79 lake cowichan sec 2010 set

the
S CHOOLS I NSTITUTE
data services you can count on

ADMINFO Resources Inc.
4490 Copsewood Place
Victoria, B.C.
V8X 4S5
Tel and fax: (250) 658-0366
Email: adminfo@pacificcoast.net

June 6 , 2011
Dear Principal,

I am in receipt of an order for the 2009/10 School Examination Trends binder for your school. This year, the binder contains
Provincial Exam results, GPA and Honours Graduation results, Grade-to-Grade Transition, Graduation rates and Satisfaction
Survey results for secondary schools. GPA has returned to the binder after several years, and Honours Graduates is a new
measure. Satisfaction Survey results are now also presented as percentiles.

Delivery of this year’s binder has again been delayed by very late delivery of Ministry data files. I received the last provincial
exam data files from the Ministry on April 27, 2011, five months after the Ministry had agreed to provide the files. I also found
that key records were missing from the data, leading to some missing totals for subjects with optional provincial exams. Miss-
ing values are shown as “•••” in the binder. The Ministry has been unresponsive to my attempts to encourage more timely
delivery of data, and has refused to provide these totals. I recognize that many secondary schools use the School Examination
Trends binder for school planning, and rely upon a timely delivery of a complete binder.

Late data delivery of data for the binder is an ongoing problem with the Ministry. Since my attempts at resolution to date have
been unsuccessful, this year I have decided to seek the help of principals and superintendents with the two issues of late data,
and incomplete data. If you wish to help resolve these issues with Ministry data, you can do so by sending me a testimonial
letter of support (either by mail, or as an email or email attachment to adminfo@pacificcoast.net), addressing the following:

•! Which Adminfo binders and/or reports do you use, and for how many years? Who uses them and for what purpose?

•! Why do you choose to use the Adminfo binders and/or reports? What advantages do they have over Ministry reports?
What disadvantages? Consider graphics, trends, and contextual results for interpretation.

•! When would you prefer to receive the Adminfo binders and/or reports? If the binders or reports arrive too late in the
school year, what is the effect on the processes used by yourself and your colleagues?

•! Please feel free to include other items at your discretion.

I have provided more details in an Open Letter to School and District Administrators, which has been included with the PDF
file of this binder. If you cannot find your Open Letter, please contact me by email at the above address and I will send a copy.

I regret being placed in a position that I cannot provide the complete School Examination Trends binder in a timely manner. I
would appreciate whatever help you can give to resolve these two issues. Please feel free to contact me as shown above if you
have any questions or if I can be of further assistance.

Yours sincerely,

John Taylor
for ADMINFO Resources Inc.

Supporting your planning for improved student achievement www.theschoolsinstitute.com

! !

School Planning Information for
Lake Cowichan Secondary
• Ten-year Trends in Examination Results
• School Marks and Final Marks
• Gender and Aboriginal/First Nations Results
• Grade-to-Grade Transitions
• Graduation Rates
• Satisfaction Survey Results and Trends

2009/10

Table of
Contents
SCHOOL EXAMINATION TRENDS
1 Introduction and Deﬁnitions

Grade 10 Courses 2 Applications of Mathematics 10

3 English 10

4 Essentials of Mathematics 10

5 Principals of Mathematics 10

Grade 11 Courses 6 Science 10

7 Civic Studies 11

8 Social Studies 11

Grade 12 Courses 9 Applications of Mathematics 12

10 BC First Nations Studies 12

11 Biology 12

12 Chemistry 12

13 Communications 12

14 English 12

15 English 12: First Peoples

16 English Literature 12

17 Français Langue Seconde-Immersion

18 French 12

19 Geography 12

20 Geology 12

21 History 12

22 Physics 12

23 Principles of Mathematics 12

24 Second Languages - Other (German, Japanese, Mandarin, Punjabi, Spanish)

Graduates’ Measures 25 Average GPA of Graduates
of Excellence 26 Percentage of Graduates With Honours Standing

Student Transitions 27 Grade-to-Grade Transition

28 Graduates as a Percentage of Eligible Grade 12 Students

Satisfaction Surveys 29 Satisfaction Survey, 2010 (Ministry of Education)

30 Satisfaction Survey Trends, 2006 to 2010 (Ministry of Education)

31

Provincial Exam Results – Introduction and Definitions

Introduction
Overview of This binder presents provincial exam results for Grade 10, Grade 11 and Grade 12
this binder students. An important change beginning 2007 in the reporting of results is that the
August exam session is included in the year that follows it (August to June) rather than
in the year preceding it (November to August). This change means that the previous
definition of participation rates would produce inappropriate results, so the Ministry of
Education has discontinued providing them. Instead, this binder contains a new
measure, called Participation Ratio.

Another important change is that since 2004/05, many subjects have optional
provincial exams. For each of these subjects, the percentages of students opting to
write the exam are reported. In addition, results of students who opt out of exams are
reported separately from the results of students who choose to write the exams.
Further, in recognition of the different roles played by different types of schools, each
school is compared with all schools of the same facility type (Standard, Continuing
Education, Alternate, etc.).

