Learning Skills, System Equity, and Implicit Bias Within Ontario, Canada

The reporting of students’ Learning Skills on the Ontario provincial report card provides educators and families with insight into students’ work habits. However, the evaluation process is highly subjective. This study explores teachers’ perceptions around student learning across demographic and ins...

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Bibliographic Details
Published in:Educational policy (Los Altos, Calif.) Calif.), 2021-05, Vol.35 (3), p.395-421
Main Authors: Parekh, Gillian, Brown, Robert S., Zheng, Samuel
Format: Article
Language:English
Subjects:
Academic Achievement
Bias
Disability
Educational attainment
Educational evaluation
Elementary Secondary Education
Equal Education
Foreign Countries
Gender
Habits
Inequality
Institutional Characteristics
Learning
Perceptions
Regression (Statistics)
Skills
Social classes
Student Characteristics
Student Evaluation
Students
Study Habits
Teacher Attitudes
Teachers
Test Bias
Urban schools
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Summary:The reporting of students’ Learning Skills on the Ontario provincial report card provides educators and families with insight into students’ work habits. However, the evaluation process is highly subjective. This study explores teachers’ perceptions around student learning across demographic and institutional factors. This exploratory study is the first of its kind in Canada and draws data from the Toronto District School Board (TDSB), the nation’s largest public board of education, serving approximately 246,000 students (2017-2018 data). Holding achievement as an independent variable, results indicate widespread differences in teachers’ perceptions across student demographic identities and reveals significant implications on postsecondary access.
ISSN:0895-9048
1552-3896
DOI:10.1177/0895904818813303