2005 Highlights: EQAO Grade 9 Mathematics

Student demographics Applied  Number:  Female: %  Male: %  First semester: %  Second semester: %  ESL: %  Special needs: % Academic  Number:  Female: %  Male: %  First semester: %  Second semester: %  ESL: %  Special needs: %

Applied Results Over Time

Academic Results Over Time

Applied Results: All Levels

Academic Results: All Levels

Applied Results by Gender

Academic Results by Gender

2005 Achievement by School

Student Questionnaire Applied - Gender  Student attitude toward mathematics Fewer females say they like mathematics at board and provincial levels Significantly fewer females see themselves as good at math at both board and provincial levels  Significantly fewer females % of students agree that they understand most of the mathematics they are taught (below provincial average)

Student Questionnaire Academic – Gender  % of male and female students who say they like math are at provincial average  % of female students who say they are good at math is higher than provincial average  There is a smaller % of females who say they both “like” and are “good at” math both at board and provincial levels  Almost ¾ of students understand most the math they are taught at both board and provincial levels

Student Questionnaire Applied & Academic  Computers at home Applied – % indicated NO Academic – % indicated NO  Homework % of students in Applied never or seldom complete their math homework % of students in Academic never or seldom complete their math homework

Teacher Questionnaire Applied  Accessibility of mathematics resource (11) Higher than provincial average ( (≥ 5)  Graphing software  Word processing software  Presentation software  Spreadsheets Lower than provincial average  Other print resources  Dynamic geometry software  Linking software for graphic calculators  Teacher manuals  Data collection devices  EQAO support materials and investigations

Teacher Questionnaire Applied  Frequency of mathematics resource use (11b) Higher than provincial average  Student textbooks  Graphing software  Word processing software  Data collection devices, probes &/or motion detectors Lower than provincial average  Other print resources  Teacher manuals  EQAO support materials and investigations

Teacher Questionnaire Academic  Accessibility of mathematics resource (11) Higher than provincial average ( (≥ 5)  Word processing software  Linking software for graphing calculators  Presentation software  Spreadsheets  Data collection devices Lower than provincial average  EQAO support materials and investigations

Teacher Questionnaire Applied  Frequency of mathematics resource use (11b) Higher than provincial average  Manipulatives and concrete materials  Presentation software  Data collection devices, probes &/or motion detectors Lower than provincial average  Student textbooks  EQAO support materials and investigations

Teacher Questionnaire Applied  Graphing calculator use Academic: Higher than the provincial average (≥ 5)  Basic mathematical operations  Simulate situations  Investigate mathematical ideas and relationships  Collect data, using probes Applied: Higher than the provincial average (≥ 5)  Basic mathematical operations  Simulate situations  Investigate mathematical ideas and relationships

Next Steps…  EQAO will release Item Information Reports that show how students performed on specific items on the test.  EQAO will release Teacher and Principal Questionnaires that provide contextual and program information  School/board administrators and teachers will analyze these reports, determine strategies to promote increased achievement, and incorporate these into their school improvement plans