[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582565-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-582565-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","aboriginal-report-201516-201920-how-are-we-doing","Aboriginal Report 2015/16-2019/20 - How Are We Doing?","","Aboriginal Report 2015/16-2019/20 presents province-wide education reporting for students who self-identify as Aboriginal, covering Kindergarten through Grade 12 and tracking outcomes across multiple years. The report explains the consistent methodology used for identifying Aboriginal students, including handling of self-identification across enrolments and notes differences from statistics limited to B.C. residents on the Student Success website. It also describes guidance for reviewing student achievement data, emphasizing the use of multiple information sources across classroom, school, district, and provincial levels.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/aboriginal-report-201516-201920-how-are-we-doing/582565/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/aboriginal-report-201516-201920-how-are-we-doing/582565.png","ImageObject",300,407,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does the report define who is included as an Aboriginal student across years?","Question",{"text":62,"@type":63},"Once a student self-identifies as having Aboriginal ancestry, the student is included in reported outcomes for Aboriginal students. The approach ensures consistent identification across years even if self-identification occurs in some enrolments and not others.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why might the statistics differ from those on the Student Success website?",{"text":67,"@type":63},"The report explains that, since it includes data from all students regardless of residency status, its statistics may differ from the Student Success website figures that are limited to B.C. residents.",{"name":69,"@type":60,"acceptedAnswer":70},"What guidance is provided for reviewing student achievement data?",{"text":71,"@type":63},"The report recommends using multiple sources of information, including classroom, school, district, and provincial levels, especially when reviewing performance for small numbers of students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},582565,1792232044,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Aboriginal Report 2015/16-2019/20 How Are We Doing?  \nProvince (Public Schools Only)  \nelectronic version of report: [https://studentsuccess.gov.bc.ca/](https://studentsuccess.gov.bc.ca/)  \nIntroduction………………………………………………………………………………………………………………… 2  \nStudent and District Context (Kindergarten-Grade 12), 2015/16-2019/20  \nStudents Who Self-Identify as Aboriginal, 2010/11-2019/20 ……………………………………………………… 3  \nAboriginal Students by Gender …………………………………………………..………………………………..…… 4  \nStudents, On-or Off-Reserve ……………………………………………………………………………..…………… 5  \nNumber of Standard Public Schools with Aboriginal Students ……………………………………………………… 6  \nStudents in Alternate Programs ………………………………………………………...……………………..………… 7  \nStudents with Disabilities or Diverse Abilities (12 Categories)……………………………………………………… 8  \nStudents with Disabilities or Diverse Abilities (Performance Reporting Groups)………………………………… 9  \nGrade Distribution of Students with Behaviour Disabilities ………………………………………………………… 10  \nFoundation Skills Assessment (FSA) Grades 4 and 7, 2015/16-2019/20  \nReading Comprehension, Grade 4 …………………………………………………………………..……….............. 11  \nWriting, Grade 4 ……………………………………………………………………………………………………….. 12  \nNumeracy, Grade 4 ……………………………………………………………………………………...…………… 13  \nReading Comprehension, Grade 7 ……………………………………………………………………………………… 14  \nWriting, Grade 7 ……………………………………………………………………………………………………………15  \nNumeracy, Grade 7 ……………………………………………………….……………………………………………… 16  \nGraduation Assessments & Course Marks, 2019/20  \nGrade 10 Numeracy Assessment ……………………………………………………………………………………… 17  \nGrade 10 Literacy Assessment ………………………………………………………………………………………… 18  \nCourse Mark Overview …………………………………………………………………………………………………… 19  \nEnglish 10 (Combined)…………………….……………………….……………..………..…………………………… 20  \nEnglish First Peoples 10 (Combined)…………………….……………………….……………..………..…………… 21  \nFoundations of Math and Pre-calculus 10 …………………….……………………….……………..………..……… 22  \nWorkplace Math 10 …………………….……………………….……………..………..…………………………………23  \nScience 10 …………………….