Understanding How the Student Success Strategy Has Developed and Contributed to Student Outcomes in One Ontario District
Notice bibliographique
Résumé
In 2003 the Ontario Ministry of Education launched the Student Success Strategy, a game changing initiative of whole system reform. Since that time Ontario’s graduation rate has risen from 68% to 85.5% by 2015, but surprisingly few studies have examined the strategy. The purpose of this study was to better understand how the Student Success Strategy developed and contributed to student outcomes in one school district. A qualitative research approach was used for the study, which was also complemented by administrative data. Schools which would be considered were identified using a purposeful sampling technique. Qualitative data was derived from interviewing educators who were members of their schools’ Student Success Team. Interview questions were focused on four key pillars of the strategy: efforts at connecting with students, providing programs that enable achievement, improving teaching and learning, and connecting with the community. Administrative data originated from Ontario’s Education Quality and Accountability Office test scores, as well as district and Ministry reports. Six key findings from the study emerged. The first revealed that fostering positive connections with secondary students takes time, requiring a multi-tiered differentiated approach involving layers of interventions and support. The second finding demonstrated that improving the range of programs, notably the Specialist High Skills Major, led to an enrolment surge and improved academic performances. The third main finding confirmed on-going efforts at improving teaching and learning, and the critical role administrators play as instructional leaders driving improvements. The fourth finding noted mixed results in connecting with the community, with no gains in engaging parents, however gains were made in accessing community supports for students as well as through dual-credit opportunities with positive post-secondary outcomes. The fifth finding revealed strong commonalities on how the Student Success Strategy had developed over time. The sixth key finding exposed the challenges connected to the strategy, notably replacing key staff, and the desire to retain greater school autonomy. What clearly was unquestionable was the impact policy, programs, and people – both within the school and community - could have in connecting with students, meeting their varied and individual needs, including pathways for their future success.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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