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Yukon Data

Yukon Foundations Skills Assessments (YFSA)

Beginning in the 2012 - 2013 school year the Yukon moved away from the Alberta-based Achievement Tests or Yukon Achievement Tests (YATs) to the BC-based Foundations Skills Assessments or Yukon Foundation Skills Assessments (YFSAs). The YATs were used at the grades 3, 6, and 9 levels. The YFSAs are used at the grades 4 and 7 levels.

Yukon Achievement Test (YAT) Data

The data can also be found in the Yukon Education Annual Reports.

Yukon Education Annual Reports

Yukon Student Enrollment Data

Enrollment Reports
Yukon Education collects and reports school enrollments at the end of each month of the school year. These reports contain enrollment figures as of the last day of each month, and are reported by grade, and broken down into urban and rural sections.

Canadian Data

First Steps in Mathematics

1st Steps in Mathematics implementation data from (Jeff Catania) the Halton School District in Ontario. (This particular document focuses on teacher pre-1st Steps in Mathematics and post-1st Steps in Mathematics attitudes in general and Mathematics 9 student achievement changes.)



Pan-Canadian Assessment Program (PCAP) (Français )
This is the cyclical program of assessment of the achievement of 13-year-old students in reading, mathematics, and science. The first assessment of this new program took place in early 2007. (The previous assessment program was the School Achievement Indicators Program, SAIP.) This report presents information about the tests, as well as the results in each domain, on a pan-Canadian and jurisdictional basis. Supporting documents, such as teacher resources, are also available.


School Achievement Indicators Program (SAIP)

Pan-Canadian Results of Francophone Students in a Minority-Language Setting in SAIP
This report presents an in-depth analysis of minority-francophone students' performance on the SAIP in mathematics with a view to identifying reasons that might explain their lower performance, as well as to pinpointing avenues of action that might positively influence student performance. Chapters of the report list and review the research on factors relating to academic performance by students in minority-francophone settings, analyse student performance and contextual data gathered in surveys conducted in the first and second assessment cycles of SAIP, identify a range of possible avenues for intervention to improve students' academic performance, and provide possible directions for further research.

University of British Columbia

UBC 1st-Year Calculus Results

International Data


Trends in International Mathematics and Science Study (TIMSS)
TIMSS provides valuable information about students’ mathematics achievement in an international context. TIMSS assesses students in grades four and eight, and also collects a wealth of data from their schools and teachers about curriculum and instruction in mathematics. TIMSS findings have been used by many countries around the world in their efforts to improve teaching and learning mathematics in their schools. Involving more than 60 countries, TIMSS 2007 is the most recent in the four-year cycle of studies to measure trends in students’ mathematics achievement. The first TIMSS assessments were in 1995 in 41 countries, the second in 1999 involved 38 countries, and TIMSS 2003 involved more than 50 countries. The majority of countries participating in TIMSS 2007 will have trend data, some covering more than a decade back to 1995.


PISA 2012 Français

The PISA 2012 assessment will have mathematics as the major domain and reading, science, and problem solving as the minor domains. The problem-solving component will be computer-based, while the other components will be administered through a paper-and-pencil assessment. Over 67 countries/economies will be participating, including all 10 Canadian provinces (about 22,000 English-speaking and French-speaking students randomly selected from approximately 1,000 schools). Contextual questionnaires will also be administered to students and school principals.
The field test for the PISA 2012 assessment will take place in spring 2011 in selected schools across Canada, and the main administration will be held in spring 2012.
The results of PISA 2012 will be published in 2013.
Further information about PISA can be found on the OECD Web site.

PISA 2009 Français
PISA 2009 tested close to half a million 15 year-old students, including 23 000 Canadians, on their skills and knowledge in three core subject areas. The report shows Canadian students rank among the best in the world in reading, mathematics, and science. Only seven countries performed better than Canada in mathematics and only six in science. The major focus was reading, with a secondary focus on mathematics and science.

The main focus in the 2009 testing was on both overall reading literacy and the three reading sub-domains:
  • Accessing and Retrieving
  • Integrating and Interpreting
  • Reflecting and Evaluating

Canada is releasing its own companion report, Measuring up: Canadian Results of the OECD PISA Study, at the same time as the OECD report to provide further information on student performance at the provincial level. Results are compared to other participating countries and across Canadian provinces.

Highlights of the pan-Canadian results include:
  • Canada has a larger proportion of high achievers and a smaller proportion of low achievers compared to the OECD average.
  • Students in nine of the Canadian provinces performed at or above the OECD average in all subject areas.
  • In reading, girls continue to outperform boys. The Canadian results mirror OECD findings.
  • In mathematics, boys outperform girls, but the difference is smaller than the gender difference favouring girls in reading. Once again, the Canadian results mirror OECD findings.
  • In science, Canadian boys outperform girls only slightly; however, on average across OECD countries, boys and girls have similar performance.
  • In most provinces, students attending majority-language school systems outperform students who attend minority-language systems.

Related Documents

Programme for International Student Assessment (PISA) 2006
(Français )
The Programme for International Student Assessment (PISA) was initiated by the member countries of the Organisation for Economic Co-operation and Development (OECD) to provide policy-oriented international indicators of the skills and knowledge of 15-year-old students. PISA assesses youth outcomes in three domains, reading, mathematics, and science, focusing on what students can do with what they have learned in school, at home, and in the community. This report provides detailed analysis of the performance of Canadian students in an international context, as well as information on results on a jurisidictional basis, and differences in performance linked to gender, immigrant status, parental education, and socioeconomic status. The major focus was in science in 2006.

PISA 2003
PISA is a collaborative effort among member countries of the OECD. PISA is designed to provide policy-oriented international indicators of the skills and knowledge of 15-year-old students and to shed light on a range of factors that contribute to successful students, schools, and education systems. The 2003 report focuses on mathematics literacy, providing information on performance in mathematics, reading, science, and problem solving in an international context and on a jurisdictional basis. Other sections of the report look at the relationship between student engagement, student learning, and mathematics performance, and the relationship between family characteristics, home environment, and mathematics performance. The major focus was in mathematics in 2003.

PISA 2000
This report features the Canadian results of the first PISA, the international tests coordinated by the OECD. Canada performs well on these tests of reading, mathematics, and science, although there are notable differences among the jurisdictions. The report presents the results on a pan-Canadian basis, as well as for each province. Information is also provided on the context for learning. The major focus was in reading in 2000.