……………………….……………..………..……………………………………....... 24  \nLife Sciences 11 …………………….……………………….……………..………..………………..………………… 25  \nPre-calculus 11 …………………….……………………….……………..………..…………………………….……… 26  \nScience for Citizens 11 …………………….……………………….……………..………..………………...………… 27  \nBC First Peoples 12 …………………….……………………….……………..………..……………………………… 28  \nEnglish First Peoples 12 …………………….……………………….……………..………..………………………… 29  \nEnglish 12 (Combined)…………………….……………………….……………..………..…………………………… 30  \nFoundations of Math 12 …………………….……………………….……………..………..…………………………… 31  \nContemporary Indigenous Studies 12 …………………….……………………….……………..………..…………… 32  \nFirst Nations Languages Courses…........…………………….……………..…………….……………..………..…… 33  \nTransitions, 2014/15-2019/20  \nProgress of Students Entering Grade 8 in September 2014, by Cohort and Gender …………………………… 34  \nSchool Completion, 2015/16-2019/20  \nFive-Year Completion Rate, by Cohort and Gender ………………………………………………………………… 35  \nSix-Year Completion Rate, by Cohort and Gender …………………………………………………………………… 36  \nSix, Seven and Eight-Year Completion Rates, 2012/13-2014/15 Cohorts ……………………………………… 37  \nBC School Completion Certificate and BC Certificate of Graduation ……………………………………………… 38  \nThis Page Intentionally Left Blank 39  \nPost-Secondary Transitions, 2015/16-2018/19  \nGrade 12 Graduates by Transition Type, Destination and Immediate Entry Student Destinations ………………40  \nStudent Learning Survey Results, 2015/16-2019/20  \nOverview ………………………………………………………………………….............................…………………… 42  \nSurvey Results, grade 3/4 …………………………………………………………………………............................. 43  \nSurvey Results, grade 7 ………………………………………………………………………….............................… 45  \nSurvey Results, grade 10 ………………………………………………………………………….............................…47  \nSurvey Results, grade 12 ………………………………………………………………………….............................…49  \nGlossary…………………………………………...………………………………………………………………………… 51  \nReport Date: November 2020  \nQuestions/Comments: ","cbCaiqF8du4Qdrwj","https://ap.wps.com/l/cbCaiqF8du4Qdrwj","pdf",957662,53,"English","# Introduction\n# Student and District Context (Kindergarten-Grade 12), 2015/16-2019/20\n## Students Who Self-Identify as Aboriginal, 2010/11-2019/20\n## Aboriginal Students by Gender\n## Students, On-or Off-Reserve\n## Students in Alternate Programs\n## Students with Disabilities or Diverse Abilities (12 Categories)\n## Students with Disabilities or Diverse Abilities (Performance Reporting Groups)\n## Grade Distribution of Students with Behaviour Disabilities\n# Foundation Skills Assessment (FSA) Grades 4 and 7, 2015/16-2019/20\n## Reading Comprehension, Grade 4\n## Writing, Grade 4\n## Numeracy, Grade 4\n## Reading Comprehension, Grade 7\n## Writing, Grade 7\n## Numeracy, Grade 7\n# Graduation Assessments & Course Marks, 2019/20\n## Grade 10 Numeracy Assessment\n## Grade 10 Literacy Assessment\n## Course Mark Overview\n# Transitions, 2014/15-2019/20\n## Progress of Students Entering Grade 8 in September 2014, by Cohort and Gender\n## School Completion, 2015/16-2019/20\n# Post-Secondary Transitions, 2015/16-2018/19\n# Student Learning Survey Results, 2015/16-2019/20\n## Overview\n## Survey Results, grade 3/4\n## Survey Results, grade 7\n## Survey Results, grade 10\n## Survey Results, grade 12\n# Glossary\n# Guidelines and Tips-Reviewing Student Achievement Data","[{\"question\":\"How does the report define who is included as an Aboriginal student across years?\",\"answer\":\"Once a student self-identifies as having Aboriginal ancestry, the student is included in reported outcomes for Aboriginal students. The approach ensures consistent identification across years even if self-identification occurs in some enrolments and not others.\"},{\"question\":\"Why might the statistics differ from those on the Student Success website?\",\"answer\":\"The report explains that, since it includes data from all students regardless of residency status, its statistics may differ from the Student Success website figures that are limited to B.C. residents.\"},{\"question\":\"What guidance is provided for reviewing student achievement data?\",\"answer\":\"The report recommends using multiple sources of information, including classroom, school, district, and provincial levels, especially when reviewing performance for small numbers of students.\"}]","Aboriginal Report 2015/16-2019/20 - How Are We Doing? | PDF",1792043806,134]