School Report
Notre Dame (690694)
School Report
Grade 9 Assessment of Mathematics, 2014–2015
School: Notre Dame (690694)
Board: Dufferin-Peel Catholic DSB (67083)
On behalf of EQAO, I am pleased to provide you with the
results of the 2014–2015 Grade 9 Assessment of
Mathematics.
WHERE TO FIND . . .
Percentages of all students at or above the provincial standard
·
2014–2015......................................................................
·
Over time........................................................................
1
2
1
2
This report includes the 2015 results, as well as results for
previous years, so you can track progress over time. You’ll
also find demographic and attitudinal information, which
provides context for interpreting the achievement results.
This school year was unique in that not all students
participated in the provincial assessments because of labour
action in the English-language public school system. As a
result, there is no provincial-level information in this report.
Tips for using this report................................................................
3
3
Contextual information: 2014–2015...............................................
4
7
Results for groups of students: 2014–2015
·
All students...................................................................
·
Participating students...................................................
·
Students by gender.......................................................
5
5
6
8
8
9
Contextual information: Over time.................................................
10
12
Results for all students: Over time.................................................
11
13
Assessing all students against a provincial standard provides
reliable and objective data at the student, school and board
levels and helps uncover important trends. By analyzing
EQAO data alongside other evidence, school boards and
schools can make informed decisions about how to improve
student learning and can track their progress toward their
goals.
Results for all students: Over time by gender...............................
14
15
Student questionnaire results.........................................................
16–24
25–33
Explanation of terms........................................................................
34
34
At EQAO, we strongly believe that good information—in
the hands of dedicated professionals and school
communities—can help to identify areas for improvement
and inform targeted interventions. We are pleased to
provide reliable and useful information about student
achievement from Ontario’s provincial assessment program
for all partners in the education system.
PAGE
Applied Academic
PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE
PROVINCIAL STANDARD (LEVELS 3 AND 4), 2014–2015
APPLIED COURSE
ACADEMIC COURSE
Sincerely,
80
88
60
Bruce Rodrigues
Chief Executive Officer
Education Quality and Accountability Office
35
EC
School
Results as of October 07, 2015
Board
Province
EC
School
Board
Province
1 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015
PERCENTAGE OF ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME
APPLIED MATHEMATICS
School
Board
51
60 60
52 55 56
35 37
Province
42 44 44 47
37 35
EC
2010–2011
2011–2012
2012–2013
2013–2014
2014–2015
Total Number of Students
2010–2011
School
Board
Province
2011–2012
2012–2013
2013–2014
2014–2015
110
102
88
102
104
2 232
2 070
2 033
2 012
1 861
44 095
41 799
39 881
38 181
EC
ACADEMIC MATHEMATICS
School
79 79 80
87
Board
Province
87 89 89 89 88
80
83 84 84 85
EC
2010–2011
2011–2012
2012–2013
2013–2014
2014–2015
Total Number of Students
2010–2011
School
Board
Province
Results as of October 07, 2015
2011–2012
2012–2013
2013–2014
2014–2015
266
259
269
225
234
5 457
5 435
5 387
5 420
5 433
99 278
97 741
97 158
95 914
EC
2 of 34
School Report
Notre Dame (690694)
TIPS
ABOUT THIS SCHOOL OR BOARD REPORT
The applied and academic
mathematics courses are
different and should be
considered separately.
This report shows how well students have met curriculum expectations for either the
applied or academic mathematics program to the end of Grade 9. Students complete two
booklets that allow them to show what they know in mathematics. The assessment is
based on The Ontario Curriculum: Mathematics, Grades 9 and 10.
Note: Students in locally developed
courses do not participate in these
assessments.
This report includes
–
Each school or board is unique.
To appreciate the distinctive
character of a school or board,
look at the contextual
information to understand the
features and characteristics of
the community it serves.
–
This assessment captures the
performance of students at one
point in time each year.
Consider the results along with
other information about
students’ achievement in
mathematics.
¨ results for this year;
¨ a comparison of results of the current and previous administrations to aid in
monitoring improvement and
¨ information about the characteristics of the students who participated.
Specifically, you will find
¨ summary graphs showing the percentage of students achieving the provincial
standard in either applied or academic mathematics;
¨ detailed tables and graphs showing results for all levels of achievement,
participation information and results for gender
¨ student questionnaire results and
¨ an explanation of all terms used in this report.
–
Exercise caution when
interpreting results for small
schools or boards. Results may
vary considerably from year to
year, and differences may look
exaggerated. For example, in a
school of 30 students, a
difference of 10% represents
only three students.
–
Trends may be difficult to
identify or to interpret. This is
especially true when groups are
small or in schools where there
is a high turnover in the student
population.
–
EQAO values students' privacy.
Beginning in 2012–2013,
results are not reported publicly
for schools where fewer than 10
students participated because it
might be possible to identify
individual students. Prior to
2012–2013, results were not
reported publicly for schools
where fewer than 15 students
participated.
HOW TO USE THIS REPORT
¨ Examine the contextual information to understand the similarities and differences
between this school, the board and the province; the board and the province.
Consider the challenges that any differences might present.
¨ Examine the results for applied and academic mathematics.
· Are these results consistent with what you would expect?
· How do the school results compare to the board and province; the board
results compare to the province?
· How do these results compare over time?
· What influence might students’ attitudes have on student performance (refer
to the questionnaire results)?
¨ Speak to the school or board staff about the goals for school improvement
related to mathematics.
The Education Quality and Accountability Office is an independent agency that gathers information
about student achievement through province-wide assessments. Each year, all Grade 9 students in
applied and academic mathematics take part in this assessment across Ontario. Individual results are
reported to students and to parents and guardians. School, board and provincial results are released
publicly.
Learn more about us at www.eqao.com.
Results as of October 07, 2015
3 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Contextual Information
This information provides a context for interpreting the school’s applied mathematics course results.
School
Board
Province
Enrolment
Number of students in applied mathematics course
104
1 861
EC
12
135
EC
Not applicable
26
EC
Number of classes with students in applied mathematics course
Number of schools with applied mathematics classes
Number Percent Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment
102
98%
1 837
99%
EC
EC
23
23%
371
20%
EC
EC
4
4%
107
6%
EC
EC
2
2%
24
1%
EC
EC
Female
40
38%
852
46%
EC
EC
Male
64
62%
1 009
54%
EC
EC
0
0%
0
0%
EC
EC
7
7%
179
10%
EC
EC
25
24%
519
28%
EC
EC
First-semester course
52
50%
892
48%
EC
EC
Second-semester course
52
50%
911
49%
EC
EC
0
0%
58
3%
EC
EC
9%
EC
EC
EC
Participating students who received one or more
accommodations*
Participating students who received one or more special
provisions*
Students who did not complete any part of the assessment (no
data)*
Gender† Based on number of students enrolled
Gender not specified
Student Status† Based on number of students enrolled
English language learners*
Students with special education needs (excluding gifted)*
Semester/Full Year Based on number of students enrolled
Full-year course
Language and School Background††
Based on Student Questionnaire data
Number of Respondents:
Speak only or mostly a language other than English at home
*
†
††
78
7
9%
1 581
143
Speak another language as often as English at home
10
13%
312
20%
EC
EC
Attended three or more elementary schools from kindergarten to
Grade 8
33
42%
622
39%
EC
EC
See the Explanation of Terms.
Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data
may be missing because they were not provided by the school or the board.
Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be
missing because they were not provided by the students.
Results as of October 07, 2015
4 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Results for All Students
All Students*
Number of Students
School
104
Board
1 861
Percentage of All Students in Applied Mathematics
Course at All Levels*
Province
EC
#
%
%
%
Level 4
4
4%
18%
EC
Level 3
32
31%
43%
EC
Level 2
40
38%
29%
EC
Level 1
17
16%
7%
EC
9
9%
3%
EC
Below Level 1
Participating
Students
No Data
43
38
31
29
98%
102
99%
EC
9
2
At or Above
Provincial Standard
(Levels 3 and 4) †
2%
1%
EC
35%
60%
EC
18
16
3
7
EC
Below L1
EC
EC
Level 1
EC
Level 2
School
4
Level 3
Board
EC
Level 4
Province
Results for Participating Students (excludes "no data" category)
Participating Students**
Number of Students
School
102
Board
1 837
#
Percentage of Participating Students in Applied Mathematics
Course at All Levels**
Province
EC
%
%
%
Level 4
4
4%
18%
EC
Level 3
32
31%
43%
EC
Level 2
40
39%
29%
EC
Level 1
17
17%
7%
EC
9
9%
3%
EC
Below Level 1
At or Above
Provincial Standard
(Levels 3 and 4) †
35%
61%
EC
†
18
17
9
3
EC
7
Level 1
School
**
31
29
Below L1
*
43
39
EC
EC
Level 2
Board
EC
Level 3
4
EC
Level 4
Province
Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.
Because percentages in tables and graphs are rounded, percentages may not add up to 100.
These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
Results as of October 07, 2015
5 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Results by Gender††
All Students: School by Gender*
Number of Students
Female
40
Percentage of All Students in Applied
Mathematics Course at All Levels by Gender: School*
Male
64
%
#
#
%
Level 4
3
8%
1
2%
Level 3
12
30%
20
31%
Level 2
17
42%
23
36%
Level 1
7
18%
10
16%
Below Level 1
1
2%
8
12%
40
100%
62
97%
0
0%
2
3%
Participating
Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
42
18
12
Female
852
%
Level 4
158
19%
172
17%
Level 3
349
41%
445
44%
Level 2
248
29%
286
28%
Level 1
67
8%
63
6%
Below Level 1
22
3%
27
3%
844
99%
993
98%
8
1%
16
2%
*
†
††
Level 4
Male
41
29
44
28
19
3
8
3
Below L1
60%
Level 2
Female
Level 3
Level 4
Male
Percentage of All Students in Applied
Mathematics Course at All Levels by Gender: Province*
Number of Students
Female
EC
Male
EC
#
%
#
%
Level 4
EC
EC
EC
EC
Level 3
EC
EC
EC
EC
Level 2
EC
EC
EC
EC
Level 1
EC
EC
EC
EC
Below Level 1
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
Below L1
EC
17
6
Level 1
61%
All Students: Province by Gender*
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
Level 3
2
Percentage of All Students in Applied
Mathematics Course at All Levels by Gender: Board*
#
Participating
Students
Level 2
Female
Male
1 009
%
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
16
Level 1
33%
#
Participating
Students
31
8
All Students: Board by Gender*
Number of Students
30
2
Below L1
38%
36
EC
EC
EC
Level 1
Female
EC
EC
EC
Level 2
EC
Level 3
EC
EC
Level 4
Male
Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.
These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
Includes only students for whom gender data were available.
Results as of October 07, 2015
6 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Contextual Information
This information provides a context for interpreting the school’s academic mathematics course results.
School
Board
Province
Enrolment
Number of students in academic mathematics course
Number of classes with students in academic mathematics
course
Number of schools with academic mathematics classes
234
5 433
EC
17
239
EC
Not applicable
26
EC
Number Percent Number Percent Number Percent
Participation in the Assessment
Students who participated in the assessment
234
100%
5 410
100%
EC
EC
4
2%
121
2%
EC
EC
5
2%
184
3%
EC
EC
0
0%
23
<1%
EC
EC
Female
107
46%
2 820
52%
EC
EC
Male
127
54%
2 613
48%
EC
EC
0
0%
0
0%
EC
EC
14
6%
363
7%
EC
EC
5
2%
173
3%
EC
EC
83
35%
2 457
45%
EC
EC
151
65%
2 722
50%
EC
EC
0
0%
254
5%
EC
EC
Speak only or mostly a language other than English at home
214
22
10%
EC
EC
EC
Speak another language as often as English at home
47
22%
1 032
21%
EC
EC
Attended three or more elementary schools from kindergarten to
Grade 8
91
43%
1 836
37%
EC
EC
Participating students who received one or more
accommodations*
Participating students who received one or more special
provisions*
Students who did not complete any part of the assessment (no
data)*
Gender† Based on number of students enrolled
Gender not specified
Student Status† Based on number of students enrolled
English language learners*
Students with special education needs (excluding gifted)*
Semester/Full Year Based on number of students enrolled
First-semester course
Second-semester course
Full-year course
Language and School Background††
Based on Student Questionnaire data
Number of Respondents:
*
†
††
4 940
10%
475
See the Explanation of Terms.
Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data
may be missing because they were not provided by the school or the board.
Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be
missing because they were not provided by the students.
Results as of October 07, 2015
7 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Results for All Students
All Students*
Number of Students
#
%
%
%
Level 4
27
12%
13%
EC
Level 3
160
68%
75%
EC
Level 2
33
14%
9%
EC
Level 1
13
6%
2%
EC
1
<1%
<1%
EC
234
100%
100%
EC
0
0%
<1%
EC
80%
88%
EC
Below Level 1
Participating
Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
Board
5 433
Percentage of All Students in Academic Mathematics
Course at All Levels*
School
234
Province
EC
68
14
<1
<1
EC
6
Below L1
2
9
EC
Level 1
12
EC
13
EC
Level 2
School
75
EC
Level 3
Board
Level 4
Province
Results for Participating Students (excludes "no data" category)
Participating Students**
Number of Students
School
234
Board
5 410
Percentage of Participating Students in Academic Mathematics
Course at All Levels**
Province
EC
#
%
%
%
Level 4
27
12%
13%
EC
Level 3
160
68%
75%
EC
Level 2
33
14%
9%
EC
Level 1
13
6%
2%
EC
1
<1%
<1%
EC
80%
89%
EC
Below Level 1
At or Above
Provincial Standard
(Levels 3 and 4) †
68
14
<1
<1
EC
6
Below L1
Level 1
School
*
**
†
2
EC
9
Level 2
Board
75
12
EC
13
EC
Level 3
EC
Level 4
Province
Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.