Definitions The reader is referred to the Definitions on pages 1.4 to 1.9 below, particularly to
become familiar with the definitional changes that have taken place with a number of
measures. In most cases, the definitions have been copied or paraphrased from
various Ministry of Education reports. Comments have been added by ADMINFO
Resources Inc. for clarification purposes. Participation Ratio is also defined, and
calculated in the binder by ADMINFO Resources Inc.

Interpreting Rather than looking at examination results on a year-to-year basis, it is important for
the results schools and districts to analyze results over a longer time period to determine whether
or not there are significant trends or patterns. Schools and districts should also look
for relationships between different measures such as exam marks, school marks and
participation ratio, taking into account the students who opt out of exams. These
relationships are more easily identified if results are separated for different students
and converted to standardized scores which use the same scale, such as the
percentiles used in this binder.

The percentiles (see pages 1 and 2 for each subject) are based on the Facility Type of
the institution for which this binder has been prepared. Facility Type is defined on
pages 1.5 and 1.6. For a Standard public school, the percentiles are based on the
distributions of scores for all Standard public schools. Non-Standard public schools
and independent schools are excluded. This ensures that the comparisons are more
valid and meaningful. Similarly, for a Standard independent school, the percentiles are
based on the distributions of scores for all Standard schools (public and independent).
Non-Standard schools are excluded. For a Continuing Education Centre, the
percentiles are based on the distributions of scores for all Continuing Education
Centres. For an Alternate school, the percentiles are based on the distributions of
scores for all Alternate schools.

In the Diagnostics Tables (pages 3 and 4 for each subject), comparison groups have
been chosen to ensure meaningful comparisons. Thus, Standard Public Schools in the
district can be compared with Standard Public Schools in the province. Further, a
Standard school (whether public or independent) is not compared with any larger
group of schools containing Continuing Education Centres.

© 1994 to 2010 ADMINFO Resources Inc. This page may be printed or photocopied for educational purposes. Page 1.1


Introduction (continued)
Interpreting Tabs 25 and 26 contain two measures of excellence for graduates. The Average GPA
the results of Graduates at Tab 25 measures how well they performed in the best 52 credits which
(continued) satisfy the requirements for graduation (most of which are based on non-examinable
courses). The Percentage of Graduates Awarded Provincial Scholarships at Tab 26 is
based on examination results only.

Tabs 27 and 28 present two measures which allow some tracking of students as they
pass through the school system. A school may perform well with provincial
examinations, but if it is because only the better students reach Grade 12, the school
may choose to re-evaluate its priorities in its School Plan.

Tabs 29 and 30 present the results of the Ministry’s Satisfaction Survey. Satisfaction is
based partly on results, and partly on expectations. Some survey items are
considered important, and some are not. Those items that are considered important,
and with which many people are not satisfied, are ready candidates for school
planning for improvement.

For the first time this year, percentages from the Satisfaction Survey have been
converted to percentiles, to give more meaningful results.

Suggested For academic achievement (Tabs 2 to 24):
questions
to ask • Are the percentiles generally high or low, or mostly around the middle?
• Is there a general trend up or down over the last 6 to 10 years?
• Are there too many students opting out of exams where they are optional?
• Are exam results influenced by the students who opt out of exams?
Hint: compare the school marks of students who write exams versus those who
are not examined. They are included in the Diagnostics Tables.
• Are there any subjects we should consider adding to, or removing from the range
of subjects offered by the school?
• Are School Marks reasonably close in percentile terms to exam marks? If not, do
school marking policies need to be revised?
Hint: they are shown in the second graph on page 1 for each subject.
• Are there balanced numbers of students taking Communications and English?
• Are enough students passing?
• Is there a reasonable gender balance and Aboriginal balance?
• Is the school moving toward meeting its goals, and do they need refining?

For graduates' measures of excellence (Tabs 25 and 26):

• Is the GPA percentile generally high or low?
• How do the provincial scholarships compare with district and provincial results?

For Student Transitions (Tabs 27 and 28):

• Are the percentages generally high or low?
• Is the school losing students at any particular grade level?
• Is the school losing an unreasonable proportion of boys, girls, or Aboriginals?
• Of the Grade 12 students eligible to graduate, is there an unreasonable proportion
of boys, girls, or Aboriginal students not graduating?



Introduction (continued)
Suggested For Satisfaction Survey results (Tabs 29 and 30):
questions
to ask • Which surveyed populations should we interpret with caution due to low
(continued) participation rates (e.g., Secondary Parents, or Staff)?
• Which survey items have satisfaction results with which we are not comfortable?
How important are they?
Hint: use the percentiles to determine the relative rank of the school among all
other schools.
• Which survey items have satisfaction results which are very different from the
district’s results or the province’s results? How important are they?
• For the survey items that are considered important, are they part of our school
plan, and are we making progress?
• Are the satisfaction levels based on good information reaching the people who are
responding to the survey? Are they well informed?
• Do we need to change any of our goals based on issues that are showing up in
the Satisfaction Survey results?

