Student Achievement Trends following Disruption to In-Class Learning

August. 26, 2022

This article is the first of on an ongoing series spotlighting data related to student learning and well-becoming in the Louis Riel School Division (LRSD). This series is made possible by the contributions of Marnie Wilson, Data Literacy Coordinator for LRSD.

--------------------------------------------------------------------------------------------------

Despite the disruption to in-class learning in spring of 2020 and the number of students identified as requiring recovery learning, preliminary analyses at the Grade 1 to 8 levels reveal stable achievement when comparing fall term report card results in the Louis Riel School Division. Overall, November report card data from this school year compared with last show stable percentages of students attaining a 3 or a 4 (good to excellent proficiency) in literacy and numeracy.

Importantly, no distinct differences were found between the start of this year and the start of last year among Indigenous students.

Two exceptions exist to this stability in achievement. First, there are slightly fewer grade 2 students achieving literacy and numeracy outcomes compared with previous years. Furthermore, the most notable decrease in achievement exists in French literacy skills among early years French Immersion students.

In the spring of the 2019-2020 school year, 3,370 K-8 students (36%) were identified as needing recovery learning in either English, French, or math. This need for recovery learning was higher – 41% - for our current grade 2 students. At the high school level, 1,133 students (or 22%) were identified as requiring recovery learning in at least one of their courses.

Moving forward, leadership in LRSD will be reviewing the collective actions taken to address recovery learning in Term 1 of the 2020-2021 school year and create a plan of action to see learning improve in 2021 and beyond.

Marnie Wilson, Data Literacy Coordinator, Louis Riel School Division