Because percentages in tables and graphs are rounded, percentages may not add up to 100.
These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
Results as of October 07, 2015
8 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Results by Gender††
All Students: School by Gender*
Number of Students
Female
107
Percentage of All Students in Academic
Mathematics Course at All Levels by Gender: School*
Male
127
#
%
#
%
Level 4
11
10%
16
13%
Level 3
71
66%
89
70%
Level 2
18
17%
15
12%
Level 1
7
7%
6
5%
Below Level 1
0
0%
1
1%
107
100%
127
100%
Participating
Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
66
17
0
0
0%
0
7
1
Female
2 820
%
Level 4
351
Level 3
2 131
Level 2
Level 1
Below Level 1
Participating
Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
%
12%
378
14%
76%
1 943
74%
260
9%
220
8%
68
2%
55
2%
0
0%
4
<1%
2 810
100%
2 600
100%
13
*
†
††
Male
9
74
12
8
14
Level 2
Female
Level 3
Level 4
Male
Percentage of All Students in Academic
Mathematics Course at All Levels by Gender: Province*
Female
EC
Male
EC
#
%
#
%
Level 4
EC
EC
EC
EC
Level 3
EC
EC
EC
EC
Level 2
EC
EC
EC
EC
Level 1
EC
EC
EC
EC
Below Level 1
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
EC
Below L1
EC
2
Level 1
89%
Number of Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4) †
Level 4
<1%
All Students: Province by Gender*
Participating
Students
2
<1
Below L1
88%
Level 3
76
0
<1%
13
Percentage of All Students in Academic
Mathematics Course at All Levels by Gender: Board*
#
10
10
Level 2
Female
Male
2 613
#
Level 1
83%
All Students: Board by Gender*
Number of Students
12
0%
Below L1
77%
5
70
EC
EC
EC
Level 1
Female
EC
EC
EC
Level 2
EC
Level 3
EC
EC
Level 4
Male
Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.
These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
Includes only students for whom gender data were available.
Results as of October 07, 2015
9 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015
Contextual Information over Time: Applied Mathematics Course
This information provides a context for interpreting the school’s results of the current and previous administrations.
2010–2011 2011–2012 2012–2013 2013–2014 2014–2015
Enrolment
Number of students in applied mathematics course
110
102
88
102
104
9
9
6
7
12
Students who participated in the assessment
97%
99%
100%
99%
98%
Participating students who received one or more
accommodations*
Participating students who received one or more special
provisions*
Students who did not complete any part of the assessment (no
data)*
23%
17%
27%
21%
23%
0%
1%
0%
1%
4%
3%
1%
0%
1%
2%
Female
44%
46%
49%
39%
38%
Male
56%
54%
51%
61%
62%
0%
0%
0%
0%
0%
3%
3%
2%
7%
7%
23%
23%
27%
23%
24%
First-semester course
55%
50%
53%
52%
50%
Second-semester course
45%
50%
47%
48%
50%
0%
0%
0%
0%
0%
Number of classes with students in applied mathematics course
Participation in the Assessment
Gender† Based on number of students enrolled
Gender not specified
Student Status† Based on number of students enrolled
English language learners*
Students with special education needs (excluding gifted)*
Semester/Full Year Based on number of students enrolled
Full-year course
Language and School Background††
Based on Student Questionnaire data
Number of Respondents:
*
†
††
94
84
70
87
78
Speak only or mostly a language other than English at home
12%
5%
9%
13%
9%
Speak another language as often as English at home
14%
12%
13%
23%
13%
Attended three or more elementary schools from kindergarten to
Grade 8
39%
45%
43%
44%
42%
See the Explanation of Terms.
Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be
missing because they were not provided by the school or the board.
Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing
because they were not provided by the students.
Results as of October 07, 2015
10 of 34
School Report
Notre Dame (690694)
Results over Time, 2011–2012 to 2014–2015
Applied Mathematics Course for All Students
School*
Year
Number of Students
'11–'12
'12–'13
'13–'14
'14–'15
102
88
102
104
Level 4
4%
8%
4%
4%
Level 3
33%
43%
33%
31%
Level 2
38%
40%
42%
38%
Level 1
19%
9%
17%
16%
5%
0%
3%
9%
99%
100%
99%
98%
1%
0%
1%
2%
37%
51%
37%
35%
Below Level 1
Participating Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4)†
Percentage of All Students in
Applied Mathematics Course at All Levels: School*
42
38 40
33
19
9
5
0
Number of Students
'12–'13
'13–'14
'14–'15
2 070
2 033
2 012
1 861
Level 4
12%
12%
16%
18%
Level 3
43%
44%
44%
43%
Level 2
32%
33%
29%
29%
Level 1
9%
8%
7%
7%
Below Level 1
2%
2%
2%
3%
98%
99%
98%
99%
2%
1%
2%
1%
55%
56%
60%
60%
Participating Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4)†
9
Below L1
Level 1
Number of Students
'12–'13
'13–'14
'14–'15
41 799
39 881
38 181
EC
Level 4
7%
8%
9%
EC
Level 3
37%
36%
38%
EC
Level 2
34%
35%
34%
EC
Level 1
13%
13%
11%
EC
4%
5%
4%
EC
95%
96%
96%
EC
5%
4%
4%
EC
44%
44%
47%
EC
Below Level 1
Participating Students
No Data
At or Above
Provincial Standard
(Levels 3 and 4)†
†
Level 3
2012–2013
4
Level 4
2013–2014
2014–2015
43 44 44 43
32 33
9
2
2
8
3
2
Below L1
29
29
12 12
7
16 18
7
Level 1
Level 2
Level 3
2012–2013
Level 4
2013–2014
2014–2015
Percentage of All Students in
Applied Mathematics Course at All Levels: Province*
37 36 38
34 35 34
13 13
4
5
4
11
EC
Below L1
2011–2012
*
Level 2
4
Percentage of All Students in
Applied Mathematics Course at All Levels: Board*
Province*
'11–'12
8
4
2011–2012
Year
31
3
Board*
'11–'12
33
17 16
2011–2012
Year
43
38
7
EC
Level 1
EC
Level 2
2012–2013
8
9
EC
Level 3
2013–2014
EC
Level 4
2014–2015
Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.
These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
Results as of October 07, 2015
11 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015
Contextual Information over Time: Academic Mathematics Course
This information provides a context for interpreting the school’s results of the current and previous administrations.