Conclusion Data-based decision making takes the guesswork out of planning for improving
student achievement. Collecting and organizing the data for data-based decision
making should not be the main focus of school planning. This binder is designed to
reduce the workload of data collection, organizing and distribution, freeing up your
time to focus on processes, strategies and structures to improve student achievement.

Please direct questions/comments to:
Definitions
John Taylor
Victoria B.C. V8X 4S5
overleaf !
Ph/fax: (250) 658-0366
Email: adminfo@pacificcoast.net



Definitions
A’ Rate Proportion of students who received a letter grade of 'A' (86% or better) as their best
mark in the school year. Includes students from all grade levels who obtained marks
in the subject.
Comment: 'A' Rate is used in this binder as a measure of excellence (see also,
Mean Score and Pass Rate for other measures of student achievement). From
2006/07, the Ministry of Education has been using new criteria for provincial
scholarships. They are called 'Grade 12 Graduation Program Examinations
Scholarships', and one requirement is that students need to obtain a letter-grade of 'A'
in his or her best three Grade 12 provincial examinations. The 'A' Rate in this binder
is used for all three grade levels as a measure of excellence. It is used for
scholarships only for relevant Grade 12 subjects.

'A' Rate is presented in the Diagnostics Table (see pages 3 and 4 for each subject) as
an Exam 'A' Rate, a School 'A' Rate and a Final 'A' Rate.

Aboriginal Beginning in the 2003/04 school year, a student is considered Aboriginal if s/he self-
identified on Form 1701 September 30 enrolment any time in the period 2003/04 and
forward. Before 2003/04, students were considered Aboriginal in any given year only
if they self-declared in the September 30 enrolment of that year.
Comment: This will have the effect of reducing undercounting of Aboriginal students
and may change some historical Aboriginal statistics.

Aegrotat A pass standing based on certification that the student was unable to write the
examination owing to illness or special circumstances. The student's school
percentage is then considered to be the final percentage for the course.
Comment: Aegrotats are normally omitted from reported summary examination
results.

Attribution Students may be instructed in multiple schools in a year. However, for summary
of Results reporting purposes, school level data are attributed to only one of these schools (and
its district). The reported school or district to which the student's results are attributed
may not be the last school or district in which the student was instructed. Attribution is
based on a hierarchy of rules which first chooses the September authority enrolment
as the School (or District) of Attribution, or then chooses a later school of enrolment
(up to and including the school or district in which the student wrote the exam, if there
is no September enrolment record) as the School (or District) of Attribution of results.
This differs from previous reports before 2004/05, which were based on attribution of
results to the school at which the student wrote the exam, which was in general (but
not always) the school in which the student was last instructed.
Comment: This hierarchy of rules attributes each student's results to the school and
district of September enrolment, unless there is no record of September enrolment.
This means that if a student changed schools during the year, or took a Continuing
Education course because the school of enrolment did not offer the course, the
student's results will still be attributed to the school and district of September
enrolment. As a result, some schools or districts may notice results showing in this
binder (e.g., for Applications of Mathematics 10) for small numbers of students, even if
the course was not offered by the school or district. If there are less than 10 students,
the results will be masked.

Challenge A process whereby a student who has not taken a given provincially examinable
course writes the provincial exam in order to compete for a scholarship. The student
does not receive credit for the course.
Comment: Challenges are normally omitted from reported summary examination
results.



Definitions (co
ontinued)
Course Mark This is a relatively new term, used by the Ministry. See 'School Mark' below.
Comment: Before 2004/05, the Ministry of Education called this the 'School Mark'.
This name is still used in TRAX reports. The older terminology has been retained in
this binder so the term 'Course Mark' will not be confused with the Final Mark for the
Course.

Deferral A process whereby a principal grants a student permission to write a Provincial Exam
at a future examination session.
Comment: Deferrals are normally omitted from reported summary examination
results.

Disqualification Results from a student cheating. A mark of zero is given for the examination.
Comment: Disqualifications are normally omitted from reported summary examination
results.

Eligible A Grade 12 student is eligible to graduate if the student is in a position to graduate by
Grade 12 Student passing all courses in which the student has enrolled in September of the school year.
Comment: This number is used as the denominator for Eligible Graduation Rate (see
below).

Eligible Eligible Graduation Rate is the proportion of Eligible Grade 12 students (see above)
Graduation Rate who graduate.
Comment: The Eligible Graduation Rate does not take into account the students who
do not reach Grade 12. The Six-Year Dogwood Completion Rate (not included in this
binder) takes these students into account (as well as taking out-migration into account)
but it is not available at school level. The First Time Grade 12 Graduation Rate is
available at school level, but it is not reported in this binder because of the unknown
number of students not graduating because they are not eligible to graduate.

Exam 'A' Rate See 'A' Rate. Refers to the 'A' Rate calculated from the Exam Mark.

Exam Pass Rate See Pass Rate. Refers to the Pass Rate calculated from the Exam Mark.

Exam Mark Best mark of a student in a school year on one or more writes of a particular Provincial
Examination subject in that school year.
Comment: Before 2004/05, if a student wrote a provincial exam more than once, all
exam results were used for that student to report summary results. From 2004/05
onwards, only the best mark is used in all historical data.

