IN-PERSON Prague Research & Teaching Conference
Abstract
The Toronto Transitions Dataset followed Toronto District School Board (TDSB) students from school entry until final transition to postsecondary in 2023. This allows a very detailed look at the role of elementary variables on the postsecondary transition. The focus, building on two earlier analyses, is on student challenge over the elementary panel, and its connection to postsecondary entry. There were four indicators per grade (Grades 1-8): students who a) had an average mark of less than 60; b) had been suspended; c) were in congregated special education needs classes d) had absenteeism of above 10% over the year. Students could have a potential score of 32 indicators (4 x 8) although few had more than 15 indicators. Of the more than 9K students, slightly under half had no indicators. However, they accounted for almost two thirds (61%) of the university-bound, and most of the rest of the university-bound had 1-2 indicators out of 32. In contrast, most students who did not transition to postsecondary had multiple elementary indicators. Descriptive tables and a logistic regression will focus on the power of these indicators in the transition to university, taking into account socio-demographic variables as well as learning skills, standardized test scores, and modified curriculum.
Dr. Robert S. Brown retired from the Toronto District School Board’s Research and Development department in 2019, following thirty-five years in applied research. He is Adjunct Professor at York University, Toronto, Canada, in the Faculty of Education and in Critical Disability Studies. He has authored or co-authored works in a number of fields including education, psychology, sociology, medicine, and economics.
Dr. Gillian Parekh is an Associate Professor and Canada Research Chair in Disability Studies in Education within the Faculty of Education at York. Gillian is cross-appointed with York’s graduate program in Critical Disability studies. As a previous teacher in special education and research coordinator with the Toronto District School Board (TDSB), Gillian has conducted extensive system and school-based research in Toronto in the areas of structural equity, special education, and academic streaming. ;
George Tam is a Research Coordinator at the Toronto District School Board. His focus has primarily been on student achievement, equity, and demographic trends. He has done extensive research working with adult learners and examining online/blended learning modalities. He also specializes in mixed methods research along with GIS mapping to present multiple types of spatial or geographical data. Current areas of focus include special education and pathways beyond secondary education. George holds a Master’s degree in Learning and Technology from Royal Roads University.
11:00 am - 12:30 pm
Wednesday 11th June, 2025