QUESTIONS AND ANSWERS TO DEMOGRAPHIC-LEVEL DATA
1. What kind of information answers the question “WHO ARE WE?”
2. Why should I spend my time collecting demographic information?
3. How much does student background contribute to their ability to learn?
4. How can I use demographic information in helping me to plan for student success?
5. I want to know more about other kinds of data. Where can I find this information?
6. What kind of information would be helpful to know about the student?
7. What kind of information would be helpful to know about the students’ home
environment?
8. What kind of information would be helpful to know about our school environment?
9. I am not sure how to present the demographic information to our school community. Is
there anything that I should consider?
10. As a superintendent of several schools, I am interested in seeing a comparison of the
various demographics in my jurisdiction. Is there an easy way of doing this?
11. Is there a place where I can get access to information that my students may have
already provided?
12. I am a new principal at this school and I don’t know much about the community in
which the school is located. How can I quickly find out the demographics of this
community without doing a survey?
13. My school community is based in an area thought to have a high number of youth
involved in the criminal justice system. I want to understand what kinds of crimes are
being committed in my school community. Where can I get this information?
14. I would like to collect some information on the students in my class. I want this task to
be a learning experience for the student simultaneously. Is there some way that I can
manage this?
15. I want to better understand the needs of the students in my school so that we can help
overcome some of the health and social issues presented by our students. Where can I
go to get help in obtaining this information?
16. I would like to create a paper and pencil survey for my students and families to
complete. Are there some already developed that I can use?
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17. Whenever I distribute surveys hardly any of them are returned to the school. Is there a
way that I can do this on line during class time?
18. I have all the demographic information I need. How do I use this information to help me
to understand my EQAO results? (Elementary)
19. I have all the demographic information I need. How do I use this information to help me
to understand my EQAO results? (Secondary)
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DEMOGRAPHIC-LEVEL DATA
What is demographic-level data?
Demographic information is just one component of many measures of data that should be
considered when making sense of student achievement. Demographic data refers to the
characteristics of our population (e.g., school), which most often includes age, gender,
education level, socioeconomic status and other characteristics relevant to the understanding of
student achievement. Descriptive data answers the question “WHO ARE WE?”, tells us who our
clients are (both students and parents), and who the staff are as service providers. This data is
often referred to as contextual data as it is important in understanding not only who we are but is
essential in clarifying other achievement based results.
Why is demographic information important?
Educators are daily made aware of the factors outside of their control that, nonetheless, exert a
powerful influence on student achievement. Personal, family and community factors and the
students’ own unique response to these influence their progress in school. Some kids enter
school with a wealth of knowledge and early language experiences, and others do not. Some
kids come to school rested, fed and energized while others do not. Some students have
changed schools many times, or miss school often, while others attend regularly. Some
communities have significant populations of students learning English as a second language,
while others are perhaps dealing with trauma, upheaval and immigration. Rural students travel
longer distances to get to school and rural communities have more variation in community
demographics than compact urban school areas. Some communities have experienced job
losses and other traumas. Some schools house special programs that may make the student
demographics different than the surrounding community. Some students have to work to help
support their families, while others have plentiful resources, time and recreational activities.
Some schools have parent communities that have time, energy and resources to raise funds for
books and trips and other enriching experiences for students. In other communities, parents do
not have the time or resources. Some students are engaged in learning, and some are not. All
of these factors and many others affect how students learn on a day-to-day basis.
Historically, student background (or demographics) had been thought to be predictive and
deterministic of student ability and achievement. It was further thought that these background
factors were static in nature, leaving the influence of the school environment negligible. In fact
most research had suggested that student achievement was accounted for mostly by
background factors (80%) while the school experiences accounted for the remaining 20%. More
recently, Marzano (2003) has challenged these findings and assumptions by suggesting that
many background factors are dynamic in nature and thus changeable by students’ school
experiences. In order to accomplish this, first teachers and administrators need to know the
demographic makeup of the school, classrooms, and individual students.
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How can demographic-level data be used?
1. To evaluate how the school community and individual classrooms have changed over
the years.
e.g., How has student enrollment changed over the past 5 years?
