Data Collection

Data Collection and Analysis

An evidence-based approach to planning for school improvement requires the collection and analysis of several kinds of data:

• Context data are measurements of those things that influence learning and teaching but which the school has no control over. Context data pertains to such things as demographics, school, student and community characteristics.
   
• Process data are measures of the different beliefs and practices that influence relationships, climate, learning and teaching. Schools do have direct control over these beliefs and practices. The beliefs and practices center on quality instruction, supportive learning environment, standards and expectations.
   
• Outcome data are measures of the goals that schools are striving toward. These include academic success, personal and social development.

The Continuous School Improvement process involves schools in the collection and analysis of all three types of data described above. Schools are also provided with specific Statistics Canada data relevant to the school site and family of schools. School staffs, parents and students are also invited to respond to specific questions via the Getting to Great survey.

Each school has completed a comprehensive school profile. The indicators outlined in the profile are reflective of effective school literature. In addition, specific academic data is collected. Assessments provide insight as to “how our students are doing” relative to specific learning outcomes. The results of these system assessments are shared with the school community each year.

These assessments, along with the provincial mathematics and literacy assessments, high school provincial examinations, national and international assessments provide schools and the school system with a wealth of outcome data.

The context data, process data and outcome data enable schools to engage in meaningful conversations around “How are our students doing?”; “How do we know?”; and “What do we do if students don't learn?”