2010–2011 2011–2012 2012–2013 2013–2014 2014–2015
Enrolment
Number of students in academic mathematics course
266
259
269
225
234
13
15
12
12
17
99%
100%
100%
100%
100%
4%
2%
5%
1%
2%
0%
1%
0%
1%
2%
1%
<1%
<1%
<1%
0%
Female
49%
50%
47%
48%
46%
Male
51%
50%
53%
52%
54%
0%
0%
0%
0%
0%
English language learners*
2%
3%
1%
8%
6%
Students with special education needs (excluding gifted)*
2%
2%
3%
3%
2%
First-semester course
56%
49%
51%
37%
35%
Second-semester course
44%
51%
49%
63%
65%
0%
0%
0%
0%
0%
8%
238
11%
9%
7%
214
10%
Speak another language as often as English at home
19%
24%
21%
21%
22%
Attended three or more elementary schools from kindergarten to
Grade 8
37%
53%
48%
44%
43%
Number of classes with students in academic mathematics
course
Participation in the Assessment
Students who participated in the assessment
Participating students who received one or more
accommodations*
Participating students who received one or more special
provisions*
Students who did not complete any part of the assessment (no
data)*
Gender† Based on number of students enrolled
Gender not specified
Student Status† Based on number of students enrolled
Semester/Full Year Based on number of students enrolled
Full-year course
Language and School Background††
Based on Student Questionnaire data
Number of Respondents:
Speak only or mostly a language other than English at home
*
†
††
251
253
178
See the Explanation of Terms.
Contextual data pertaining to “gender” and “student status” are provided by schools and/or boards through the Student Data Collection process. Some data may be
missing because they were not provided by the school or the board.
Contextual data pertaining to “school background” and “language” are gathered from the Student Questionnaire completed by students. Some data may be missing
because they were not provided by the students.
Results as of October 07, 2015
12 of 34
School Report
Notre Dame (690694)
Results over Time, 2011–2012 to 2014–2015
Academic Mathematics Course for All Students
School*
Year
Number of Students
'11–'12
'12–'13
'13–'14
'14–'15
259
269
225
234
Level 4
13%
13%
8%
12%
Level 3
66%
66%
79%
68%
Level 2
15%
15%
9%
14%
Level 1
6%
5%
4%
6%
Below Level 1
0%
<1%
0%
<1%
100%
100%
100%
100%
No Data
<1%
<1%
<1%
0%
At or Above
Provincial Standard
(Levels 3 and 4)†
79%
80%
87%
80%
Participating Students
Percentage of All Students in
Academic Mathematics Course at All Levels: School*
79
15 15
6
0
<1
<1
0
Below L1
5
4
Year
Number of Students
'11–'12
'12–'13
'13–'14
'14–'15
5 435
5 387
5 420
5 433
Level 4
14%
15%
11%
13%
Level 3
75%
74%
78%
75%
Level 2
8%
8%
9%
9%
Level 1
2%
3%
2%
2%
<1%
<1%
<1%
<1%
100%
100%
100%
100%
No Data
<1%
<1%
<1%
<1%
At or Above
Provincial Standard
(Levels 3 and 4)†
89%
89%
89%
88%
Below Level 1
Participating Students
Year
Number of Students
'11–'12
'12–'13
'13–'14
'14–'15
97 741
97 158
95 914
EC
Level 4
13%
13%
12%
EC
Level 3
71%
71%
73%
EC
Level 2
11%
10%
11%
EC
Level 1
4%
4%
4%
EC
Below Level 1
<1%
<1%
<1%
EC
Participating Students
99%
99%
99%
EC
1%
1%
1%
EC
84%
84%
85%
EC
No Data
At or Above
Provincial Standard
(Levels 3 and 4)†
†
Level 2
Level 3
12
Level 4
2013–2014
2014–2015
Percentage of All Students in
Academic Mathematics Course at All Levels: Board*
75 74
78
75
14 15
8
<1 <1 <1 <1
2
Below L1
3
2
8
9
9
11 13
2
Level 1
Level 2
Level 3
2012–2013
Level 4
2013–2014
2014–2015
Percentage of All Students in
Academic Mathematics Course at All Levels: Province*
71 71 73
11 10
<1 <1 <1
EC
Below L1
2011–2012
*
13 13
8
2012–2013
2011–2012
Province*
14
9
6
Level 1
2011–2012
Board*
68
66 66
4
4
4
EC
Level 1
EC
Level 2
2012–2013
13 13 12
11
EC
Level 3
2013–2014
EC
Level 4
2014–2015
Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add up to 100.
These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.
Results as of October 07, 2015
13 of 34
School Report
Notre Dame (690694)
RESULTS FOR ALL STUDENTS OVER TIME BY GENDER †
Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):
GRADE 9 APPLIED MATHEMATICS
2010–2011
2011–2012
2012–2013
2013–2014
2014–2015
60
SCHOOL
33
49
BOARD
PROVINCE
39
37
38
36
54
53
57
44
42
42
56
47
41
35
56
58
46
45
Female
39
38
63
60
61
EC
EC
33
49
Male
Total Number of Students in Applied Mathematics Course †
2010–2011
Female
School
Board
Province
†
Male
2011–2012
Female
Male
2012–2013
Female
Male
2013–2014
Female
Male
2014–2015
Female
Male
48
62
47
55
43
45
40
62
40
64
1 003
1 229
956
1 114
948
1 085
923
1 089
852
1 009
19 721
24 374
18 563
23 236
17 695
22 181
16 662
21 519
EC
EC
Includes only students for whom gender data were available.
Results as of October 07, 2015
14 of 34
School Report
Notre Dame (690694)
RESULTS FOR ALL STUDENTS OVER TIME BY GENDER †
Percentage of Students At or Above the Provincial Standard (Levels 3 and 4):
GRADE 9 ACADEMIC MATHEMATICS
2010–2011
2011–2012
80
78
81
87
88
82
84
2012–2013
2013–2014
85
88
89
88
89
85
84
86
76
80
79
90
89
89
83
85
84
2014–2015
77
83
SCHOOL
88
89
EC
EC
BOARD
PROVINCE
Female
Male
Total Number of Students in Academic Mathematics Course †
2010–2011
Female
School
Board
Province
†
Male
2011–2012
Female
Male
2012–2013
Female
Male
2013–2014
Female
Male
2014–2015
Female
Male
130
136
129
130
126
143
108
117
107
127
2 849
2 608
2 779
2 655
2 757
2 630
2 855
2 565
2 820
2 613
50 814
48 464
50 134
47 607
49 986
47 171
49 157
46 757
EC
EC
Includes only students for whom gender data were available.
Results as of October 07, 2015
15 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# =78)
Strongly Disagree/Disagree
Neither agree nor disagree
Agree/Strongly agree
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
How much do you agree or disagree with the following
statements?
