putting research into practice overview of results...results for both males and females in the...

Grade 9 EQAO Assessment of Mathematics

2015-2016

Overview of Results

September 2016

Research & Accountability Curriculum and Instruction Support Services

putting research into practice

Poleen Grewal, M.Ed.

Superintendent

Curriculum and Instruction Support Services

Research & Accountability Department

Kim Bennett, M.Sc.

Research Officer

Rosanne Brown, Ed.D.

Research Officer

Elana Gray, M.Sc.

Research Officer

Pat Hare

Administrative Assistant

Angela Mashford-Pringle, Ph.D.

Chief Research Officer

Aimee Wolanski, Ed.D.

Research Officer

© Peel District School Board

Suggested Citation: Peel District School Board. (2016, September). Grade 9 EQAO assessment of

mathematics 2015-2016: Overview of results. Mississauga, ON: Author.

TABLE OF CONTENTS Grade 9 EQAO Assessment of Mathematics: 2015-2016

Introduction...................................................................................................................................................... 1

Contextual Information .................................................................................................................................. 4

Academic and Applied Mathematics – Detailed Results .......................................................................... 5

Academic and Applied Mathematics – Trends over Time ........................................................................ 6

Academic and Applied Mathematics – Gender – Trends over Time ....................................................... 7

English Language Learners (ELLs) – Trends over Time ............................................................................ 8

Students with Special Education Needs (excluding identified gifted) – Trends over Time ................ 9

Grade 9 Student Questionnaire Results by Gender .................................................................................. 10

Tables Table 1: Contextual Information ........................................................................................................................... 4

Table 2: PDSB Grade 9 Student Questionnaire Results by Gender ............................................................... 10

Figures Figure 1: Summary of Results ............................................................................................................................... 3

Figure 2: Academic Mathematics Assessment – Detailed Results ................................................................... 5

Figure 3: Applied Mathematics Assessment – Detailed Results ...................................................................... 5

Figure 4: Academic Mathematics Assessment – All Students – Trends over Time ...................................... 6

Figure 5: Applied Mathematics Assessment – All Students – Trends over Time ......................................... 6

Figure 6: Academic Mathematics by Gender – Trends over Time .................................................................. 7

Figure 7: Applied Mathematics by Gender – Trends over Time ..................................................................... 7

Figure 8: ELLs’ Academic Mathematics – Trends over Time ........................................................................... 8

Figure 9: ELLs’ Applied Mathematics – Trends over Time .............................................................................. 8

Figure 10: Students with Special Education Needs (excluding identified gifted)

Academic Mathematics – Trends over Time .................................................................................... 9

Figure 11: Students with Special Education Needs (excluding identified gifted)

Applied Mathematics – Trends over Time ....................................................................................... 9

A

B

C

D

G

F

E

H

EQAO Grade 9 Assessment of Mathematics, 2015-2016 1

Research & Accountability, Curriculum and Instruction Support Services September 2016

This report contains an overview of the 2015-2016 Education Quality and Accountability Office

(EQAO) provincial assessment in mathematics for Grade 9 for the Peel District School Board and the

Province. Copies of the full Provincial Report can be downloaded from EQAO’s website, which is

located at: http://www.eqao.com.

About

EQAO is an independent, arm’s length agency of the provincial government that provides

parents/guardians, teachers, and the public with reliable and valid information about student

achievement. EQAO reports provide information for improvement, which educators,

parent/guardians, policy makers, and others in the education community can use to improve learning

and teaching.

EQAO develops and implements provincial assessment programs for primary, junior and secondary

school students in Ontario. EQAO assesses all students in Grade 3 and Grade 6 in reading, writing

and mathematics. EQAO also administers two secondary school assessments: Grade 9 Assessment of

Mathematics and the Ontario Secondary School Literacy Test (OSSLT).

Key Benefits of EQAO Assessments EQAO assessments provide data, information, and insights on student achievement for individual

students and multiple system levels.

Students know more about how well they are doing in reading, writing and/or mathematics and

what they need to do in order to improve.

Teachers and principals have more feedback on how well students are meeting the expectations in

the provincial curriculum and how effectively teaching strategies and school programs are meeting

students’ needs.

Parents/Guardians are more familiar with the expectations in the provincial curriculum and better

informed about their children’s achievement and progress.