Exam Mean Score See Mean Score. Refers to the Mean Score calculated from the Exam Mark.

Facility Type The Facility Type is a way of describing the different types of education facilities
designed to meet the education needs of different types of students. Most students
are enrolled in Standard schools, which offer most of the regular subjects. Some
students are enrolled in other education facilities to meet needs which cannot be met
in Standard schools.

In B.C., there are currently eight different types of education facilities. The Facility
Types are: Standard Schools; Continuing Education; Distance Education; Alternate
Schools; Youth Custody/Residential Attendance Centres; Short Term Provincial
Resource Programs; Long Term Provincial Resource Programs; and District Distance
Education.



Definitions (co
ontinued)
Facility Type Since the types of programs and types of students are different in different Facility
(continued) Types, comparisons of results between different Facility Types can be misleading.
For example, some districts have a large Continuing Education Centre, and some
have none. A comparison between a Standard school on the one hand, and a district
with a large Continuing Education Centre on the other hand, can lead to incorrect
interpretations of the school's performance, compared with the district.
Comment: In this binder, the potentially misleading influence of different Facility
Types has been kept to a minimum by selecting groups of schools with the same
Facility Type for comparison purposes. For example, percentiles on pages 1 and 2 of
each subject are restricted to the same Facility Type, and the Diagnostic Table on
pages 3 and 4 of each subject contains at least one row restricted to a larger group of
schools with the same Facility Type as the schools of comparison.

Final 'A' Rate See 'A' Rate. Refers to the 'A' Rate calculated from the Final Mark.

Final Mark Final marks are based on the blend of a student's best school (course) mark and best
exam mark. These best marks may have been earned in different school years.
Final marks may be greater than either the best exam results or best school marks
observed in the reported year.
Comment: For all examinable subjects in grades 10 and 11 and for BC First Nations
Studies 12, eighty percent of the Final Mark is allocated to the best school mark and
twenty percent is allocated to the best exam mark. For all remaining examinable
grade 12 subjects, sixty percent of the Final Mark is allocated to the best school mark
and forty percent is allocated to the best exam mark.

Final Mean Score See Mean Score. Refers to the Mean Score calculated from the Final Mark

Final Pass Rate See Pass Rate. Refers to the Pass Rate calculated from the Final Mark.

Full Year A full year of exam results refers to results beginning in August and ending the
following June. This includes all exam sessions from August to June.
Comment: This definition has been in place since 2006/07, and now applies to all
years shown in this binder. Before 2006/07, a full year referred to the period
beginning in September and ending the following August.

Grade 12 From 2006/07, Provincial Scholarships are called Grade 12 Graduation Program
Graduation Program Examinations Scholarships. One requirement is that students will to need to obtain at
Examinations least 86% (a lettergrade of 'A') on their best three Grade 12 provincial examinations
Scholarship (excluding Communications 12). They also need to be Canadian citizens or
Permanent Residents, and fulfill graduation requirements.

Grade Point This is a way of summarizing several letter grades in a single measure.
Average (GPA) In BC, letter grades and letter grade points are allocated on the following basis:

Letter Grade Percent Range Letter Grade Points
A 86% to 100% 4
B 73% to 85% 3
C+ 67% to 72% 2.5
C 60% to 66% 2
C– 50% to 59% 1
F 0% to 49% Not included



Definitions (co
ontinued)
Grade Point The letter grade points are used to calculate the Grade Point Average (GPA). For
Average (GPA) each graduate, the GPA is based on the average letter grade points for the best
(continued) credits which satisfy the requirements for graduation. Courses completed for fewer
than 4 credits are weighted. Graduates who graduate with a GPA higher than 3.0 are
awarded Honours Standing.
Comment: The average GPA of graduates was presented in this binder from its
inception in 1993 until the binder published in 2004. An error was found by the
Ministry of Education in January 2006 relating to the GPA of students who return to
take a course after they have graduated. It introduced a small anomaly in the
graduate GPA data. The Ministry appears to have corrected this error for the 2009/10
binder.

Grade-to-Grade Grade-to-Grade Transition Rate is the proportion of students in a given grade level for
Transition Rate the first time, who make the transition to a higher grade level anywhere in the
province the following year. This measure does not compensate for out-migration
from BC. If a student leaves the province, s/he reduces the Grade-to-Grade
Transition Rate of the school and district from which s/he left.
Comment: Grade Progression Rate (not included in this binder) compensates for
out-migration, but it is not available at school level.

Honours Standing A student graduates with Honours Standing if the student has a Grade Point Average
(GPA) higher than 3.0 (a better than B average). GPA, and the points for each letter
grade, are defined above.
Comment: The percentage of graduates who graduate with Honours Standing is a
measure of graduates’ excellence. However, it should be kept in mind that most
courses which satisfy the requirements for graduation are not examinable - marks are
based on teacher assessment only, allowing for non-standardized criteria to affect
interpretation of results.

Letter Grades See Grade Point Average for the corresponding Percent Range.

