A broadly based education, with diverse opportunities for learning, provides students with an equitable chance for success, no matter what their background or future goals.
How can our public education system support students' development of competencies in creativity, citizenship, health, and social-emotional learning?
In order to be successful in school, students need competencies beyond the 3R's. However there can be a “competency gap” between students from high- and low- socio-economic status backgrounds in a number of these areas.
This report looks at changes to the province's Learning Opportunities Grant, and whether it is meeting its original purpose of supporting students deemed 'at-risk' of academic failure or disengagement.
This report is an excerpt from our annual report on Ontario's publicly funded schools. It examines school-based fundraising and fees, and the growing gap between schools in terms of the amount of money raised.
A new study from OISE find that students at Toronto's art school are predominantly white and from higher-income families, despite the TDSB being on of the most diverse school boards in North America.
This report by Dr. Carl James examines the schooling of Black students in the Greater Toronto Area.
New Evidence That Teaching Social and Emotional Skills to Inner-City Students Can Contribute to Their Academic Achievement
This research examines social-emotional learning as a promising approach to promote academic proficiency, especially for those students most at risk.
This report examines the impact of choosing applied vs. academic courses in high school.
In the media:
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.