Ontarians have accurate and objective information about student achievement and education quality

in the publicly funded education system.

Introduction A

http://www.eqao.com/

http://www.eqao.com/



About the Grade 9 Assessment

The Grade 9 mathematics assessment measures how well students have met the provincial

expectations in The Ontario Curriculum. The assessment covers knowledge and skills in

mathematics that students are expected to have acquired by the end of the school semester in

both academic and applied programs. Specifically, the assessment is based on the four

curriculum strands of mathematics: Number Sense and Algebra, Linear Relations, Analytic

Geometry (academic program only), and Measurement and Geometry. Students enrolled in the

applied mathematics program complete a different assessment than students enrolled in the

academic mathematics program. Students enrolled in first semester applied and academic

mathematics programs wrote the assessment in January 2016, and students enrolled in second

semester and full year applied or academic mathematics programs wrote the assessment in May

and June 2016.

Please note that due to teacher job action, the Grade 9 EQAO Assessment was not written in the

2014-2015 school year by students who took grade 9 mathematics in the second semester as well

as students enrolled in the full year applied or academic mathematics courses.

Questionnaires EQAO conducts student, teacher and principal questionnaires to collect contextual data,

information about attitudes and behaviours regarding mathematics, and instructional practices.

The questions address factors that are associated with student achievement. (reference)

EQAO Scoring and Reporting

Written responses are carefully and systematically scored by specially trained educators using

rubrics specific to each open-response item. The scoring was rigorously monitored to ensure that

it was objective, consistent, and reliable. Multiple-choice items were machine scored.

(See EQAO: Ontario’s Provincial Assessment Program, Its History and Influence, page 15)

http://www.eqao.com/Research/pdf/E/ON_ProvAssessmentPgm_9612_eng.pdf

EQAO reports student achievement in mathematics using a four-level scale. EQAO has aligned its

four levels of achievement to those of the Ontario Provincial Report Card, Grades 9-12.

EQAO results are reported at different levels: province, school boards, schools, and individual

students.

Achievement results in this report are expressed as the number of students achieving at each level

as a percentage of all of the students in the grade. This includes students who were exempted, for

whom there were no data, and students who did not have enough evidence for Level 1.

Levels of Achievement Level 4 The student has demonstrated the required knowledge and skills.

Achievement surpasses the provincial standard.

Level 3 The student has demonstrated most of the required knowledge and skills.

Achievement is at the provincial standard. Level 2 The student has demonstrated some of the required knowledge and skills.

Achievement approaches the provincial standard.

Level 1 The student has demonstrated some of the required knowledge and skills in limited ways.

Achievement falls much below the provincial standard.

NE1 Not Enough Evidence for Level 1 is used when students did not demonstrate enough evidence of

knowledge and understanding to be assigned Level 1.

No Data Students who did not have a result due to absence or other reasons.

Exempt Students who were formally exempted from participation in one or more components of the

assessment.

http://www.eqao.com/Research/pdf/E/ON_ProvAssessmentPgm_9612_eng.pdf



Academic

Course

Applied

Course

Grade 9 EQAO Assessment of Mathematics 2015-2016

Summary of Results Percentage of students at or above the provincial standard

84%

83%

40% 45%

1% HIGHER

Province

Figure 1

5% LOWER



Demographic data about students in the Peel District School Board (PDSB) and the province

provide valuable contextual information to help with the interpretation of the academic and

applied mathematics results.

PDSB Province

Academic Applied Academic Applied

Enrolment

All students 7 611 2 278 97 347 36 005

Number of schools 34 37 683 706

Participation in the Assessment

Participating students (excludes no data) 7 575 2 205 96 501 34 656

Received one or more accommodations 3% 29% 6% 35%

Received one or more special provisions 13% 22% 4% 6%

Did not complete any part of the

assessment (no data) <1% 3% 1% 4%

Gender

Female 49% 44% 51% 44%

Male 51% 56% 49% 56%

Student Status

English language learners 18% 28% 6% 10%

Students with special education needs (excluding identified gifted)

