'The purpose of this study was to examine mathematics achievement, contextual and attitudinal data for a cohort of students from Grade 3 to Grade 9 (academic and applied courses). The results can be used to examine the impact of achievement early in a student's journey through elementary school on achievement in the higher grades. Longitudinal analysis of student performance provides principals and teachers, district policy makers and staff, Ministry of Education staff, researchers and the public with important insights into students' progress at key points during their schooling. In addition, this study includes information on the special education needs status of students and their attitudes toward mathematics (whether they like mathematics and their ability in mathematics). Since gender differences in mathematics were small, these data are not included in this report. In Grade 9, gender differences in achievement results in the two courses are confounded by the observation that a larger portion of male students than female students were enrolled in the applied mathematics course. Gender data are presented in the tables in the appendix.'-Introduction. Subject(s): Ability grouping in education - Ontario., Educational tests and measurements - Ontario - Students - Rating of. Archived by the Ontario Legislative Library: May 5, 2014.
Tracking student achievement in mathematics over time in english-language schools