I like mathematics.
18
I am able to answer difficult mathematics questions.
15
41
38
30
27
21
23
18
37
42
I do my best in mathematics class.
9
19
29
Mathematics is an easy subject.
29
13
The mathematics I learn now is useful for everyday life.
33
The mathematics I learn now helps me do work in other subjects.
24
I need to do well in mathematics to study what I want later.
23
I need to keep taking mathematics for the kind of job I want after I
leave school.
Somewhat confident
37
35
26
19
33
Confident
How confident are you that you can answer mathematics
questions related to the following?
51
40
24
19
76
59
27
21
38
30
50
39
46
36
Very confident
Number of students
who answered
“very confident”
Percentage of Students*
number sense (e.g., operations with integers, rational numbers,
exponents)
10
algebra (e.g., solving equations, simplifying expressions with
polynomials)
42
17
linear relations (e.g., scatter plots, lines of best fit)
*
29
55
I understand most of the mathematics I am taught.
geometry (e.g., angles, parallel lines)
37
32
Mathematics is one of my favourite subjects.
measurement (e.g., perimeter, area, volume)
31
29
I am good at mathematics.
Not at all confident
Number of students
who answered
“agree” or “strongly
agree”
Percentage of Students*
41
14
4
27
33
35
26
12
35
37
40
29
9
7
12
9
15
12
29
23
14
11
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
16 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# =78)
Never or almost never
Sometimes
Often
Very Often
DOING MATHEMATICS
How often do you do the following when studying mathematics
or working on a mathematics problem?
I connect new mathematics concepts to what I already know about
mathematics or other subjects.
I check my mathematics answers to see if they make sense.
19
51
9
32
I apply new mathematics concepts to real-life problems.
37
I take time to discuss my mathematics assignments with my
classmates.
38
19
I look for more than one way to solve mathematics problems.
How often do you complete your mathematics homework?
22
2
9
7
14 4
3
9
1
13 4
3
42
37
44
55
Percentage of Students*
Number of students
I am not usually assigned any mathematics homework
6
5
Never or almost never
6
5
27
Sometimes
Always
21
36
Often
*
Number of students
who answered
“very often”
Percentage of Students*
13
28
10
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
17 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# =78)
Never
1 or 2 times a month
1 to 3 times a week
Every day or almost every day
OUT-OF-SCHOOL ACTIVITIES
How often do you do the following when you are not at school?
23
I read by myself.
I use the Internet.
I participate in sports or other physical activities.
15
I volunteer in my community.
I work at a paid job.
33
19
9
14
I participate in other clubs or organizations.
*
4
I play video games.
I participate in art, music or drama activities.
Number of students
who answered
“everyday or almost
every day”
Percentage of Students*
19
29
8
27
32
15
38
41
15
28
13
27
72 6
17
13
76
59
27
21
40
31
26
20
10
8
17 4
3
8
2
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
18 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# =78)
SCHOOLS ATTENDED
How many schools did you attend from kindergarten to
Grade 8?
15
1 school
3 schools
4 schools
5 or more schools
12
33
2 schools
Only English/Mostly
English
26
10
8
14
11
18
14
Another language (or other Mostly another language (or
languages) as often as
other languages)/Only
English
another language (or other
languages)
LANGUAGES SPOKEN
Number of
students who
answered
“only English”
or “mostly
English”
Percentage of Students*
69
Languages student speaks at home
Languages in which people speak to student at home
*
Number of students
Percentage of Students*
56
13
21
9
10
54
44
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
19 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# =78)
USE OF THE ASSESSMENT IN CLASS MARKS
Will your teacher count some or all parts of the Grade 9
Assessment of Mathematics as part of your class mark?
Percentage of Students*
32
Yes
No
25
1
1
58
Don’t know
Were you told how much the assessment will count as part of
your class mark (e.g., 5%)? †
25
Percentage of Students*
Number of students
92
8
Total number of students:
25
Percentage of Students*
Number of students
56
Yes
28
No
*
†
23
2
Does counting the Grade 9 Assessment of Mathematics as part
of your class mark motivate you to take the assessment more
seriously? †
Undecided
45
Total number of students:
Yes
No
Number of students
16
14
7
4
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
Results as of October 07, 2015
20 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 838)
Female*
(# = 743)
All Students
(# = 1 581)
Board
Male*
(# = 48)
(all students, female, male)
Female*
(# = 30)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
All Students
(# = 78)
School
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
Percentage of students indicating they “agree” or “strongly agree” with the following statements:
†
I like mathematics.
37%
17%
50%
40%
33%
47%
EC
EC
EC
I am good at mathematics.
38%
30%
44%
41%
33%
48%
EC
EC
EC
I am able to answer difficult mathematics questions.
27%
17%
33%
28%
21%
35%
EC
EC
EC
Mathematics is one of my favourite subjects.
23%
13%
29%
25%
18%
32%
EC
EC
EC
I understand most of the mathematics I am taught.
51%
47%
54%
68%
62%
72%
EC
EC
EC
Mathematics is an easy subject.
24%
10%
33%
22%
15%
27%
EC
EC
EC
I do my best in mathematics class.
76%
70%
79%
85%
87%
83%
EC
EC
EC
The mathematics I learn now is useful for everyday life.
27%
20%
31%
38%
35%
41%
EC
EC
EC
38%
23%
48%
48%
45%
50%
EC
EC
EC
50%
43%
54%
53%
50%
56%
EC
EC
EC
46%
40%
50%
44%
41%
47%
EC
EC
EC
The mathematics I learn now helps me do work in other
subjects.
I need to do well in mathematics to study what I want
later.
I need to keep taking mathematics for the kind of job I
want after I leave school.
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)
algebra (e.g., solving equations, simplifying expressions
with polynomials)
*
†
‡
44%
37%
48%
45%
36%
52%
EC
EC
EC
38%
30%
44%
49%
45%
52%
EC
EC
EC
linear relations (e.g., scatter plots, lines of best fit)
50%
37%
58%
64%
61%
67%
EC
EC
EC
measurement (e.g., perimeter, area, volume)
67%
53%
75%
74%
71%
76%
EC
EC
EC
geometry (e.g., angles, parallel lines)
44%
30%
52%
50%
45%
55%
EC
EC
EC
Includes only students for whom gender data were available.
Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”
Other response options were “not at all confident” and “somewhat confident.”
Results as of October 07, 2015
21 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 838)
Female*
(# = 743)
All Students
(# = 1 581)
Board
Male*
(# = 48)
(all students, female, male)
Female*
(# = 30)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
All Students
(# = 78)
School
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.
3%
3%
2%
4%
3%
5%
EC
EC
EC
I check my mathematics answers to see if they make
sense.
