People for Education is leading a conversation, both in Ontario and nationally, about the purpose, value and future of universal public education. Connect with us and keep the conversation about public education going.
People for Education's 2018 Annual report on Ontario’s schools outlines need for support for “the new basics” in education.
New data from People for Education show that, despite the importance of arts education, equitable access to arts programs and resources is an ongoing challenge for Ontario’s schools.
The fundraising advantage may be increasing the equity gap by providing already advantaged students with more enrichment than their more disadvantaged counterparts.
New data from People for Education's annual school survey show a significant decline in the percentage of elementary schools with specialist music teachers over the last decade.
A new report shows that guidance counsellors are stretched thin in Ontario elementary and secondary schools.
People for Education's annual report on Ontario’s schools shows decline in library staff and music teachers; improvements in Indigenous education.
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Call 416-534-0100 or email our Communications Director to book interviews with Annie Kidder or other members of the People for Education team.
Annie Kidder, our Executive Director, talks about the evidence showing the impact of full-day kindergarten on children’s academic and social development.
Premier Doug Ford says that the government will consult with parents and teachers about the continuation of the full-day kindergarten program.
The discussion about equitable education must start with whether all students in the public school system have access to a decent education, prior to attending university or college.
The Globe and Mail: Advocates for students with disabilities call on Ontario to stop school exclusions
The Ontario Autism Coalition is asking the Ontario Ministry of Education to remove principals' power to exclude students from school for an indefinite period.
This feature story explores the issues around the 'exclusion' of students with special education needs from school for all or part of the day.