Mask Mask' in the cell of a table indicates that the result in the cell is based on between one
and nine students. It has been masked to comply with the privacy provisions of the
Freedom of Information and Protection of Privacy Act.
Comment: This masking criterion is in accordance with the Ministry's policy on
reporting small populations. It was increased from less than 5 students to less than
10 students in November 2009.

Mean Score Average best percent mark (exam or school) of students in the school year (including
August exams). The final mean score is the average of the final marks, which are
based on the best exam mark and best school mark (see above). Aegrotats,
deferrals, challenges and disqualifications are excluded.
Comment: Before 2004/05, all percent marks of each student who wrote multiple
exams were included in the average of exam marks. Since only the best mark of
each student is now included for all years reported, most schools and districts will find
that their historical mean scores will have increased slightly in this binder compared
with some earlier historical mean scores.

Mean Score is used in this binder as a measure of overall performance (see also,
Pass Rate and 'A' Rate). It is presented in the Diagnostics Table (pages 3 and 4 for
each subject) as an Exam Mean Score, a School Mean Score and a Final Mean
Score.



Definitions (co
ontinued)
Participation Ratio Participation Ratio for a provincially examinable subject is calculated by dividing the
(previously called number of students who have final marks for the subject in the school year by the
Participation Rate) total number of students who were enrolled in the same grade level as the indicated
subject. For example, the 2009/10 Participation Ratio for Biology 12 is the number of
students with final marks in 2009/10 Biology 12 divided by the 2009/10 Grade 12
enrolment.
Comment: This is not the same as a Participation Rate. For a Participation Rate,
the students in the numerator should be a subset of the students in the denominator.
The Participation Ratio fails this criterion in at least two cases (see below).

Case 1
The school year now includes the August exam session as the first session of the
school year, for which most students are from the previous school year. Hence (as
an example), the 2009/10 Participation Ratio overestimates the 2009/10 Participation
Rate by the number of students writing exams in August 2009. It also underestimates
the 2009/10 Participation Rate by the number of students writing exams in August
2010.

Case 2
Some students take subjects outside their grade level. Hence (as another example),
the 2009/10 Participation Ratio for Biology 12 overestimates the 2009/10 Participation
Rate by the number of 2009/10 students with final marks in Biology 12 who are not
enrolled in Grade 12. It also underestimates the 2009/10 Participation Rate by the
number of 2009/10 Grade 12 students with final marks in Biology 12 who took Biology
12 in other school years when they were not enrolled in Grade 12.

Both of these cases contain an overestimate and an underestimate of similar
proportions. Hence, it may be seen that Participation Ratio may be used as a
reasonable approximation of Participation Rate.

Pass Rate Proportion of students who received a letter grade of 'C–' or better (50% or better) as
their best mark in the school year. Includes students from all grade levels who
obtained marks in the subject. Aegrotats, deferrals, challenges and disqualifications
are excluded.
Comment: Pass Rate is used in this binder as a measure of basic competence (see
also, Mean Score and 'A' Rate). It is presented in the Diagnostics Table as an Exam
Pass Rate, a School Pass Rate and a Final Pass Rate.

Percentile The percentile of a school is a way of identifying the performance of that school
relative to other schools of the same Facility Type. In simplified terms, if the exam
mean score of each school in a given subject for a given year is placed on a scale
from lowest to highest (to form a 'ladder' of mean scores), the percentile of a given
school is approximately how far up the ladder the school is placed. If the school is
3/4 of the way up the ladder, it is at the 75th percentile.

In more technical terms, for each subject each year, the collection of exam mean
scores (one for each school) is used to calculate the mean and standard deviation of
the collection, which are then used to convert each school's exam mean score to a 'z-
score' (in a distribution where the mean is zero and standard deviation is 1). The 'z-
score' is then used to calculate the percentile of the school, assuming the collection of
scores are distributed as a 'normal' distribution. Not all distributions are 'normal',
which affects the accuracy of the percentile. However, in each year, all schools are
treated the same way, so it still provides a good measure of relative standing of each
school's results each year.



Definitions (co
ontinued)
Percentile Comment: On pages 1 and 2 for each subject, a number of measures are converted
(continued) to percentiles and presented graphically. This allows for valid comparisons over time,
and valid comparisons between different measures. In particular, they compensate
for different difficulty levels of exams from year to year, and allow easy identification
of extreme results

Scholarship See Grade 12 Graduation Program Examinations Scholarship.

School 'A' Rate See 'A' Rate. Refers to the 'A' Rate calculated from the School Mark.

School Mark This is the best mark of a student in a school year assigned by the classroom teacher
as a result of the student's work in class.
Comment: From 2004/05 onward, the Ministry of Education has used the term
'Course Mark' in its public reports, but retained 'the term School Mark' in its TRAX
reports. The older terminology ('School Mark') has been retained in this binder so the
term 'Course Mark' will not be confused with the Final Mark for the Course.

School Mean Score See Mean Score. Refers to the Mean Score calculated from the School Mark.

School Pass Rate See Pass Rate. Refers to the Pass Rate calculated from the School Mark.

