Superintendent's Monthly Message

December 2007

The results for PISA 2006 were recently announced and I believe it may be useful to put some of the findings in perspective. This is only an overview, a personal view or reflection, and I would encourage you to check out the full report for detailed findings and observations at www.pisa.gc.ca to allow you a more complete understanding of the results.

The latest PISA results for 15-year olds across Canada and 56 other OECD countries show that the performance of our 1,573 Island students in science, reading and math is higher than most countries and, although our P.E.I. scores were below the Canadian average, they were similar to several other Canadian provinces. Significantly, P.E.I. students improved in all 3 test areas over their performance in 2003; in fact, only P.E.I. and Ontario showed improvement in science and reading and only P.E.I. and Quebec demonstrated improvements in math (see full report for detailed results by country and province).

The Programme for International Student Assessment (PISA) is a common international test used to assess achievement in math, reading and science. It does not focus on our curriculum outcomes which are measured by the recently-developed P.E.I. Common Assessments (Primary Literacy and Intermediate Math) and the range of in-classroom assessment techniques and instruments used by our teachers on a daily basis. PISA seeks to provide a measure of the skills and knowledge learned by our students since birth at home, at school, and in the community. It measures skills that are generally recognized as key outcomes of the educational process and young people’s ability to use their knowledge and skills to meet real life challenges. These skills are believed to be prerequisites to efficient learning in adulthood and for full participation in society. Without the tools needed to be effective learners throughout their lives, these individuals with limited skills risk economic and social marginalization.

In addition to a pencil and paper test, PISA also includes a student questionnaire and a school questionnaire (completed by principals) that are used to collect background and contextual information about student, family, and school characteristics that influence student performance. No single factor can explain differences in achievement. School, student and family characteristics work alone and together to influence the success of students. Four particular factors were studied in the 2006 PISA study: socio-economic status (including level of parent education and employment status), parental expectations, student engagement (perceived value and level of involvement), and the learning & teaching environment (style/method of teaching and time on task). In each of these four areas, there were findings of positive correlations with student performance (see full report for details).

In reviewing the differences among scores of the P.E.I. girls and boys who wrote the test, it is interesting to note the two groups performed similarly in science and math but, in reading, the girls performed significantly better than the boys - a difference of 51 points (where 34 points is deemed equivalent to one school year). Such a difference clearly indicates a focus where our schools need to identify strategies and materials aimed at increasing the interests and performance of boys in the area of reading.

Analysis of the PISA results allows decision makers to direct expenditures to the achievement of higher levels of knowledge and skills ands to potentially reduce social inequity in life outcomes. Given the rapid evolution of Canada’s economy and a labour market that requires higher skills, it is our elementary and secondary education systems that play a key role in generating the supply of skills to meet this demand. The competencies acquired by the end of compulsory schooling provide individuals with the essential foundation necessary to meet these challenges.

Within P.E.I. and, in part, arising out of previous PISA results, there have been significant initiatives developed and implemented over the past few years to address our relative position within Canada. For example, many recommendations arising out of the Task Force on Student Achievement are specifically targeted to enhancing resources for our schools and classrooms - curriculum renewal, implementation of common assessments, new supports for the ‘learning to read by Grade 3' strategy, and continuation of the Staffing Model (which provides more resources to our districts) to name but a few of the major areas where we have already seen significant advancement and impact on our schools and the ability to increase our classroom effectiveness. We are also aware of the ongoing work in the area of ‘trades’ or improved options for secondary students, the active role of the Home & School Federation to promote parental engagement, the creation of a multi-Department Team within government to address the need for better integration of services for our children and youth, and the continuing initiatives within the Kindergarten program. Concurrently, we see major efforts by the Department’s curriculum specialists to provide resources and in-service programs to assist staff with new strategies, materials, and methodologies as well as the refinement of outcomes. In fact, the level of this work with our professional staff is likely unprecedented in our schools - so much so that teachers must sometimes wonder when they find the time to teach! Add to this mix the incredible efforts of our school staffs in the name of School Development and the goal-driven process many schools are using to fine-tune their individual efforts in the name of increased school effectiveness and school success.

If there was ever a time to acknowledge the herculean efforts of all involved in the educational process and the incredible demands on talents, skills, and time, it is most apparent now. If there is to be a positive change in the performance of our students, it is to continue to narrow the gap with our Canadian colleagues; it is to use the resources we have to the best of our ability; it is to maintain our individual and collective focus on our primary task - the teaching and learning of our youth. While PISA may provide an international perspective on where we are on a world stage, it is only our own individual attention to the task at hand - the education of our children - and the work that is done each and every day in our classrooms that will make a difference. It is only through the informed use of in-class assessment; the dialogue and sharing with our children, parents and colleagues; the ability to identify the individual needs of the learners and adapt accordingly; and, the willingness to strive for excellence that will foster our success. PISA and our own P.E.I. Common Assessments are but two pieces of the puzzle we call ‘learning’; they demonstrate and underscore the many contributing factors that influence student success; they affirm and validate the diverse demands placed upon the educators and support staff to cultivate and encourage students to succeed regardless of their individual circumstances and lot in life. It is indeed a significant challenge and one which brings its due rewards as we see our youth grow, develop, and succeed.

Wishing one and all a very Merry Christmas and best wishes for a great holiday season!

Dale Sabean
Superintendent of Education