other religious viewpoints with respect; it does not have to treat them as equally legitimate.

“Indeed, presenting fundamentally incompatible religious doctrines as equally legitimate and equally credible could imply that both are equally false,” they wrote. “Surely this cannot be a perspective that a religious school can be compelled to adopt.”

John Zucchi, whose son was a student at Loyola when the ERC program was introduced and who was a plaintiff in the initial court case, said Thursday’s ruling provides crucial guidance. “This is helping the country to come to what I would call a sane form of secularism,” he said. “We don’t need to shut down one voice in the name of diversity and pluralism, but rather diversity and pluralism mean that all perspectives can be heard and be out in the public square.”

Graeme Hamilton: A secular fundamentalism has taken root in Quebec

Germany reverses ban on headscarves for Muslim teachers

Progress even if some dissent:

The court in Karlsruhe, ruling on a case brought by a Muslim woman blocked from a teaching job because of her headscarf, said religious symbols could only be banned when they posed “not just an abstract but a concrete risk of disruption in schools.”

“This is a good day for religious freedom,” said Volker Beck, a lawmaker from the opposition Greens.

He argued that headgear worn by devout Muslim, Jewish and Christian women and men was less of a threat to German society than “opponents of diversity” such as the right-wing Alternative for Germany (AfD), neo-Nazis and extremist Muslim Salafists.

Christine Lueders, head of the federal anti-discrimination agency, hailed the ruling for “reinforcing religious freedom in Germany.” With education administered by Germany’s 16 states, she called on local authorities to review the relevant rules.

But the German Teachers’ Assocation (DL) called the ruling “problematic,” saying it undermined the principle of political and religious “neutrality” in schools and public services.

“We fear this ruling could lead to disruption in certain schools if, for example, non-Muslim parents do not agree with their children being taught by teachers in headscarves,” said Josef Kraus, president of the teachers’ body.

Germany reverses ban on headscarves for Muslim teachers – The Globe and Mail.

Newcomer Parents Face Challenges Navigating School System – New Canadian Media – NCM

On some of the integration issues faced by parents helping their kids succeed in the school system:

Luz Bascuñan, the first Latin American woman to be elected as a trustee at the Toronto District School Board (TDSB), shared her views on Spanish student dropout rates in the 2009 publication “Four in Ten Spanish-Speaking Youth and Early School Leaving in Toronto.” In it, Bascuñan reduced the problem to four factors: the hiring system, the status of Spanish language in Toronto’s schools, the school curriculum and the lack of formal structures for parent and community involvement.

Today, she says the amalgamation of Toronto in 1998 also negatively impacted the education system, and she calls things like Ontario regulation 612/00, which installed parent involvement committees “a very generic way” to address parents not getting involved.

“Involving parents in their children’s education, which is key to educational success, cannot be done only because there’s a regulation,” Bascuñan says. “It’s necessary to develop a number of different initiatives. Back in the day, before the amalgamation, we had funding enough to make monthly meetings with parents, when we had trained child care workers to take care of the kids while the parents were there, we had interpreters for all the different languages, and we had dinner for everyone, solving the biggest problems parents use as an excuse for not going.”

The problems for Guido and Rossy’s daughter got worse with pressure from the school, with calls and letters telling them how behind their daughter was. “Some teachers suggested maybe our daughter had listening or speech problems, or having some family issues at home,” Guido shares.

“I think parents that came from other countries are really concerned of their kids’ education. In fact, a better education was one of the main reasons why they immigrated here in the first place.” – Esther Contreras, Peel District School Board teacher

“As soon as the problems arose we started helping her every night after school until today,” Guido continues. “They’re nice at schools, very polite, but I think they try to evade being blamed for any problem that my daughter had. It’s true, at my house we try to only speak Spanish, but she speaks English too… she could talk in both languages with no problem. Even so, once a teacher told me to put her in ESL classes. And every time you asked for help they give you a long list of websites instead of talking to you any longer. We took her to all the doctors they sent us, and when we realized she didn’t have any medical problem, her teachers changed the nature of the issue over and over.”

Given that some communities appear to have greater challenges then others, there may be some internal community dynamics at play as well, that need to be factored into account in developing community-specific approaches as appears to be the case in Toronto.

Newcomer Parents Face Challenges Navigating School System – New Canadian Media – NCM.

