Grade nine students are testing below the provincial average in applied math and the school board will try and get them back up to par or better.
Results of the 2017-2018 Education Quality and Accountability Office (EQAO) tests were released Wednesday for the Lambton Kent District School Board (LKDSB). According to the board, the testing is one of many resources used by teachers and administrators to assess students. A release added the assessments are part of a progressive learning model integrated throughout the elementary and secondary school levels.
The board said senior administration will try to understand the underachieving results by reviewing Grade 3 and 6 writing and mathematics. It added the results for grade nine mathematics will be under review as well to develop new strategies to promote student success and academic achievement.
According to a release from the board, results outside grade nine applied math have remained relatively stable in the LKDSB since 2016-2017.
The board said there was a slight improvement in the EQAO results for Grade 3 and 6 reading compared to the previous year. The release added Grade 9 academic math results have remained consistent, however, the school board remains focused on improving outcomes for the Grade 10 Ontario Student Secondary School Literacy Test.
The LKDSB said it continues to allocate resources and development opportunities to increase learning and focus on the fundamentals of math for Grades 1 to 8. The LKDSB increased its number of math coaches this year from one to seven in order to provide schools with additional supports. The LKDSB announced it will be hosting a Professional Activity Day this year on fundamental math skills.
LKDSB Director of Education Jim Costello said the EQAO assessments only provide a small snapshot of students’ achievements.
"We are proud of our students’ progress and we will continue to focus on increasing academic outcomes in the areas of mathematics and literacy,” Costello said. “Moving forward, we will continue to allocate resources to support academic improvements, including reviewing our assessment preparation practices; providing professional development for staff; and focusing on fundamental math skills.”
