Literaturnachweis - Detailanzeige
| Institution | Ministry of Education (British Columbia) |
|---|---|
| Titel | Aboriginal Report 2014/15-2018/19: How Are We Doing? |
| Quelle | (2019), (47 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Foreign Countries; Canada Natives; American Indian Students; Public Schools; Academic Achievement; Elementary Secondary Education; Postsecondary Education; Student Characteristics; Achievement Tests; Graduation Rate; Student Attitudes; Child Custody |
| Abstract | This report provides information about the performance of Aboriginal students (including adults) in public schools. Readers should notice that there are changes to historical and trend data. Once a student has self-identified as being of Aboriginal ancestry, the student is included in all report outcomes for Aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal students across years, as students may self-identify as Aboriginal on some enrollments and not on others. The sections of this report include the following: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12), 2014/15-2018/19; (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2014/15-2018/19; (4) Required Examinations Results, 2014/15-2018/19; (5) Transitions, 2013/14-2018/19; (6) School Completion, 2014/15-2018/19; (7) Education Experiences of Children in Care, 2013/14-2017/18; (8) Post-Secondary Transitions, 2014/15-2017/18; (9) Student Learning Survey Results, 2014/15-2018/19; and (10) Glossary. [For the previous report, "Aboriginal Report 2013/14-2017/18: How Are We Doing?," see ED596480.] (ERIC). |
| Anmerkungen | British Columbia Ministry of Education. P.O. Box 9146, Station Provincial Government, Victoria, BC V8W 9H1, Canada. Tel: 1-888-879-1166; Web site: http://www.gov.bc.ca/bced/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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