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

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.

Race of Examiner as a Variable in Test Attainments of Preschool Children

This study evaluated the effect of examiner's race on the preschool readiness attainments of 2- and 3-yr.-old black and white children. The findings indicate that except for performance in the large motor skill area in which black subjects secured higher scores with the white examiner, there were no significant race-of-examiner × race-of-child effects. Significant differences, associated with race of examiner, were identified in three skill areas but scores of both black and white children followed similar trends, which does not support the thesis that an examiner of the same race promotes children's improved performance. Results must be viewed in the context of home-centered testing of 2- and 3-yr.-old children. Also, regional differences may limit the extent to which generalizations may be made. Further research appears warranted, to determine the extent to which examiner influences more subtle than race, such as attitudes and expectations of an individual child's performance, may influence children's test scores.

Factors in Special Class Placement

In an effort to identify factors associated with placement in classes for the educable retarded, comparisons were made between a group of 17 low IQ (< 80) regular class subjects and three groups of special class subjects: (a) 18 low IQ (< 80) subjects, (b) 9 average IQ (≧80) subjects, and (c) the total group of 32 special class subjects. No differences were found between regular and special class subjects on preschool readiness and language development or on achievement prior to differential placement. Significant socioeconomic status differences favored the regular class subjects. Both low socioeconomic status and poor school behavior were associated with special class placement of average IQ children. At 9 years of age, significant differences favoring regular class subjects were found on measures of academic achievement. These differences were attributed to the effects of differential school placement.