August 28, 2019
The Education Quality and Accountability Office (EQAO) has published provincial-level data from its 2018–2019 assessments.
EQAO data provide an independent snapshot that shows whether students are meeting curriculum expectations in reading, writing and math at key stages of their education. To build a full picture of learners’ context and the factors that influence achievement, it’s important to consider assessment results alongside other information, such as demographic data and EQAO questionnaire responses.
The release of EQAO data offers an opportunity to discuss learning trends and what can be done to support students across Ontario.
EQAO’s questionnaires offer insights into students’ attitudes, perceptions and contexts. Across the primary and secondary levels, fewer than 60% of students reported liking or being good at math.
According to the data from EQAO’s 2018–2019 assessments, the trends in math are relatively consistent, except for the decline among students in Grade 3.
EQAO data and insights about learners in Ontario suggest the following observations may benefit from further inquiry.
EQAO’s questionnaires offer insights into students’ attitudes, perceptions and contexts. While a majority of students in Grades 3 and 6 see themselves as good readers, proportions smaller than 50% like to read and write and see themselves as good writers.
According to the data from EQAO’s 2018–2019 assessments, the trends in literacy are consistent, except for a decline in writing among students in Grade 3.
"We all want a great education system that prepares our children for their futures. EQAO assesses students’ math and literacy skills because these are critical to success in society and competitiveness on the world stage. When we look at achievement trends, it’s important to get as much information as possible about why these trends have appeared. EQAO data and other sources of insights will be useful to policy makers and educators as they seek solutions to help all young learners succeed."
—Cameron Montgomery, Chair, EQAO
"We know that students can overcome learning challenges when the right kind of supports are in place. EQAO data clearly demonstrate that students with gaps in their learning at an early age can go on and achieve at a high level. In secondary school, they are more likely to do so should they choose an academic course. The continued difference in outcomes for students enrolled in applied programming needs to be examined urgently."
—Norah Marsh, Chief Executive Officer, EQAO
This announcement pertains only to highlights of EQAO’s assessment data at the
provincial level. School- and board-level data are not available at this time; these will be released on September 25, 2019.
EQAO typically highlights five-year analyses to show achievement trends over time. In 2015, however, due to labour disruptions in some English boards, provincial reports were not provided for the Grade 3, 6 and 9 assessments.
Students are deemed successful on an EQAO assessment, and meet the provincial standard, if they achieve Level 3 (i.e., the equivalent of 70%) or above. Students at Levels 1 or 2 demonstrate some understanding of the curriculum expectations, but they do not yet meet the provincial standard.