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 Some sobering news about Ontario’s
new curriculum
Thousands of Students Unlikely to Graduate – this was the headline in the Globe and Mail late last month. The story below referred to the double cohort phase three study by Alan King of Queen’s University, commissioned by Ontario’s education ministry.
Ken Coran, vice president of the Ontario Secondary School Teacher’s Federation, was very kind and hand delivered the document. The 163-page report is available on line at www.edu.gov.on.ca/eng/document/reports/phase3.
Prof. King’s study shows that in Ontario 45,000 students will not receive a high school diploma. I spent hours going over the report in order to give you information why and who these teenagers are.
Students are failing the new Grade 9 and 10 applied level courses in disastrous numbers (25 per cent), the study says, and this is leading to an increased drop-out rate. Low levels in Grade 9 and 10 math act as a deterrent to students’ motivation and success.
Thirty per cent of the province’s students who did not graduate in the new four-year program returned for a fifth year. However, only 16 per cent of Thames Valley students returned. Where did the rest go?
“Applied level students experienced substantial credit loss by Grade 12,” the study says. “At the end of Grade 11, 38 per cent had 20 or less of the 30 credits needed for graduation.
“Summer school enrolment numbers increased as students made up for lost credits and tried to upgrade marks. Almost 15 per cent were taking at least one summer school credit.”
The Grade 10 literacy test assessed all students regardless of level of competency and contributed to the drop-out rate. Failing the test twice and having to take the whole course over a third time sure hurts one’s self esteem
Surprise, surprise, academic students did very well with the new curriculum. “They experienced little credit loss and, in fact, had an easier route to meeting university expectations than previous OAC students,” the study says.
So you want to know why the differences? Let’s look at homework. The university-bound students in Grade 12 spent on average 16 hours on their studies, compared to the applied level students who put in less than two hours per week.
How about part time jobs? Research has shown that when students spend 16 or more hours per week working their marks are lower and credit losses are higher. The study shows university bound teens worked on average one to 10 hours a week, compared to 20 hours for applied level students.
Let’s look at solutions. The ministry is looking at curriculum change but not before September, 2006. In the meantime we have a letter from Gerard Kennedy, our minister of education, sent to high school students. “There is a major problem in that 25 per cent of students either don’t or can’t make up the credits they didn’t get in Grades 9 and 10. Dropping out isn’t a solution; there are better options for you instead.”
Students’ responses to questionnaires show that parents have the greatest influence on a youngster’s education and career planning. The opinions of peers, teachers and counselors pale compared to the impact parents can make.
The secondary schools registration forms are due Feb. 28. Please make wise choices. Alan King’s conclusion is very simple: “The majority of students who took applied level courses are at risk of dropping out.”
I am confident the vast majority of students who believe in themselves and have the support of their parents can be successful in the academic program. Our children can be and do anything that they want.
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