Teaching The Holocaust: New Approaches For A New Generation

One of the many approaches to Holocaust education and awareness, building on comparisons and parallels for a more universalist message:

In a conference room recently at the main library at Duke University, middle and high school teachers, many from North and South Carolina, watched a video exploring the parallels between Nazi Germany’s anti-Semitic Nuremberg codes and the racist Jim Crow laws in the American south.

“July 1938: Aryan and non-Aryan children cannot play together.”

“In Alabama, all passenger stations shall have separate waiting rooms,” intones the video, “Cause and Effect.” It was created by Centropa with teachers from the U.S. and Europe.

“1938: Jewish children are no longer allowed to attend public schools.”

“In Georgia it shall be unlawful for a white person to marry anyone but another white person.”

The teachers were not suggesting a moral equivalency between dehumanizing and repressive Jim Crow laws and genocide. But they were looking at how the two racist codes might become teaching tools, to explore what dialogue might be sparked with students.

The teachers trade ideas on reaching kids in their world and through their news feeds.

“That’s awesome. I’ve never thought about it that way. It’s like ‘tweet’ is the new telegram,” one teacher says. “That could be the title of the lesson: Tweets Are Telegrams.”

The teachers gathered at Duke were part of a recent seminar run by Centropa, which is dedicated to preserving stories of Jewish life in 20th century Eastern and Central Europe.

Several prominent Holocaust remembrance and education groups have long used survivor interviews and other first-person accounts and pictures to educate about the genocide of European Jewry. The USC Shoah Foundation and its online visual history archive has taken the lead, along with the United Holocaust Memorial Museum, and other organizations in the U.S. and abroad.

Centropa takes a slightly different approach, centering its work on the wider personal family stories, pictures and memories of a lost era, not just the unbelievable darkness of the Nazi years.

“We’re about searching for human values in the darkest times. It is about showing teenagers there is always a true north,” says Director and founder Edward Serotta.

Teaching The Holocaust: New Approaches For A New Generation : NPR Ed : NPR.

Immigrants With PhDs: Difficult Transitions, Marginal Advantages – New Canadian Media – NCM

PhDs and EmploymentInteresting comparison on outcomes for immigrants and non-immigrants with PhDs, including country where PhD granted. Nice evidence-based approach to analysis:

Immigrants are less likely than non-immigrants to have studied in a country whose credentials are easily recognized and trusted by Canadian employers. While immigrants who earned their doctorates in the United States had an unemployment rate of only 3 per cent—in line with the unemployment rate of non-immigrants with doctorates—less than a quarter earned their doctorates from the United States. Immigrants who earned their doctorates in countries other than the U.S. or U.K. experience much higher rates of unemployment.

But location of study explains only part of the difference. Regardless of where they earn their PhDs, immigrants face a range of employment barriers, including less-developed employment networks, language barriers, and racism. Immigrants with PhDs fare much better than immigrants without PhDs, but they face difficult transitions, achieve only a slim advantage over non-immigrants with lower education, and continue to lag well behind their non-immigrant peers with PhDs.

Understanding and addressing the many barriers to immigrant PhDs is critical to ensuring that both they and Canada’s economy and society as a whole can benefit from the advanced education and skills they have obtained. The ongoing work of The Conference Board of Canada’s Centre for Skills and Post-Secondary Education and National Immigration Centre explores various dimensions of the challenges facing immigrants—those with and without PhDs. It will shed light on changes that might be required as to how immigrant PhDs are educated and trained in Canada, as well as how immigrants are selected and integrated into the Canadian economy and society more generally. Watch for future commentaries and reports from both centres in 2015.

Immigrants With PhDs:  Transitions, Marginal Advantages – New Canadian Media – NCM.

How closing the ‘word gap’ could give poorer kids an equal chance at success

Interesting and positive initiative:

That realization [that children in richer households were exposed to a whopping 30 million more words by age 3 than their low-income counterparts] inspired two projects recently launched by Eriks-Brophy, now an associate professor at the University of Toronto’s Department of Speech Pathology, and PhD candidate Hillary Ganek.

Like the Providence initiative, the researchers are making use of LENA technology. But they’re aiming to recruit Toronto-based families of varied backgrounds, to expand the scope of the discussion beyond just income level.

