The International Observatory on Academic Achievement - Documentary search

File number :
IST-ISC-17e

Bibliographic reference :
Gouvernement du Québec, ministère de l’Éducation, du Loisir et du Sport (2005). Academic Success and the Gender Gap. The Influence of the Socioeconomic Environment. Exploratory Analysis. [On line]. <http://www.mels.gouv.qc.ca/>

Abstract :

The purpose of the Ministère de l’Éducation, du Loisir et du Sport (Quebec, Canada) is to formulate and propose policies in education. Published in 2005, the analysis document entitled Academic Success and the Gender Gap. The Influence of the Socioeconomic Environment paints a picture of male and female students’ academic achievement based on four provincial indicators developed by the MELS.

These indicators were all analysed using a measurement of socioeconomic situation known as the socio-economic environment indicator (SEEI). This measurement is an indicator of the quality of youngsters’ socioeconomic environment. The analysis presented in this document establishes the relationship between socioeconomic environment and student gender based on the four following indicators: 1) the age of students entering high school; 2) the percentage of students leaving the school system without a diploma or other qualification; 3) the percentage of secondary V students who obtain a diploma; and 4) the achievement rates of students for the official examinations in French or English as the language of instruction.

Based on the many statistics tables presented, the socioeconomic environment was identified as a key determinant of academic achievement, since there are major gaps between the achievement rates of students from underprivileged and privileged environments for each of the four indicators. For instance, underprivileged youngsters are about twice more likely to leave high school without a diploma or other qualification than youngsters from more privileged environments.

Achievement gaps were also observed between male and female students. With respect to average scores obtained in French as the language of instruction, male students performed more poorly than their female counterparts for each of the socioeconomic levels.

This report highlights the fact that students from privileged environments are more likely to succeed in school. At the same time, female students are more successful than male students with respect to each indicator. However, the most determining factor of academic achievement is the socioeconomic environment, which has more effect on male students than on female students.

Links :
http://www.mels.gouv.qc.ca/

Key Words :
Socioeconomic Environment, Graduation, Gender, Social Inequalities, Socioeconomic Situation, Academic Delay, Secondary/High School

Monitored Countries :
Quebec (Canada)