2. To identify and understand the current needs of the school community and individual
classrooms.
e.g., What is the gender split across classrooms? How many children in my
classroom have never been exposed to French before?
3. To modify current or implement new strategies to meet the needs of the school
community and individual classrooms.
e.g., What is my current ESL enrollment and how must I change my
teaching/programs to address the change?
Schools that are committed to improving student learning use data to guide school improvement
planning and implementation. Dr. Victoria Bernhardt’s work has added much clarity to the
discussion of the role of demographics in interpretation and use of school achievement data for
improving student learning. Understanding student achievement requires Multiple Measures of
Data, which interact with each other in known ways.
(See http://principalsoffice.osu.edu/ACSAArticle.Bernhardt.pdf for a review).
Types of demographic-level data
Student-level data
Gender
Ethnicity
Native language
Second language
Preschool attendance
Special education needs
Type of school transportation
Student employment
Student mobility
Home environment-level data
Family size
Family structure
Family employment
Immigration status
Socioeconomic status
Family income
Financial needs
Family educational levels
Home language
Involvement in school activities
Involvement with child’s learning
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School environment-level data
Type of school
Number of classrooms
Enrollment
Teacher/student ratio
Attendance
Drop out rate
Number of teachers
Number of students with special needs
Community location
Number of student cross boundary
transfers
Grants or awards
After school programs
Extracurricular activities
Tutoring programs
Community support programs
Counseling services
Facilities and equipment
Staff characteristics
Teacher turnover
Teacher attendance
Teacher involvement in extracurricular
activities
How should demographic information be presented?
!Remember! At the individual level, demographic data is personal information about the
students, parents, and teachers in your school community (e.g. age, family income, # years of
education, etc.). Although the data is to be used in an aggregated format for school
communities, some of your data may be sensitive information. Discretion needs to be used
when presenting this information to your community and stakeholders.
Progress focus: Consider privacy issues and public perceptions and present demographic
data in a manner that highlights progress of the students. Data should be presented for
constructive planning and for demonstrating success, but not for blaming or for excusing
results.
Achievement focus: Present only the data needed to understand achievement levels,
patterns or trends.
Visual focus: Where possible, present visual comparisons to avoid using actual numbers or
labels for factors such as income levels. Mapping demographic data can be helpful in larger
jurisdictions, but may be of limited usefulness at the school level.
►
http://www.statcan.ca/english/Estat/guide/map-mul.htm
Education focus: Focus on the educational efforts and strategies in the school and
community in presenting demographics and achievement data.
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DEMOGRAPHIC DATA SOURCES
1.
STUDENT-LEVEL DATA
Student level data can be obtained from the O.S.R.’s. Much of this information and more
can also be obtained from the EQAO results which report demographic information as well
as self-reported information such as home environment, computer access etc.
►
2.
http://www.eqao.com/categories/home.aspx?Lang=E
BECOME FAMILIAR WITH YOUR COMMUNITY DEMOGRAPHIC DATA
Statistics Canada provides you with your community demographics at the link below.
Browse around and get a feel for the nature of community demographics. Think about
family and community influences on students’ achievements (census data).
►
3.
http://www12.statcan.ca/english/profil01/CP01/Index.cfm?Lang=E
SIGN YOUR SCHOOL UP FOR E-STAT!
E-STAT is useful for school administrators and teachers for locating and presenting
demographic information. It is free to educational institutions. The E-STAT data
available will allow you to get demographic data for neighborhoods around your school. In
most cases, this is adequate for your school community demographic needs. In less
populated rural areas, or any other areas with large variation in family economic,
educational and other factors, the distribution of these demographics across the population
will be more useful than any data using ‘average’ statistics.
►
4.
http://www.statcan.ca/english/edu/index.htm
FOR QUICKLY CHANGING URBAN COMMUNITIES
Additional data may be obtained from the social planning council in your area.
►
http://www.spno.ca/spc_list.html
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5.
NEIGHBORHOOD CRIME STATISTICS
Know more about your community needs by viewing the local Police Crime Statistics (by
neighborhood).
