[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582682-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-582682-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":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","aboriginal-report-201617-202021-how-are-we-doing","Aboriginal Report 2016/17-2020/21 - How Are We Doing?","","Aboriginal Report 2016/17-2020/21 reviews student outcomes for Aboriginal learners in BC public schools, with a focus on how well the education system is meeting needs over time. It explains methodology for including students who self-identify as Aboriginal, notes tripartite agreement to retain “Aboriginal” wording for this year’s reporting, and describes recalculation of performance measures using BC residents only. The report organizes data across student context, assessments, graduation and transitions, and survey results.",{"@graph":14,"@context":73},[15,34,56],{"@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-201617-202021-how-are-we-doing/582682/",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-201617-202021-how-are-we-doing/582682.png","ImageObject",300,407,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the report define which students are included as Aboriginal?","Question",{"text":63,"@type":64},"Students who self-identify as being of Aboriginal ancestry are included in all reported Aboriginal student outcomes. This approach applies across years to keep the methodology consistent even when self-identification varies by enrolment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the report keep the term “Aboriginal” for this year?",{"text":68,"@type":64},"Tripartite partners agreed to retain “Aboriginal” wording for this year’s “How Are We Doing?” report. Shifting to “Indigenous” requires changes to Ministry data collection processes, which are underway.",{"name":70,"@type":61,"acceptedAnswer":71},"What changed in the way the Six-Year Completion Rate is reported?",{"text":72,"@type":64},"In 2020, the Ministry explored reporting the Six-Year Completion Rate by excluding non-resident students. After that, performance measures were recalculated using BC residents only, and the latest data is provided on the Student Success website.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582682,1792211436,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"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":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"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":55,"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 2016/17-2020/21 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), 2016/17-2020/21  \nStudents Who Self-Identify as Aboriginal, 2011/12-2020/21 ……………………………………………………… 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 (Groups)……………………………………………………………… 9  \nGrade Distribution of Students with Behaviour Disabilities ………………………………………………………… 10  \nFoundation Skills Assessment (FSA) Grades 4 and 7, 2016/17-2020/21  \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, 2020/21  \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, 2015/16-2020/21  \nProgress of Students Entering Grade 8 in September 2015, by Cohort and Gender …………………………… 34  \nSchool Completion, 2016/17-2020/21  \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, 2013/14-2015/16 Cohorts ……………………………………… 37  \nBC School Completion Certificate and BC Certificate of Graduation ……………………………………………… 38  \nBC Adult Graduation Diploma …………………………….……………………………............................………. 39  \nEducation Experiences of Children and Youth in Care, 2015/16-2019/20  \nEnrolment in Care by Aboriginal Status and Gender …………………………………………………….................. 41  \nSix-Year Completion by Aboriginal Status and Gender ……………………………………………………………… 41  \nGraduation Rates by Aboriginal Status and Gender ………………………………………………………………… 41  \nPost-Secondary Transitions, 2016/17-2019/20  \nGrade 12 Graduates by Transition Type, Destination and Immediate Entry Student Destinations ………………42  \nStudent Learning Survey Results, 2016/17-2020/21  \nOverview ………………………………………………………………………….............................…………………… 44  \nSurvey Results, grade 3/4 …………………………………………………………………………............................. 45  \nSurvey Re","cbCailf99fCqi0fo","https://ap.wps.com/l/cbCailf99fCqi0fo","pdf",1821184,55,"English","# Introduction\n# Student and District Context (Kindergarten-Grade 12), 2016/17-2020/21\n# Foundation Skills Assessment (FSA) Grades 4 and 7, 2016/17-2020/21\n# Graduation Assessments & Course Marks, 2020/21\n# Transitions, 2015/16-2020/21\n# School Completion, 2016/17-2020/21\n# Education Experiences of Children and Youth in Care, 2015/16-2019/20\n# Post-Secondary Transitions, 2016/17-2019/20\n# Student Learning Survey Results, 2016/17-2020/21\n# Glossary","[{\"question\":\"How does the report define which students are included as Aboriginal?\",\"answer\":\"Students who self-identify as being of Aboriginal ancestry are included in all reported Aboriginal student outcomes. This approach applies across years to keep the methodology consistent even when self-identification varies by enrolment.\"},{\"question\":\"Why does the report keep the term “Aboriginal” for this year?\",\"answer\":\"Tripartite partners agreed to retain “Aboriginal” wording for this year’s “How Are We Doing?” report. Shifting to “Indigenous” requires changes to Ministry data collection processes, which are underway.\"},{\"question\":\"What changed in the way the Six-Year Completion Rate is reported?\",\"answer\":\"In 2020, the Ministry explored reporting the Six-Year Completion Rate by excluding non-resident students. After that, performance measures were recalculated using BC residents only, and the latest data is provided on the Student Success website.\"}]","Aboriginal Report 2016/17-2020/21 - How Are We Doing? | PDF",1792044227,139]