Subject All subjects in this binder include both French and English variants of equivalent
curricula, in combination. For example, Chemistry 12 contains results for the English
'Chemistry 12' and the French 'Chemie 12' for all years reported.
Comment: Before 2004/05, English and French variants were reported separately.

Three Year This is the average of three successive years of results, ending at the specified year.
Moving Average For example, the three year moving average for 2009/10 is the average of all scores
for students with valid marks for 2007/08, 2008/09 and 2009/10.
Comment: This measure was introduced in 2005/06, and had been included in this
binder to allow schools and districts with small numbers of students (which are
normally masked) to use their results for planning purposes, as well as to provide all
schools and districts with a more stable baseline against which to measure year-to-
year performance. Unfortunately, the Ministry of Education changed the way it
provided year-by-year data to ADMINFO Resources for this year’s edition of the
binder, and Three Year Moving Averages are not available at the present time.

Please direct questions/comments to:

John Taylor
Victoria B.C. V8X 4S5
Ph/fax: (250) 658-0366
Email: adminfo@pacificcoast.net


Applications of Mathematics 10
Cowichan Valley Lake Cowichan Secondary

This course not offered by
this school, 2000/01 to 2009/10



this school, 2000/01 to 2009/10


English 10

THIS PAGE FOR ALL STUDENTS

EXAM MEAN SCORE and PERCENTAGE WRITING EXAM* Expressed as Percentiles
100

Exam Mean
Percentile
50
Percent Writing Exam
(as percentile)

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Exam Mean Score (%) N/A N/A N/A N/A Mask 68% 69% 65% 69% 68%
Exam Mean Percentile N/A N/A N/A N/A N/A 25 46 11 41 50
No. of schools used (standard public schools) 0 0 0 0 233 255 255 258 259 258
Percent Writing Exams N/A N/A N/A N/A Mask 100% 100% 100% 100% 100%
Percent Writing Exams (percentile 1) N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
No. of schools with non-zero percent writing1 0 0 0 0 233 255 255 258 259 258
No. of schools with zero percent writing 0 0 0 0 0 0 0 0 0 0
Number of students writing exam (all grade levels) 0 0 0 0 Mask 67 39 48 55 54

EXAM MEAN SCORE and SCHOOL MEAN SCORE* Expressed as Percentiles
100

Exam Mean
Percentile
50
School Mean
Percentile

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Exam Mean Score (%) N/A N/A N/A N/A Mask 68% 69% 65% 69% 68%
Exam Mean Percentile N/A N/A N/A N/A N/A 25 46 11 41 50
School Mean Score (%) N/A N/A N/A N/A Mask 71% 73% 67% 72% 67%
School Mean Percentile N/A N/A N/A N/A N/A 51 77 12 61 16
Number of students writing exam (all grade levels) 0 0 0 0 Mask 67 39 48 55 54

1. If percentages for all schools in a given year are 100%, the percentiles cannot be calculated.
Percentiles for Percent Writing Exams are based ONLY on schools with non-zero percentages.
The percentiles shown above assume the data are from a normal distribution ('bell' curve) of Standard Public school scores.
See Tab 1 for definitions of terms.


English 10


FINAL MEAN SCORE and PARTICIPATION RATIO Expressed as Percentiles
100

Final Mean
Percentile
50
Participation Ratio
Percentile

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Final Mean Score (%) N/A N/A N/A N/A Mask 70% 73% 66% 72% 67%
Final Mean Percentile N/A N/A N/A N/A N/A 45 72 10 57 21
Participation Ratio (%) N/A N/A N/A N/A Mask 79% 51% 87% 87% 95%
Participation Ratio Percentile N/A N/A N/A N/A N/A 21 0 28 22 42
Number of students with final marks (all grade levels) 0 0 0 0 Mask 67 39 48 55 54

FINAL PASS RATES FOR SELECTED STUDENTS (%) Expressed as Percentages
100%
98%
96%
94%
All Students
92%
Males
90%
Females
88%
Aboriginals/FN
86%
84%
82%
80%
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

Final Pass Rates 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Percentages All Students N/A N/A N/A N/A Mask 97% 97% 96% 100% 91%
for school Males N/A N/A N/A N/A N/A 98% 96% 96% 100% 88%
Females N/A N/A N/A N/A Mask 96% 100% 96% 100% 93%
Aboriginals/FN N/A N/A N/A N/A N/A Mask Mask Mask Mask Mask
Number of students with All Students 0 0 0 0 Mask 67 39 48 55 54
final marks (all grade levels) Males 0 0 0 0 0 42 23 24 29 24
Females 0 0 0 0 Mask 25 16 24 26 30
Aboriginals/FN 0 0 0 0 0 Mask Mask Mask Mask Mask

B.C. Final Pass Rates All Students N/A N/A N/A N/A 96% 96% 96% 96% 96% 96%
(public standard schools only) Males N/A N/A N/A N/A 94% 94% 94% 95% 95% 94%
Females N/A N/A N/A N/A 97% 97% 97% 97% 98% 97%
Aboriginals/FN N/A N/A N/A N/A 87% 90% 89% 90% 90% 89%

NOTES.
In the tables above, 'N/A' indicates that either no students were involved or no data are currently available. 'Mask' indicates that results have been suppressed (masked) to comply with the
Freedom of Information and Protection of Privacy Act. This applies if there is less than 10 students with Final Marks.
All data refer to Standard schools only. Continuing Education, Distance Education, Alternate schools, Electronic Schooling, etc. are excluded.