9%
13%
6%
19%
21%
17%
EC
EC
EC
I apply new mathematics concepts to real-life problems.
4%
3%
4%
4%
3%
5%
EC
EC
EC
I take time to discuss my mathematics assignments with
my classmates.
1%
0%
2%
5%
6%
5%
EC
EC
EC
I look for more than one way to solve mathematics
problems.
4%
0%
6%
11%
10%
12%
EC
EC
EC
Percentage of students indicating they complete their mathematics homework at the following frequencies:
*
†
‡
‡
I am not usually assigned any mathematics homework
6%
3%
8%
6%
5%
6%
EC
EC
EC
Never or almost never
6%
7%
6%
5%
3%
6%
EC
EC
EC
Sometimes
27%
30%
25%
27%
26%
27%
EC
EC
EC
Often
36%
37%
35%
34%
34%
35%
EC
EC
EC
Always
13%
10%
15%
22%
27%
19%
EC
EC
EC
Includes only students for whom gender data were available.
Other response options were “never or almost never,” “sometimes” and “often.”
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Results as of October 07, 2015
22 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 838)
Female*
(# = 743)
All Students
(# = 1 581)
Board
Male*
(# = 48)
Female*
(# = 30)
(all students, female, male)
All Students
(# = 78)
School
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
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.
17%
33%
6%
16%
23%
10%
EC
EC
EC
I use the Internet.
76%
77%
75%
82%
84%
79%
EC
EC
EC
I play video games.
27%
10%
38%
26%
9%
41%
EC
EC
EC
I participate in sports or other physical activities.
40%
30%
46%
40%
26%
52%
EC
EC
EC
I participate in art, music or drama activities.
26%
30%
23%
18%
24%
13%
EC
EC
EC
I participate in other clubs or organizations.
10%
10%
10%
11%
7%
14%
EC
EC
EC
I volunteer in my community.
4%
3%
4%
4%
5%
3%
EC
EC
EC
I work at a paid job.
3%
7%
0%
4%
4%
4%
EC
EC
EC
SCHOOLS ATTENDED
Percentage of students indicating the number of schools they attended from kindergarten to Grade 8:
‡
1 school
15%
13%
17%
28%
27%
29%
EC
EC
EC
2 schools
33%
40%
29%
28%
29%
28%
EC
EC
EC
3 schools
10%
7%
12%
20%
19%
21%
EC
EC
EC
4 schools
14%
20%
10%
10%
12%
9%
EC
EC
EC
5 or more schools
18%
10%
23%
9%
10%
8%
EC
EC
EC
LANGUAGES SPOKEN
Percentage of students indicating that they speak the following languages at home:
‡
Only English/Mostly English
69%
67%
71%
68%
64%
70%
EC
EC
EC
Another language (or other languages) as often as English
13%
17%
10%
20%
23%
17%
EC
EC
EC
9%
10%
8%
EC
EC
EC
Mostly another language (or other languages)/
9%
10%
8%
Only another language (or other languages)
Percentage of students indicating the languages people speak to them at home:
‡
Only English/Mostly English
56%
57%
56%
57%
54%
60%
EC
EC
EC
Another language (or other languages) as often as English
21%
17%
23%
20%
22%
17%
EC
EC
EC
Mostly another language (or other languages)/
Only another language (or other languages)
10%
13%
8%
16%
17%
14%
EC
EC
EC
*
†
‡
Includes only students for whom gender data were available.
Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Results as of October 07, 2015
23 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Applied Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 838)
Female*
(# = 743)
All Students
(# = 1 581)
(all students, female, male)
Board
Male*
(# = 48)
All Students
(# = 78)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
Female*
(# = 30)
School
USE OF THE ASSESSMENT IN CLASS MARKS
Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of
their class mark: †
Yes
32%
43%
25%
47%
49%
46%
EC
EC
EC
No
1%
0%
2%
1%
1%
1%
EC
EC
EC
Don’t know
58%
47%
65%
48%
46%
49%
EC
EC
EC
Male*
(# = EC)
Female*
(# = EC)
†‡
All Students
(# = EC)
Male*
(# = 384)
Female*
(# = 365)
All Students
(# = 749)
Male*
(# = 12)
Female*
(# = 13)
All Students
(# = 25)
Percentage of students indicating they were told how much the assessment will count as part of their class mark:
Yes
92%
92%
92%
87%
88%
87%
EC
EC
EC
No
8%
8%
8%
12%
11%
13%
EC
EC
EC
*
†
‡
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Male*
(# = 384)
Female*
(# = 365)
All Students
(# = 749)
Male*
(# = 12)
Female*
(# = 13)
All Students
(# = 25)
Percentage of students indicating that counting the Grade 9 Assessment of Mathematics as part of their class mark motivates them
to take the assessment more seriously: †‡
Yes
56%
54%
58%
80%
82%
79%
EC
EC
EC
No
28%
38%
17%
7%
6%
8%
EC
EC
EC
Undecided
16%
8%
25%
12%
11%
13%
EC
EC
EC
Includes only students for whom gender data were available.
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
Results as of October 07, 2015
24 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 214)
Strongly Disagree/Disagree
Neither agree nor disagree
Agree/Strongly agree
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
How much do you agree or disagree with the following
statements?
I like mathematics.
14
I am good at mathematics.
37
7
30
36
18
19
11
Somewhat confident
29
25
13
I need to keep taking mathematics for the kind of job I want after I
leave school.
128
51
109
40
86
74
159
38
81
89
The mathematics I learn now helps me do work in other subjects.
24
Confident
How confident are you that you can answer mathematics
questions related to the following?
69
53
114
64
138
60
128
Very confident
29
algebra (e.g., solving equations, simplifying expressions with
polynomials)
7
linear relations (e.g., scatter plots, lines of best fit)
7
analytic geometry (e.g., slope, y-intercept, equations of lines)
measurement (e.g., perimeter, area, volume)
38
30
38
29
13
4
43
22
10
33
40
20
191
32
Number of students
who answered
“very confident”
Percentage of Students*
number sense (e.g., operations with integers, rational numbers,
exponents)
*
29
7
The mathematics I learn now is useful for everyday life.
geometry (e.g., angles, parallel lines)
22
17
Mathematics is an easy subject.
I need to do well in mathematics to study what I want later.
60
35
Mathematics is one of my favourite subjects.
I do my best in mathematics class.
131
29
14
I understand most of the mathematics I am taught.
61
25
12
I am able to answer difficult mathematics questions.
Not at all confident
Number of students
who answered
“agree” or “strongly
agree”
Percentage of Students*
42
20
43
28
59
18
39
22
47
39
83
28
59
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
25 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 214)
Never or almost never
Sometimes
Often
Very Often
DOING MATHEMATICS
How often do you do the following when studying mathematics
or working on a mathematics problem?
I connect new mathematics concepts to what I already know about
mathematics or other subjects.