They also want to look at the influence of culture in how parents talk to their kids. It will be the first time LENA has been used to explore the topic.

While both acknowledge income level plays a role in children’s development, Eriks-Brophy and Ganek say framing the issue as a “gap” might be the wrong approach.

Ultimately, they hope their research will help speech pathologists and schools be more responsive to cultural variations in language learning, which Eriks-Brophy argues often gives minority children their own unique set of skills.

“It’s not necessarily the case that it’s a (word) deficit or there’s a problem. It’s a difference. And that has to be acknowledged as well.”

WHEN DR. RIPUDAMAN S. MINHAS treats families in the city’s low-income Regent Park neighbourhood, he asks some unusual questions.

In addition to inquiring about kids’ allergies and immunizations, he wants to know how many books parents have at home. He wants to know if they have a library card, and how much they sing to their children.

“The idea of this 30-million-word gap really rings true,” he says. “Because it’s something that we see every day.”

Minhas’s medical interest in words is an approach endorsed by the country’s top children’s health body. Although there is no specifically Canadian research on the effects of the “word gap,” the Canadian Paediatric Society calls low literacy a “severe and pervasive” national problem.

New programs, such as St. Michael’s Hospital’s Reach Out and Read initiative are taking this to heart. Minhas, a developmental pediatrician affiliated with the hospital, is now also embarking on research into how inner-city families can be supported in creating “linguistically rich” homes.

How closing the ‘word gap’ could give poorer kids an equal chance at success | Toronto Star.

Immigration rules so unclear applicant can be given high-pass or a fail on same paperwork, court says

Interesting. While the Court upheld the particular decision, does look like more clarity needed:

A financial analyst from Pakistan applying last year for permanent residence status in Canada as a federal skilled worker was given a score of five points, out of a potential 25, in the education category of her assessment.

It was argued in court that different assessments of the same credentials could have scored her 19 or even 23 points.

Federal Court Justice Cecily Strickland found all three scores could have been seen as correct or “reasonable.”

“Having reached the conclusion that the [visa] officer’s decision was reasonable, I would also note that the alternate interpretation suggested by the applicant was also a possible outcome,” Judge Strickland wrote in a recent decision released this week.

The process is “less than a model of clarity,” she wrote.

“It’s a little bit absurd,” said Matthew Jeffery, a Toronto lawyer acting for the applicant, Minaa Ijaz, in an interview.

“All of these rules are quite new and the regulations for assessing how many points are awarded for qualification have been rewritten recently by the Conservatives.

“This case was the first to challenge them and it will take some back-and-forth in the courts to assess how the rules are written and interpreted.”

Immigration rules so unclear applicant can be given high-pass or a fail on same paperwork, court says

Myth-busting: Immigrants Drive Down School Rankings – New Canadian Media – NCM

Charles Ungerleider on educational outcomes and immigrants.

Surprising that no mention made of the OECD PISA studies, which show the Canadian education system does relatively well in educational outcomes for immigrant kids:

While it is true that immigrant students have lower levels of print literacy upon entering school, the differences between them and their non-immigrant peers is reduced over time with good instruction and exposure to positive English language role models. However, immigrant students often perform as well or better in mathematics and science than their Canadian-born peers. If school rankings take into account performance in a variety of subjects, the performance of immigrant students should not diminish the overall ranking of the school.

It is interesting that the reverse is not true. More advantaged children do not suffer from being in a school where most of the children are poor. This is likely a consequence of the very strong influence that having advantaged parents confers as well as living in communities that are relatively more advantaged. In other words, affluence appears to be a protective factor for advantaged learners.

Socio-economic segregation is another story.  A concentration of low-income students will have a negative effect on a school’s rankings just as the concentration of high income students will have a beneficial effect. As you have probably inferred, I do not have much interest in or regard for school rankings.  But I have a very strong interest in encouraging school boards to ensure that school boundaries do not separate groups on socio-economic lines.

Myth-busting: Immigrants Drive Down School Rankings – New Canadian Media – NCM.

Taking the Plunge: Immersion Programs Help Children Learn Other Languages

Taking_the_Plunge__Immersion_Programs_Help_Children_Learn_Other_LanguagesNice infographic on US multiculturalism and immersion education (link below has full infographic).

Taking the Plunge: Immersion Programs Help Children Learn Other Languages.