English 10

DIAGNOSTICS TABLE
Compulsory exam for this Subject (all years)
EXAMINED STUDENTS ONLY 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

Number of students writing examination School 0 0 0 0 Mask 67 39 48 55 54
(all grades) District 0 0 0 0 598 742 676 654 635 623
All Public 0 0 0 0 36,574 44,390 45,815 46,518 45,710 46,159
Exam Mark Exam Mean Score (%) School N/A N/A N/A N/A Mask 67.8% 69.1% 64.7% 68.6% 68.2%
(all grades) (average for the year) District N/A N/A N/A N/A 68.6% 71.6% 71.8% 72.3% 72.8% 70.7%
All Public N/A N/A N/A N/A 69.4% 71.1% 70.4% 71.0% 70.5% 69.1%

Exam Pass Rate (%) School N/A N/A N/A N/A Mask 91.0% 87.2% 81.3% 90.9% 94.4%
District N/A N/A N/A N/A 88.3% 92.6% 92.2% 92.5% 93.1% 92.5%

Exam 'A' Rate (%) School N/A N/A N/A N/A Mask 7.5% 25.6% 10.4% 12.7% 11.1%

School Mark School Mean Score (%) School N/A N/A N/A N/A Mask 70.7% 73.3% 66.6% 72.2% 66.9%

School Pass Rate (%) School N/A N/A N/A N/A Mask 97.0% 97.4% 97.9% 100.0% 88.9%

School 'A' Rate (%) School N/A N/A N/A N/A Mask 17.9% 28.2% 4.2% 12.7% 9.3%

Final Mark Final Mean Score (%) School N/A N/A N/A N/A Mask 70.1% 72.5% 66.2% 71.5% 67.1%
(blended) (average for the year) District N/A N/A N/A N/A 73.8% 74.5% 74.3% 74.1% 75.7% 72.2%

Final Pass Rate (%) School N/A N/A N/A N/A Mask 97.0% 97.4% 95.8% 100.0% 90.7%

Final 'A' Rate (%) School N/A N/A N/A N/A Mask 9.0% 17.9% 4.2% 9.1% 7.4%

NON-EXAMINED STUDENTS ONLY 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

Number of students not writing examination School 0 0 0 0 0 0 0 0 0 0
All Public 0 0 0 0 0 0 0 0 0 0

School Mark School/Final Mean Score (%) School N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
& Final Mark (average for the year) District N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
(all grades) All Public N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
School/Final Pass Rate (%) School N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
District N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
All Public N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

School/Final 'A' Rate (%) School N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
District N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
All Public N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

NOTES
1. See Tab 1 for definitions of terms.
2. Some statistics may differ very slightly from Ministry Reports due to differences in timing of extracts from the Ministry's data warehouse.
3. For comparability, District and All Public statistics include only Standard Public Schools. Excluded are Continuing Education, Distance Education,
Alternate Schools, Youth custody/residential attendance centres, Provincial Resource Programs, Electronic Education and independent schools.
4. All statistics from 2006/07 onwards exclude students in the 'old' graduation program for which provincial examinations are required. This corresponds with Ministry reporting conventions.


English 10

DIAGNOSTICS TABLE
Compulsory exam for this Subject (all years)
EXAMINED AND NON EXAMINED STUDENTS 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

Number of students in Grade 10 School 75 80 64 83 66 85 76 55 63 57
(grade level enrolment of Subject) District 811 826 817 906 822 909 839 777 758 711
All Public 49,978 46,799 47,605 48,492 47,948 49,357 48,619 48,854 47,602 47,629

Number of students with Final Mark School 0 0 0 0 Mask 67 39 48 55 54
All Public 0 0 0 0 36,574 44,390 45,815 46,518 45,710 46,159

Percent of students with Final Marks School N/A N/A N/A N/A Mask 100.0% 100.0% 100.0% 100.0% 100.0%
who wrote the Exam (see above) District N/A N/A N/A N/A 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Participation Ratio School N/A N/A N/A N/A Mask 78.8% 51.3% 87.3% 87.3% 94.7%
1
(new in 2008/09 ) District N/A N/A N/A N/A 72.7% 81.6% 80.6% 84.2% 83.8% 87.6%

School Mark School Mean Score (%) School N/A N/A N/A N/A Mask 70.7% 73.3% 66.6% 72.2% 66.9%

School Pass Rate (%) School N/A N/A N/A N/A Mask 97.0% 97.4% 97.9% 100.0% 88.9%
School 'A' Rate (%) School N/A N/A N/A N/A Mask 17.9% 28.2% 4.2% 12.7% 9.3%

Final Mark Final Mean Score (%) School N/A N/A N/A N/A Mask 70.1% 72.5% 66.2% 71.5% 67.1%