12
37
I take time to discuss my mathematics assignments with my
classmates.
33
7
42
How often do you complete your mathematics homework?
Sometimes
42
22
I look for more than one way to solve mathematics problems.
*
19
24
52
17 4
9
30
30
7
11
Percentage of Students*
1
14
24
Number of students
3
4
9
18
39
35
Often
Always
9
43
29
I apply new mathematics concepts to real-life problems.
Never or almost never
33
22
I check my mathematics answers to see if they make sense.
I am not usually assigned any mathematics homework
Number of students
who answered
“very often”
Percentage of Students*
29
75
62
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
26 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 214)
Never
1 or 2 times a month
1 to 3 times a week
Every day or almost every day
OUT-OF-SCHOOL ACTIVITIES
How often do you do the following when you are not at school?
18
I read by myself.
I use the Internet.
I participate in art, music or drama activities.
I participate in other clubs or organizations.
I volunteer in my community.
I work at a paid job.
*
29
25
7
17
I play video games.
I participate in sports or other physical activities.
Number of students
who answered
“everyday or almost
every day”
Percentage of Students*
8
20
25
15
32
32
30
28
17
18
38
81
173
26
55
33
70
21
24
20
21
30
76
42
12
26
25 6
12
6
6
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
27 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 214)
SCHOOLS ATTENDED
How many schools did you attend from kindergarten to
Grade 8?
20
1 school
42
27
2 schools
57
21
3 schools
46
4 schools
11
23
5 or more schools
10
22
Only English/Mostly
English
Another language (or other Mostly another language (or
languages) as often as
other languages)/Only
English
another language (or other
languages)
LANGUAGES SPOKEN
Number of
students who
answered
“only English”
or “mostly
English”
Percentage of Students*
56
Languages student speaks at home
Languages in which people speak to student at home
*
Number of students
Percentage of Students*
43
22
21
10
21
120
92
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses. Where there is no number in a bar, the percentage of responses is
smaller than four.
Results as of October 07, 2015
28 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
STUDENT QUESTIONNAIRE RESULTS FOR THIS SCHOOL (# = 214)
USE OF THE ASSESSMENT IN CLASS MARKS
Will your teacher count some or all parts of the Grade 9
Assessment of Mathematics as part of your class mark?
Percentage of Students*
57
Yes
No
123
0
0
30
Don’t know
Were you told how much the assessment will count as part of
your class mark (e.g., 5%)? †
65
Total number of students:
123
Percentage of Students*
Number of students
89
Yes
No
9
18
No
†
Total number of students:
123
Percentage of Students*
Number of students
69
Yes
*
109
11
Does counting the Grade 9 Assessment of Mathematics as part
of your class mark motivate you to take the assessment more
seriously? †
Undecided
Number of students
12
85
22
15
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
Results as of October 07, 2015
29 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 2 352)
Female*
(# = 2 588)
All Students
(# = 4 940)
Board
Male*
(# = 113)
(all students, female, male)
Female*
(# = 101)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
All Students
(# = 214)
School
STUDENTS’ ATTITUDES TOWARD MATHEMATICS
Percentage of students indicating they “agree” or “strongly agree” with the following statements:
†
I like mathematics.
61%
52%
69%
59%
52%
66%
EC
EC
EC
I am good at mathematics.
60%
45%
73%
57%
50%
65%
EC
EC
EC
I am able to answer difficult mathematics questions.
51%
39%
62%
49%
39%
59%
EC
EC
EC
Mathematics is one of my favourite subjects.
40%
34%
46%
44%
37%
51%
EC
EC
EC
I understand most of the mathematics I am taught.
74%
70%
78%
78%
76%
81%
EC
EC
EC
Mathematics is an easy subject.
38%
33%
42%
31%
25%
38%
EC
EC
EC
I do my best in mathematics class.
89%
90%
88%
87%
91%
83%
EC
EC
EC
The mathematics I learn now is useful for everyday life.
32%
29%
35%
36%
33%
40%
EC
EC
EC
53%
44%
62%
58%
57%
59%
EC
EC
EC
64%
64%
65%
66%
62%
69%
EC
EC
EC
60%
56%
63%
59%
57%
62%
EC
EC
EC
The mathematics I learn now helps me do work in other
subjects.
I need to do well in mathematics to study what I want
later.
I need to keep taking mathematics for the kind of job I
want after I leave school.
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)
algebra (e.g., solving equations, simplifying expressions
with polynomials)
*
†
‡
63%
55%
70%
67%
60%
75%
EC
EC
EC
65%
61%
69%
71%
69%
73%
EC
EC
EC
linear relations (e.g., scatter plots, lines of best fit)
56%
49%
63%
62%
56%
69%
EC
EC
EC
analytic geometry (e.g., slope, y-intercept, equations of
lines)
55%
50%
59%
64%
59%
69%
EC
EC
EC
measurement (e.g., perimeter, area, volume)
79%
74%
83%
81%
78%
84%
EC
EC
EC
geometry (e.g., angles, parallel lines)
70%
62%
76%
70%
65%
75%
EC
EC
EC
Includes only students for whom gender data were available.
Other response options were “strongly disagree,” “disagree” and “neither agree nor disagree.”
Other response options were “not at all confident” and “somewhat confident.”
Results as of October 07, 2015
30 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 2 352)
Female*
(# = 2 588)
All Students
(# = 4 940)
Board
Male*
(# = 113)
(all students, female, male)
Female*
(# = 101)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
All Students
(# = 214)
School
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.
9%
6%
12%
11%
10%
12%
EC
EC
EC
I check my mathematics answers to see if they make
sense.
24%
27%
22%
31%
33%
28%
EC
EC
EC
I apply new mathematics concepts to real-life problems.
4%
2%
6%
5%
4%
7%
EC
EC
EC
I take time to discuss my mathematics assignments with
my classmates.
7%
5%
8%
10%
10%
10%
EC
EC
EC
I look for more than one way to solve mathematics
problems.
11%
8%
14%
14%
12%
16%
EC
EC
EC
Percentage of students indicating they complete their mathematics homework at the following frequencies:
*
†
‡
‡
I am not usually assigned any mathematics homework
1%
1%
2%
<1%
<1%
<1%
EC
EC
EC
Never or almost never
4%
2%
6%
4%
2%
6%
EC
EC
EC
Sometimes
18%
15%
21%
18%
14%
23%
EC
EC
EC
Often
35%
36%
35%
37%
35%
38%
EC
EC
EC
Always
29%
35%
24%
35%
44%
26%
EC
EC
EC
Includes only students for whom gender data were available.
Other response options were “never or almost never,” “sometimes” and “often.”
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Results as of October 07, 2015
31 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 2 352)
Female*
(# = 2 588)
All Students
(# = 4 940)
Board
Male*
(# = 113)
(all students, female, male)
Female*
(# = 101)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
All Students
(# = 214)
School
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.