►
Ottawa Police Service:
http://www.ottawapolice.ca/en/resources/crime_analysis_statistics
►
Eastern Region - OPP Contacts:
http://www.crimealerts.net/Eastern%20Region.htm
CREATING DEMOGRAPHIC SURVEYS
In order to understand your student population and learning characteristics better, you may want
to collect specific information from them directly via class, school or district surveys.
1.
STATISTICS CANADA’S CENSUS AT SCHOOL PROJECTS
This project was designed to “develop statistical literacy skills in students”, but it is equally
useful for developing statistical literacy skills of teachers and administrators. It provides
some non-confidential student survey questions that you can administer to students, and
then compare your students’ responses to those of students across Ontario and Canada.
►
2.
http://www19.statcan.ca/05/05_000_e.htm#01
VOICES AND CHOICES: PLANNING FOR SCHOOL HEALTH
Participate in National surveys such as “Voices and Choices: Planning for school Health” a
practical, do-it-yourself, on-line, strategic planning tool for school communities in Canada.
It engages young people in identifying their health- and school-related needs and in
developing and implementing strategies to address these needs.
►
http://www.phac-aspc.gc.ca/vc-s/welcome_e.html
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3.
DOWNLOAD SAMPLE SURVEYS
Available from this site (email for permission), sample surveys can be downloaded and
used in your schools to gather relevant demographic information.
►
4.
http://eff.csuchico.edu/download_center/
CREATE YOUR OWN ONLINE SURVEY
Create your own online and affordable surveys for students, teachers, parents, or
community partners.
►
http://www.surveymonkey.com/Home.asp
SAMPLE DEMOGRAPHIC EXERCISE

JUMP IN! Analyze a sample set of EQAO assessment results
Analysis of school data is an iterative process of making an observation, forming one or more
hypotheses about reasons for that result, and retaining or rejecting these hypotheses as more
information is reviewed. Where a hypothesis cannot be confirmed or rejected with available
data, record what additional data is needed for clarification.
If possible, you may wish to form two teams for this activity, working out of earshot of each
other. At the end of the activity, the two teams can present and compare their findings. If they
come to similar conclusions, it will improve confidence in the process and in their ability to be
successful at interpreting demographic data. If each team generates some unique
interpretations, it will underscore the importance of bringing different viewpoints and knowledge
bases to the process. These data sets represent only a small portion of available school
assessment and demographic data, but it’s a manageable portion for a start-up activity.
At the end of this process, you should have formed several manageable conclusions about
• areas of strength to celebrate
• areas of need to focus on in planning
• educated guesses about reasons for each strength and need
• specific implications for additional data needed to clarify reasons,
• general implications for more detailed planning in terms of area of focus,
desired results, possible strategies, assessments, resources, people, and
timelines.

Choose an example:
Elementary Example
Secondary Example
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ELEMENTARY EXAMPLE
In an elementary school in Eastern Ontario, 45% of grade 3 students achieved levels 3 and 4 on
the Grade 3 EQAO reading test. Interpret this result by paying particular attention to the
demographic data obtained about this group of students.
Grade 3 Demographics:
Born in Canada
First Language at home other than English
Gender
Average Number of schools attended before grade 3
Attended preschool
Identified with a special need
Previously referred to First Words
Single parent families
Number of late arrivals /month
Number of days teacher absent/month
French Immersion
Family income
89%
50%
65% males, 35% females
3
20%
25%
35%
48%
10
4
no
55% below $40,000/year
Questions
a. Review each available demographic factor and reflect on how that data may clarify
reasons for the EQAO result.
b. Observe or predict effects on results if the data are disaggregated (broken down) for that
factor (e.g., girls/boys), again to try to clarify reasons for these results.
c. Continue this process of generating hypotheses about reasons for achievement results,
seeking data to confirm or reject your hypotheses.