3% 31% 7% 41%

Language*

Speak only or mostly a language other

than English at home 14% 10% 9% 7%

Speak another language as often as

English at home 32% 23% 16% 13%

School Background*

Attended three or more elementary

schools from kindergarten to grade 8 60% 57% 34% 39%

*based on student questionnaire data

Contextual Information B

Table 1



At or Above

Provincial Standard

3% 7%15%

35% 31%

9%4% 5%

13%

33% 35%

10%

No Data Below Level 1 Level 1 Level 2 Level 3 Level 4

<1% <1%5%

10%

72%

12%

1% <1%4%

11%

73%

11%

No Data Below Level 1 Level 1 Level 2 Level 3 Level 4

Academic and Applied Mathematics – DETAILED RESULTS Percentage of All Students at All Levels

Figure 2

Figure 3

C

Province

Academic Mathematics Assessment

Applied Mathematics Assessment



44% 44% 47% N/A 45%

45% 45% 43% 40%

84% 84% 85% 83%

86% 85% 85%

N/A

84%

Academic and Applied Mathematics - TRENDS OVER TIME Percentage of Students At or Above the Provincial Standard

D

Academic Mathematics Assessment

Applied Mathematics Assessment

2011-2012

Province

2012-2013 2013-2014

2

2014-2015 2015-2016

-2% 5 years

2011-2012

Province

2012-2013 2013-2014

2

2014-2015 2015-2016

-3% 2 years

-5% 5 years

Figure 4

Figure 5

Academic Math results in the PDSB and the Province have remained

relatively constant over the past 5 years. Please note that due to teacher

job action, the Grade 9 EQAO Assessment was not written in the 2014-

2015 school year by students who took grade 9 mathematics in the

second semester, as well as students enrolled in the full year applied or

academic mathematics courses.

Applied Math results in the PDSB and the Province have decreased over 5

years. Please note that due to teacher job action, the Grade 9 EQAO

Assessment was not written in the 2014-2015 school year by students who

took grade 9 mathematics in the second semester, as well as students enrolled

in the full year applied or academic mathematics courses.

.

-1% 5 years

1% 5 years

Province

-2% 2 years

-1% 2 years

-2% 2 years



GENDER GAP

-1% -1% -2%

N/A 0%

85% 85%84% 84%

86% 86% 86%84%

-1%

0%

-5%

N/A

-1%

44%45%

40% 39%

45% 45% 45%

40%

GENDER GAP

Academic and Applied Mathematics - GENDER – TRENDS OVER TIME Percentage of Students At or Above the Provincial Standard

E

84%

83%

-1%

47%

43%

Academic

Applied

Province

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

-4%

Figure 6

Figure 7

Results for both males and females in the Academic Mathematics assessment in the PDSB

have remained relatively constant over the past five years. The gap between males and

females in the PDSB has remained relatively constant over time. For the 2015-2016 school

year, the gap closed between males and females.

Results for females in the Applied Mathematics assessment in the PDSB decreased in 2013-

2014. Results for males in the Applied Mathematics assessment in the PDSB decreased in

2015-2016. The gap between males and females in the PDSB increased in 2013-2014 and

decreased in 2015-2016.

Female Male



81% 81% 82% N/A 81%

83% 81% 82%78%

33% 35% 38% N/A 37%

41% 44%39%

34%

ENGLISH LANGUAGE LEARNERS (ELLs) – TRENDS OVER TIME Percentage of Students At or Above the Provincial Standard

F

-7% 5 years

Academic

Applied Figure 9

Figure 8

-5% 2 years

Results for ELLs in Academic Mathematics in both the PDSB

and the province have remained relatively constant from 2011-

2012 to 2013-2014. From 2013-2014 to 2015-2016, the results

decreased by 4%.

-1% 2 years

Province

Results for ELLs in Applied Mathematics for the PDSB have

decreased over the past five years. The results for the PDSB

decreased by 5% from 2013-2014 to 2015-2016.

4% 5 years

2011-2012

2012-2013 2013-2014

2

2014-2015 2015-2016

2011-2012 2012-2013 2013-2014

2

2014-2015 2015-2016

-4% 2 years

-5% 5 years

0% 5 years

-1% 2 years



72% 73% 74% N/A 71%

76%71%

75%70%

35% 35% 39% N/A 37%

34% 35% 34%27%

Students with Special Education Needs (excluding identified gifted)

TRENDS OVER TIME

Percentage of Students At or Above the Provincial Standard

Tr

G

Figure 11

Figure 10

Academic

Applied

-7% 2 years

-1% 5 years

Province

Results for Students with Special Education Needs (excluding identified

gifted) in Applied Math in the PDSB have remained relatively constant from

2011-2012 to 2013-2014. From 2013-2014 to 2015-2016, the results decreased

by 7%. .

