The Progress Report is a communication tool that is used during this evaluation to chart the various stages of the study. It features themes such as recruitment, participation rates of students and parents involved in the study, data collection among academic personnel of secondary schools, preliminary results and the study’s subsequent stages.
These Progress Reports are posted on our Website on a semi-annual basis (autunm and winter).
|February 3rd, 2015|
The ERES Project - Final report
Final report presenting the results for the ERES Project - high school participants. (French version).
|October 9th, 2012|
The written French proficiency of Education Reform students
This report presents the most recent results of the analyses conducted for the ERES Project. The goal here is to compare the written French proficiency of Secondary V students exposed to Education Reform (ER) to that of pre-ER Secondary V students. Results indicate a very high success rate all around on the department’s writing test as a whole, with a comparable success rate between the two groups. Analyses of the success rates for each specific marking criterion show that slightly more ER students than non-ER students received a high score on the vocabulary criterion. However, fewer ER students than non-ER students received a high score on the coherent argumentation criterion. Secondary analyses involving various moderating factors suggest that ER has allowed weaker students and students believing themselves to be less competent to perform better on certain criteria related to quality of language.
|October 9th, 2012|
The math knowledge of Education Reform students
This report will present the most recent results of the analyses conducted for the ERES Project. The main goal is to compare the math knowledge of students exposed to Education Reform (ER) to that of pre-ER Secondary V students. The descriptive data from our samples infer that more students are now registered in higher-level math options (Technical and Scientific and Science) than before (Mathematics 536). However, over all, students exposed to ER scored slightly lower on our math test than students who weren’t exposed to ER. The statistical difference is small, but it was greater for students in certain Québec regions and students from schools in underprivileged areas, and depending on the math course the Secondary V student was taking.
|March 23th, 2011|
Parents speak out on Québec schools and the quality of their children’s education
According to the preliminary data of the ERES Project, parents of secondary IV students exposed to Education Reform (ER) know little about some of the changes made to the academic path of their youth following the ER. These parents also hold a less positive view of their children’s learning compared to parents of students not exposed to the ER. Moreover, they were more likely to have reported that their child had failed a class during high school and taken a summer course. These were the views to come out of the data collected among parents of secondary IV students in spring 2008 (group not exposed to ER) and 2010 (group exposed to ER).
|March 23th, 2011|
A few indicators of students’ socio-motivational profile
The initial comparative data to come out of the ERES Project revealed that secondary IV students exposed to Education Reform (ER) feel less well-adapted to high school, are less engaged in school work (Anglophones and Francophones at high risk only), and, in the case of boys, have lower self-esteem. However, there were no significant differences found between students exposed to the ER and those who were not in terms of social adjustment, personal and emotional adjustment and intrinsic motivation. These findings complete the data presented in the previous bulletin (volume 3, number 1), which explored the effects of ER on teaching practices, classroom climate and usefulness of courses.
|March 23th, 2011|
Teaching practices, classroom climate and usefulness of classes as perceived by students
Based on the first set of comparative data from the ERES Project, students exposed to Education Reform (ER) perceived their French or English classes (language of instruction) as more useful than students who were not exposed to the ER . However, students studying in the post-reform system held a less positive view of certain teaching practices and classroom climate when compared to their pre-reform counterparts.
These were the findings from surveys administered to 2,073 secondary IV students before and after the implementation of ER.
|June 25th, 2010|
Implementation of Education Reform in Secondary Schools as Viewed by School Administrations
A survey conducted among 360 school administrators as part of the ERES Project found significant variations among schools in terms of their respective commitment to the major principles of Education Reform (ER) and the implementation in Cycle One of the services and programs featured in this Reform.
|June 22th, 2010|
Development and evaluation of cross-curricular competencies: Where do we stand?
According to parents and students, schools have been teaching and evaluating cross-curricular competencies. In addition, many school administrators and education consultants agree that cross-curricular competencies play a role in helping students adjust to life in society.
|February 23th, 2010|
Students of the Reform and their perceptions of teaching practices
This progress report details students’ perceptions of some of the teaching practices in their Math, English (language of instruction) and History and Citizenship Education classes.
What young people are saying about certain subject areas
This progress report describes the interest of Secondary Two students in reading, history and science. It also presents the perceived usefulness among students of three courses modified somewhat as part of the Education Reform: English, mathematics and history.
Parents critical of methods used to communicate their children’s academic results
This second progress report features a description of the parents who completed questionnaires along with their viewpoints on the methods used by schools to communicate their children’s academic results.
The progress report
This first report proposes a brief reminder of the origins of this project and presents the general outline of the progress of data collection conducted among students, their families and school staff.
Subscribe to progress report
|October 16th, 2017|
ERES Report - College
Final report presenting the results for the ERES Project - college participants. (French version).