How Canada is becoming outclassed in school
Published in the Globe and Mail
Wed. December 8, 2010
http://www.theglobeandmail.com/news/national/how-canada-is-becoming-outclassed-in-school/article1829259/

and

Canada slipping in math, science and reading skills
Published in the National Post
Tues. December 7, 2010
http://news.nationalpost.com/2010/12/07/canada-slipping-in-math-science-and-reading-skills/#ixzz17S8ZkeSI


Both these articles make claims that the recent PISA test results show that Canada’s students are slipping in the international rankings. While rankings are not the main point to the PISA results, this claim is not accurate. Our 2009 ranking in reading of 6th out of 65 (2 of those ahead of us are cities, not countries) is actually better than our 2000 result of 3rd out of 30, and roughly equivalent to our 2006 ranking of 4th out of 56. In understanding the Canadian results it is also important to consider the significant variation in results among provinces.

Sincerely,
· Gerry Connelly, Co Director Education Sustainability Development Academy, York University
· Ruth Baumann

· Harold Brathwaite
· Lorna Earl
· Kathleen Gallagher, Professor and Canadian Research Chair, Ontario Institute for Studies in Education
· Jane Gaskell, Professor, Ontario Institute for Studies in Education
· Avis Glaze, President, Edu-quest International Inc.
· Joan M. Green, Former Director of Education, Founding CEO of EQAO, International Education Consultant
· Sue Herbert, former Ontario Deputy Minister of Education
· Bill Hogarth, Retired Director of Education, Education Consultant
· Ken Leithwood, Professor, Ontario Institute for Studies in Education
· Ben Levin, Professor and Canada Research Chair, Ontario Institute for Studies in Education
· Penny Milton, Former CEO Canadian Education Association
· Karen Mundy, Professor and Canada Research Chair, Ontario Institute for Studies in Education
· Charles Ungerleider, Professor, Sociology of Education, The University of British Columbia

‘Class size is the biggest dead end in the world,’ writer tells provincial Liberal think-tank
Published in the Toronto Star
Sun. May 16, 2010.
http://www.parentcentral.ca/parent/education/article/810122---class-size-is-the-biggest-dead-end-in-the-world-writer-tells-provincial-liberal-think-tank#comments

Malcolm Gladwell’s reported claim on the impact of class size reduction is an unfortunate piece of hyperbole, undoubtedly intended to provoke but misleading as stated. In fact there is solid evidence that smaller classes in primary grades can have positive impacts on student outcomes if they are part of an overall plan to improve teaching practices. As a general principle and unhappily for the widespread desire for simple answers to complex questions, improving outcomes in education requires attention to many factors, as Gladwell himself acknowledged in his address. The quality of teaching, while very important as Gladwell suggests, is not independent of the context.

Sincerely,

Sincerely,

- Gerry Connelly, Co Director Education Sustainability Development Academy, York University
- Sue Ferguson, Coordinator, The Learning Consortium, Ontario Institute of Studies in Education
- Michael Fullan, Special Policy Adviser in Education to the Premier of Ontario
- Joan M. Green, Former Director of Education, Founding CEO of EQAO, International Education Consultant
- Bill Hogarth, Retired Director of Education, Education Consultant
- Ken Leithwood, Professor, Ontario Institute for Studies in Education
- Ben Levin, Professor and Canada Research Chair, Ontario Institute for Studies in Education
- Penny Milton, CEO Canadian Education Association
- Jim Slotta, Professor and Canada Research Chair, Ontario Institute for Studies in Education
- Charles Ungerleider, Professor, Sociology of Education, The University of British Columbia

Please see the following for further information on the issue of class size:

Canadian Council on Learning. (2005, September 14). Making sense of the class size debate. Retrieved from http://www.ccl-cca.ca/pdfs/LessonsInLearning/Sep-14-05-Making-sense-of-the-class-size-debate.pdf

Canadian Education Association. (2008). Class size reduction: What the literature suggests about what works. Retrieved from http://www.cea-ace.ca/media/en/ClassSizeReduction.pdf

The Facts on School Choice and Decentralization

Why school boards should follow Edmonton's lead: Allowing parents more choice is a welcome change from the “one size fits all” model imposed on neighbourhoods by public school boards

Published in the Globe and Mail

Thurs. April 1, 2010.

http://www.theglobeandmail.com/news/opinions/why-school-boards-should-follow-edmontons-lead/article1520481/

This article makes the claim that, “If Toronto and other urban school boards follow Edmonton's lead, Canadians could see a revolution take place in the quality of education provided to our children.” Although there are many reasons to support, or not support decentralization and school choice in Canada, the body of evidence does not support the view that either decentralization or school choice alone will produce significant improvements in student outcomes.

Sincerely,

· Gerry Connelly, Co Director Education Sustainability Development Academy, York University

· Lorna Earl

· Sue Ferguson, Coordinator, The Learning Consortium, Ontario Institute of Studies in Education

· Kathleen Gallagher, Professor and Canada Research Chair, Ontario Institute for Studies in Education

· Sue Herbert, former Ontario Deputy Minister of Education

· Ben Levin, Professor and Canada Research Chair, Ontario Institute for Studies in Education

· Penny Milton, CEO Canadian Education Association

· Charles E. Pascal, Professor, University of Toronto, Former Ontario Deputy Minister of Education

· Charles Ungerleider, Professor, Sociology of Education, The University of British Columbia

Please see the following on the issue of Decentralization:

Leithwood, K., & Menzies, T. (1998). Forms and effects of school-based management: A review. Educational Policy , 12(3), 325-346.

Simkins, Tim. (1993). The consequences of school-based management in England and Wales: a review of some evidence from an economic perspective. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.

Thomas, H., & Martin, J.(1996). Managing resources for school improvement: Creating a cost-effective school. London: Routledge.

Piercey, D.(2010). Unintended consequences of cost recovery. Phi Delta Kappan, 91(6). 46-49.

U.S. General Accounting Office. (1994). Education reform: School-based management results in changes in instruction and budgeting (Publication No.GAO/HEHS-94-135 School-Based Management). Retrieved April 2010, from http://archive.gao.gov/t2pbat2/152372.pdf

Please see the following for on School Choice:

Fuller, B., Elmore, R., and Orfield, G. (eds.). (1996). Who chooses, who loses? New York: Teachers College Press.

Gorard, S., & Taylor, C. (2002). Market Forces and Standards in Education: A Preliminary Consideration. British Journal of Sociology in Education, 23(1), 5-18.

Lubienski, Chris. (2001). The relationship of competition and choice to innovation in education markets: A review of research on four cases. Paper presented at the Annual Meeting of the American

Educational Research Association, Seattle, WA. Retrieved April 2010, from

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/14/ec.pdf

Whitty, G., Power, S. & Halpin, D. (1998). Devolution and Choice in Education. Buckingham: Open University Press.