The International Observatory on Academic Achievement - Documentary search

File number :
IST-ISC-12e

Bibliographic reference :
Gouvernement du Québec, ministère de l’Éducation du Québec (2004). Boys’ Academic Achievement: putting the results into perspective. [On line].
<http://www.mels.gouv.qc.ca/>

Abstract :

The Ministère de l’Éducation du Québec (Canada) has the mandate to develop and propose to the provincial government policies on preschool, primary school, secondary school, college and university education.

The synthesis report Boys’ Academic Achievement: putting the results into perspective published in 2004 presents the schooling situation of male and female students and proposes solutions to bridge the gap between the academic achievement of these two groups. The study students were from primary and/or secondary curricula. Data came chiefly from the Ministère de l’Éducation du Québec and the Program for International Student Assessment (PISA) under the auspices of the Organization for Economic Cooperation and Development (OECD).

The general finding points to a striking achievement gap in favour of female students, both in the province of Quebec and all OECD countries. However, the report underscores the importance of not generalizing the gender gap, as differences are minimum or non-existent in some Quebec school boards. Male and female students do not form homogeneous groups and it is important to seek out the true causes of achievement gaps.

The indicators used to assess the academic achievement situation are academic delay, learning the language of instruction and graduation rate. For each of these indicators, the performance of male students is significantly lower than that of female students.

A study of the possible causes of these worrisome gaps has revealed that socio-economic environment, parental involvement and attitudes and behaviour towards schools represent real risk factors. Each was analyzed, assessed and put into perspective in this report.

Some interventions are also suggested; increased involvement on the part of fathers, respect for the need of male students to move; and use of adapted educational strategies that acknowledge individual differences as effective means for increasing achievement among male students. However, non co-education as an intervention means is questioned by this analysis.

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

Key Words :
School Board, Gender, School Dropout, Student Retention, PISA, OECD, International Comparisons, Academic Delay, Graduation Rates, Student-Teacher Relationship, Socio-economic Background, Peer Pressure, Attitudes towards Schools, Pedagogy, Learning Strategy, Non Co-education, Primary School, Elementary School, Secondary/High School

Monitored Countries :
Quebec (Canada)