Results for Students with Special Education Needs (excluding

identified gifted) in Academic Mathematics in the PDSB decreased

over the past five years. There was a 5% decrease from 2013-2014 to

2015-2016. Results for the province have remained relatively

constant over the past five years.

-2% 2 years

2011-2012 2012-2013 2013-2014

2

2014-2015 2015-2016

2011-2012 2012-2013 2013-2014

2

2014-2015 2015-2016

-5% 2 years

-6% 5 years

-7% 5 years

2% 5 years

-3% 2 years



Table 2: PDSB Grade 9 Student Questionnaire Results by Gender

Academic Mathematics

Students

Applied Mathematics

Students

Females

(N=3 504)

Males

(N=3 629)

Females

(N=901)

Males

(N=1 104)

STUDENTS’ ATTITUDES TOWARD MATHEMATICS

Percentage of students indicating that they “strongly agree” or “agree” with each of the following statements:

I like mathematics. 54% 65% 29% 39%

I am good at mathematics. 49% 62% 25% 38%

I am able to answer difficult mathematics questions. 36% 55% 16% 26%

Mathematics is one of my favourite subjects. 37% 49% 17% 23%

I understand most of the mathematics I am taught. 76% 79% 59% 64%

Mathematics is an easy subject. 24% 36% 11% 21%

I do my best in mathematics class. 77% 71% 71% 64%

The mathematics I learn now is useful for everyday

life. 30% 38% 34% 40%

The mathematics I learn now helps me do work in

other subjects. 58% 60% 45% 51%

I need to do well in mathematics to study what I want

later. 66% 71% 49% 56%

I need to keep taking mathematics for the kind of job I

want after I leave school. 59% 65% 41% 47%

Percentage of students indicating they feel “confident” or “very confident” that they can answer mathematics

questions related to the following:

number sense (e.g., operations with integers, rational

numbers, exponents) 66% 78% 38% 48%

algebra (e.g., solving equations, simplifying

expressions with polynomials) 68% 74% 45% 46%

linear relations (e.g., scatter plots, lines of best fit) 59% 70% 52% 62%

analytic geometry (e.g., slope, y-intercept, equations

of lines) 61% 68% N/A N/A

measurement (e.g., perimeter, area, volume) 75% 82% 63% 70%

geometry (e.g., angles, parallel lines) 69% 75% 40% 50%

Grade 9 Student Questionnaire Results by Gender H



Table 2: PDSB Grade 9 Student Questionnaire Results by Gender

Academic Mathematics

Students

Applied Mathematics

Students

Females Males Females Males

DOING MATHEMATICS

Percentage of students indicating they do the following “very often” when studying mathematics or working on a

mathematics problem:

I connect new mathematics concepts to what I already know

about mathematics or other subjects. 11% 14% 4% 3%

I check my mathematics answers to see if they make sense. 36% 31% 19% 16%

I apply new mathematics concepts to real-life problems. 4% 8% 2% 6%

I take time to discuss my mathematics assignments with my

classmates. 19% 15% 9% 6%

I look for more than one way to solve mathematics problems. 15% 18% 12% 12%

Percentage of students indicating they complete their mathematics homework at the following frequencies:

I am not usually assigned any mathematics homework 1% 1% 6% 8%

Never or almost never 1% 5% 4% 7%

Sometimes 13% 19% 23% 28%

Often 37% 39% 35% 35%

Always 44% 31% 26% 14%

OUT-OF-SCHOOL ACTIVITIES

Percentage of students indicating they do the following “every day or almost every day” when they are not at school:

I read by myself. 31% 18% 24% 15%

I use the Internet. 91% 90% 89% 82%

I play video games. 6% 36% 10% 42%

I participate in sports or other physical activities. 29% 48% 23% 49%

I participate in art, music or drama activities. 26% 14% 27% 14%

I participate in other clubs or organizations. 11% 13% 7% 12%

I volunteer in my community. 6% 5% 5% 5%

I work at a paid job. 1% 2% 3% 5%

Parents

This report is available on the Peel District School Board's website.

http://www.peelschools.org/parents/EQAO/Pages/default.aspx



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