18%
23%
13%
21%
29%
13%
EC
EC
EC
I use the Internet.
81%
86%
76%
86%
88%
84%
EC
EC
EC
I play video games.
26%
11%
39%
21%
7%
37%
EC
EC
EC
I participate in sports or other physical activities.
33%
19%
45%
38%
28%
50%
EC
EC
EC
I participate in art, music or drama activities.
20%
25%
15%
18%
23%
12%
EC
EC
EC
I participate in other clubs or organizations.
12%
10%
14%
12%
11%
14%
EC
EC
EC
I volunteer in my community.
6%
3%
8%
4%
5%
4%
EC
EC
EC
I work at a paid job.
3%
3%
3%
2%
2%
3%
EC
EC
EC
SCHOOLS ATTENDED
Percentage of students indicating the number of schools they attended from kindergarten to Grade 8:
‡
1 school
20%
18%
21%
28%
27%
29%
EC
EC
EC
2 schools
27%
25%
28%
30%
30%
31%
EC
EC
EC
3 schools
21%
25%
19%
20%
21%
20%
EC
EC
EC
4 schools
11%
10%
12%
10%
10%
9%
EC
EC
EC
5 or more schools
10%
13%
8%
7%
8%
7%
EC
EC
EC
LANGUAGES SPOKEN
Percentage of students indicating that they speak the following languages at home:
‡
Only English/Mostly English
56%
53%
58%
65%
65%
64%
EC
EC
EC
Another language (or other languages) as often as English
22%
25%
19%
21%
21%
20%
EC
EC
EC
10%
9%
10%
EC
EC
EC
Mostly another language (or other languages)/
10%
12%
9%
Only another language (or other languages)
Percentage of students indicating the languages people speak to them at home:
‡
Only English/Mostly English
43%
42%
44%
52%
52%
52%
EC
EC
EC
Another language (or other languages) as often as English
21%
23%
20%
21%
22%
20%
EC
EC
EC
Mostly another language (or other languages)/
Only another language (or other languages)
21%
24%
19%
20%
19%
21%
EC
EC
EC
*
†
‡
Includes only students for whom gender data were available.
Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Results as of October 07, 2015
32 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015, Academic Course
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Province
Male*
(# = 2 352)
Female*
(# = 2 588)
All Students
(# = 4 940)
(all students, female, male)
Board
Male*
(# = 113)
All Students
(# = 214)
STUDENT QUESTIONNAIRE
RESULTS FOR SCHOOL, BOARD AND PROVINCE
Female*
(# = 101)
School
USE OF THE ASSESSMENT IN CLASS MARKS
Percentage of students indicating their teacher will count some or all parts of the Grade 9 Assessment of Mathematics as part of
their class mark: †
Yes
57%
53%
61%
64%
68%
61%
EC
EC
EC
No
0%
0%
0%
<1%
<1%
1%
EC
EC
EC
Don’t know
30%
37%
25%
30%
27%
34%
EC
EC
EC
Male*
(# = EC)
Female*
(# = EC)
†‡
All Students
(# = EC)
Male*
(# = 1 425)
Female*
(# = 1 757)
All Students
(# = 3 182)
Male*
(# = 69)
Female*
(# = 54)
All Students
(# = 123)
Percentage of students indicating they were told how much the assessment will count as part of their class mark:
Yes
89%
87%
90%
91%
91%
90%
EC
EC
EC
No
9%
9%
9%
9%
8%
9%
EC
EC
EC
*
†
‡
Male*
(# = EC)
Female*
(# = EC)
All Students
(# = EC)
Male*
(# = 1 425)
Female*
(# = 1 757)
All Students
(# = 3 182)
Male*
(# = 69)
Female*
(# = 54)
All Students
(# = 123)
Percentage of students indicating that counting the Grade 9 Assessment of Mathematics as part of their class mark motivates them
to take the assessment more seriously: †‡
Yes
69%
78%
62%
82%
85%
79%
EC
EC
EC
No
18%
9%
25%
7%
4%
9%
EC
EC
EC
Undecided
12%
11%
13%
10%
10%
11%
EC
EC
EC
Includes only students for whom gender data were available.
Percentages may not add up to 100, due to rounding or to ambiguous or blank responses.
Numbers and percentages are based on the number of students who indicated that their teacher will count some or all parts of the assessment as part of their class mark.
Results as of October 07, 2015
33 of 34
School Report
Notre Dame (690694)
Grade 9 Assessment of Mathematics, 2014–2015
EXPLANATION OF TERMS
All Students Results are reported for all students in the course.
Participating Results are reported only for those students who took part in the assessment (excludes the "no data"
Students category).
Provincial The Ministry of Education, in The Ontario Curriculum, Grades 9 and 10: Mathematics, has set
Standard Level 3 as the provincial standard.
Level 4 The student has demonstrated a very high to outstanding level of achievement.
(80–100%) Achievement is above the provincial standard.
Level 3 The student has demonstrated a high level of achievement.
(70–79%) Achievement is at the provincial standard.
Level 2 The student has demonstrated some of the required knowledge and skills.
(60–69%) Achievement is below, but approaching, the provincial standard.
Level 1 The student has demonstrated a passable level of achievement.
(50–59%) Achievement is below the provincial standard.
Below Level 1/ The student has not demonstrated sufficient achievement of curriculum expectations (below 50%).
Below L1
No Data Students who did not have a result due to absence or other reasons.
English Language Students who have been identified by the school in accordance with English Language Learners:
Learners ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and
Secondary Schools, Kindergarten to Grade 12 (2007).
Students Students identified by the school as receiving special provisions. Detailed information about special
Receiving One or provisions is available in EQAO's Guide for Accommodations and Special Provisions.
More Special
Provisions
Students with Students who have been formally identified by an Identification, Placement and Review Committee,
Special Education as well as students who have an Individual Education Plan. Students whose sole identified
Needs (excluding exceptionality is giftedness are not included.
gifted)
Students Students identified by the school as receiving accommodations. Detailed information about
Receiving One or accommodations is available in EQAO's Guide for Accommodations and Special Provisions.
More
Accommodations
N/R “Not reported” indicates that the number of students participating (fewer than 10 in a group) or
responding to the Student Questionnaire (fewer than six in a group) is so small that identification of
individual student results might be possible; therefore, results are not reported.
N/D "No data available" is used to indicate that there were no students in the course for the years
specified.
W Results are being withheld by EQAO. For further information, please contact the school principal.
EC Due to exceptional circumstances in 2015, provincial data are unavailable to report provincial
results.
NP Non-participating indicates that due to exceptional circumstances, some or all of the school’s or
board’s students did not participate in 2015.
Results as of October 07, 2015
34 of 34