Write your conclusions (sample conclusion)
Observation – Judgment – Reasons – Implications
Students’ achievement of 45% at Levels 3 and 4 in reading is an area of need. Our group of
grade 3 students last year (currently in grade 4) had some particular needs. This group
consisted of a majority of boys that may no be as proficient at reading. Further this group of
children, although not in the French immersion program, speaks predominantly another
language other than English at home. This is a highly transient group of children that attended
on average 3 schools before grade 3. The lack of school continuity and support in the English
language at home could be contributing to the grade 3 achievement scores. Many of the
children are part of single-family homes where the parent is working long hours to support the
family. This situation makes it difficult for the children to have support with their schoolwork. The
children also have unique needs with a quarter of them having special needs and a third being
previously serviced by First Words. Their challenges with language were evident from a young
age. Having said this, the teacher was also absent from the classroom more than average due
to personal circumstances that may have affected the continuity for the students. These results
imply that we should……………(to address the needs of this group).
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SECONDARY EXAMPLE
In high school in Eastern Ontario, 27% of grade 9 students achieved levels 3 and 4 on the
Applied EQAO mathematics test. Interpret this result by paying particular attention to the
demographic data obtained about this group of students.
Grade 9 Demographics:
Born in Canada
First Language at home other than English
Gender
Average Number of schools attended before grade 9
Identified with a special need
Single parent families
Number of late arrivals /month
Number of suspensions
Number of days teacher absent/month
French Immersion
Family income
Student employed
Attendance at tutoring
91%
38%
53% males, 47% females
4
28%
20%
15
3
1
no
30% below $40,000/year
80% yes
15%
Questions
a. Review each available demographic factor and reflect on how that data may clarify
reasons for the EQAO result.
b. Observe or predict effects on results if the data are disaggregated (broken down) for that
factor (e.g., girls/boys), again to try to clarify reasons for these results.
c. Continue this process of generating hypotheses about reasons for achievement results,
seeking data to confirm or reject your hypotheses.
Write your conclusions (sample conclusion)
Observation – Judgment – Reasons – Implications
Student achievement of 27% in Applied Math is consistent with the province for this test. The
majority of students writing this exam come from 2 parent families with moderate level incomes.
The students do however have part-time jobs. The gender was equally split and three-quarters
speak another language at home other than English. This group of kids is persistently late for
school, experience some suspensions, and rarely show up for extra tutoring in Math. These
results would suggest that our school may overcome some of these demographics
by………(programs, services, etc.).
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SAMPLE DEMOGRAPHIC SPREADSHEETS
From Using Data to Improve Student Learning in High Schools, by Victoria L. Bernhardt, 2005, Larchmont, NY: Eye on
Education. Copyright © 2005 Eye on Education, Inc. Reprinted with permission.
Student Demographics
2000
2001
2002
2003
2004
2005
Total Enrollment by Grade Levels:
Junior-Kindergarten
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Number of Admissions
Average Class Size
Attendance
Tardies
Mobility
Breakfast Programs
Drop Outs
Suspensions
Graduation Rates
Retentions
Post-graduate College Attendance Rates
Post-graduate Employment Rates
Native Language:
English
French
Other
English Learners
Special Education:
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Student Demographics
2000
2001
2002
2003
2004
2005
utism
Behavior Disorders
Early Childhood Sp Ed
Hearing impaired
Learning Disability
Physical Disability
Multi-disabled
Speech/Language Impaired
Other
School
Numbers and Percentages of Students by Grade Level and Gender
2001-02 to 2005-06
Grade Level
Gender
2001-02
(n= )
2002-03
(n= )
2003-04
(n= )
2004-05
(n= )
2005-06
(n= )
Student Mobility
by Grade Level, 2002-03 to 2005-06
Grade
Level
Number of
Moves
2002-03
(n= )
2003-04
(n= )
2004-05
(n= )
2005-06
(n= )
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Special Education Numbers
2002-03 to 2005-06
Learning Impairment
2002-03
2003-04
2004-05
2005-06
Autism
Behavior disorders
Early childhood special
education
Hearing impaired
Learning disabilities
Multi-disabled
Speech and language impaired
Total Number
School Special Education
by Grade Level, 2002-03 to 2005-06
Learning
Impairment
Grade
Level
2002-03
(n= )
2003-04
(n= )
2004-05
(n= )
2005-06
(n= )
Teaching Experience by Grade Level and Teacher, 2005-06
Grade Level
Teacher
Years of Experience
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