Final Pass Rate (%) School N/A N/A N/A N/A Mask 97.0% 97.4% 95.8% 100.0% 90.7%

Final 'A' Rate (%) School N/A N/A N/A N/A Mask 9.0% 17.9% 4.2% 9.1% 7.4%

NOTES
1. See Tab 1 for definitions of terms.
2. Some statistics may differ very slightly from Ministry Reports due to differences in timing of extracts from the Ministry's data warehouse.
3. For comparability, District and All Public statistics include only Standard Public Schools. Excluded are Continuing Education, Distance Education,
Alternate Schools, Youth custody/residential attendance centres, Provincial Resource Programs, Electronic Education and independent schools.
4. All statistics from 2006/07 onwards exclude students in the 'old' graduation program for which provincial examinations are required. This corresponds with Ministry reporting conventions.


Essentials of Mathematics 10


EXAM MEAN SCORE and PERCENTAGE WRITING EXAM* Expressed as Percentiles
100

Exam Mean
Percentile
50
Percent Writing Exam
(as percentile)

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Exam Mean Score (%) N/A N/A N/A N/A N/A Mask Mask 57% 59% 62%
Exam Mean Percentile N/A N/A N/A N/A N/A N/A N/A 24 37 70
Percent Writing Exams N/A N/A N/A N/A N/A Mask Mask 100% 100% 100%
Percent Writing Exams (percentile 1) N/A N/A N/A N/A N/A N/A Mask N/A N/A N/A
No. of schools with non-zero percent writing1 0 0 0 0 185 211 223 224 217 220
No. of schools with zero percent writing 0 0 0 0 0 0 0 1 0 0
Number of students writing exam (all grade levels) 0 0 0 0 0 Mask Mask 14 23 22

EXAM MEAN SCORE and SCHOOL MEAN SCORE* Expressed as Percentiles
100

Exam Mean
Percentile
50
School Mean
Percentile

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Exam Mean Score (%) N/A N/A N/A N/A N/A Mask Mask 57% 59% 62%
Exam Mean Percentile N/A N/A N/A N/A N/A N/A N/A 24 37 70
School Mean Score (%) N/A N/A N/A N/A N/A Mask Mask 71% 64% 69%
School Mean Percentile N/A N/A N/A N/A N/A N/A N/A 85 35 70
Number of students writing exam (all grade levels) 0 0 0 0 0 Mask Mask 14 23 22

1. If percentages for all schools in a given year are 100%, the percentiles cannot be calculated.
Percentiles for Percent Writing Exams are based ONLY on schools with non-zero percentages.
The percentiles shown above assume the data are from a normal distribution ('bell' curve) of Standard Public school scores.
See Tab 1 for definitions of terms.


Essentials of Mathematics 10


FINAL MEAN SCORE and PARTICIPATION RATIO Expressed as Percentiles
100

Final Mean
Percentile
50
Participation Ratio
Percentile

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Final Mean Score (%) N/A N/A N/A N/A N/A Mask Mask 68% 63% 67%
Final Mean Percentile N/A N/A N/A N/A N/A N/A Mask 78 32 74
Participation Ratio (%) N/A N/A N/A N/A N/A Mask Mask 25% 37% 39%
Participation Ratio Percentile N/A N/A N/A N/A N/A N/A Mask 69 90 93
Number of students with final marks (all grade levels) 0 0 0 0 0 Mask Mask 14 23 22

FINAL PASS RATES FOR SELECTED STUDENTS (%) Expressed as Percentages
100%

98%

96% All Students
Males
94%
Females

92% Aboriginals/FN

90%

88%
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

Final Pass Rates 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Percentages All Students N/A N/A N/A N/A N/A Mask Mask 93% 100% 100%
for school Males N/A N/A N/A N/A N/A Mask Mask Mask 100% 100%
Females N/A N/A N/A N/A N/A Mask Mask Mask Mask Mask
Aboriginals/FN N/A N/A N/A N/A N/A Mask N/A N/A Mask Mask
Number of students with All Students 0 0 0 0 0 Mask Mask 14 23 22
final marks (all grade levels) Males 0 0 0 0 0 Mask Mask Mask 16 15
Females 0 0 0 0 0 Mask Mask Mask Mask Mask
Aboriginals/FN 0 0 0 0 0 Mask 0 0 Mask Mask

B.C. Final Pass Rates All Students N/A N/A N/A N/A 91% 92% 93% 93% 93% 92%
(public standard schools only) Males N/A N/A N/A N/A 90% 91% 93% 93% 92% 92%
Females N/A N/A N/A N/A 92% 93% 94% 93% 93% 92%
Aboriginals/FN N/A N/A N/A N/A 88% 90% 90% 90% 90% 90%

NOTES.
In the tables above, 'N/A' indicates that either no students were involved or no data are currently available. 'Mask' indicates that results have been suppressed (masked) to comply with the
Freedom of Information and Protection of Privacy Act. This applies if there is less than 10 students with Final Marks.
All data refer to Standard schools only. Continuing Education, Distance Education, Alternate schools, Electronic Schooling, etc. are excluded.


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