Redefining risk: Human rights and elementary school factors predicting post-secondary access

Abstract

While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education. These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

“…[136][137][138][139] A recent Ontario study showed that chronic absenteeism, usually defined as missing more than 10% of days in a school year, is more strongly associated with students graduating and transitioning to post-secondary education than grades, test scores, or holistic assessments of early development. 135,[140][141][142] There have been significant successes with ambitious efforts by school boards working with public health to decrease absenteeism. [143][144][145] Nonetheless, missed school is a direct effect of school closures.…”

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

“…Gaps are understood here to be caused by structural barriers in schooling and society and pedagogical gaps that result in disparate opportunities to learn (Segeren & Kutsyuruba, 2012;Shah, 2018a) and student well-being (Shah 2018a;Short, 2014). For example, studies exposed differences in student programming, outcomes, and pathways that further harm historically oppressed populations (Brown & Parekh, 2013;Brown et al, 2020;Parekh et al, 2011;Parekh et al, 2016;Robson et al, 2014). As such, districts can either be constructed as sites of potential harm or they can be sites that redress harm depending on the policies, structures, and practices in place.…”

“…In this approach, we see a rise in equity policy reviews and an analysis of how policies have influenced, and have been influenced by, district practices (Joshee, 2007;Joshee & Johnson, 2007;Martin, 2011;Milnes, 2014;Nicholls, 2017;Portelli et al, 2007;Rezai-Rashti, 2003;Sattler, 2012;Segeren, 2016;Segeren & Kutsyuruba, 2012;Shah, 2018). We also see the introduction of historical and contextual analyses of Ontario school districts (Campbell, 2021;Gaskell et al, 2008;Rezai-Rashti et al, 2017;Shah, 2016Shah, , 2018aShewchuck & Cooper, 2018) as well as discourses focused on rights, recognition, and difference in programming and decision-making (Brown et al, 2020;Campbell, 2021;Rayside, 2014;Shah, 2016Shah, , 2018a. Recognition and representation are also explored in how identity influences the experiences of school district and school board leaders (Adrienne et al, 2020;Higginbottom, 2018;Kawabe, 2018;Singh, 2010) and how they enact leadership towards social justice (Ryan & Tuters, 2017).…”

Infection Prevention and Control Considerations for Schools during the 2022-2023 Academic Year

“…For students, it is recognized that school attendance is a critical factor that contributes to improved educational and health outcomes [22][23][24] and that extreme absenteeism increased considerably during the pandemic. 25 In developing strategies and supports for improved school attendance, schools should avoid programs that incentivise students to go to school when sick.…”