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(Province, November 2024) presents performance results for public schools using consistent self-identification of Aboriginal ancestry and explains the methodology for including outcomes across enrolments. It discusses maintaining the term “Aboriginal” for this year’s reporting, compares resident-only recalculations since 2020, and directs readers to the Student Success website for updated data. It also provides guidelines for reviewing student achievement data, emphasizing comparability, participation rates, small-number caution, and trend analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aboriginal-report-how-are-we-doing/583121/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aboriginal-report-how-are-we-doing/583121.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does a student’s self-identification affect the reported Aboriginal outcomes?","Question",{"text":112,"@type":113},"Once a student self-identifies as Aboriginal (First Nations status/non-status, Métis, and Inuit), the student is included in all reported outcomes for Aboriginal students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report keep the term “Aboriginal” instead of “Indigenous”?",{"text":117,"@type":113},"Tripartite partners agreed to retain “Aboriginal” wording for this year’s “How Are We Doing?” report. Changing to “Indigenous” requires ministry data-collection process updates, which are underway.",{"name":119,"@type":110,"acceptedAnswer":120},"What should reviewers consider when interpreting student achievement data with small numbers?",{"text":121,"@type":113},"Reviewers should note the number of participating students, interpret results cautiously, and recognize that fewer students can make overall results heavily influenced by one or two individuals, while ensuring privacy protection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583121,1792569117,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","2023/2024  \nPROVINCE  \nPublic schools only  \nTable of Contents  \nelectronic version of report: [https://studentsuccess.gov](https://studentsuccess.gov), [bc.ca/](bc.ca/)  \nIntroduction 2  \n1.0 Student and District Context (Kindergarten-Grade 12), 2019/20-2023/24  \n\n| Students Who Self-Identify as Aboriginal | 3 |\n| --- | --- |\n| Aboriginal Students by Gender | 4 |\n| Aboriginal Students, On-or Off-Reserve | 5 |\n| Number of Standard Public Schools with Aboriginal Students | 6 |\n| Students in Alternate Programs | 7 |\n| Students with Disabilities or Diverse Abilities (12 Designations) | 8 |\n| Students with Disabilities or Diverse Abilities (Selected Designations) | 9 |\n| Grade Distribution of Students with Behaviour/Mental Health Designations\u003Cbr>2.0 Foundation Skills Assessment (FSA) Grades 4 and 7, 2019/20-2023/24 | 10 |\n| Grade 4 Reading/Literacy | 11 |\n| Grade 4 Numeracy | 12 |\n| Grade 7 Reading/Literacy | 13 |\n| Grade 7 Numeracy\u003Cbr>3.0 Graduation Assessments & Course Marks, 2023/24 | 14 |\n| Grade 10 Numeracy Assessment | 15 |\n| Grade 10 Literacy Assessment | 16 |\n| Grade 12 Literacy Assessment | 17 |\n| Course Mark Results | 18 |\n| English 10 (combined) | 19 |\n| English First Peoples 10 (combined) | 20 |\n| Foundations of Math and Pre-calculus 10 | 21 |\n| Workplace Math 10 | 22 |\n| Science 10 | 23 |\n| Life Sciences 11 | 24 |\n| Pre-calculus 11 | 25 |\n| Science for Citizens 11 | 26 |\n| BC First Peoples 12 | 27 |\n| English 12 (combined) | 28 |\n| English First Peoples 12 | 29 |\n| Apprenticeship Math 12 | 30 |\n| Calculus 12 | 31 |\n| Foundations of Math 12 | 32 |\n| Pre-calculus 12 | 33 |\n| Contemporary Indigenous Studies 12 | 34 |\n| First Nations Languages Courses | 35 |\n| 4.0 Transitions, 2018/19-2023/24 |  |\n| Progress of Students Entering Grade 8 in September 2018 36 |  |\n| 5.0 School Completion, 2019/20-2023/24 |  |\n| Five-year Completion Rate | 37 |\n| Six-year Completion Rate | 38 |\n| Six, Seven and Eight-year Completion Rates, 2016/17-2018/19 Cohorts | 39 |\n| BC School Completion Certificate and BC Certificate of Graduation | 40 |\n| BC Adult Graduation Diploma | 41 |\n| Five-year Completion Rate, Adult Dogwood Contribution | 43 |\n| Six-year Completion Rate, Adult Dogwood Contribution | 44 |\n| 6.0 Education Experiences of Children and Youth in Care, 2018/19-2022/23 |  |\n| Enrolment in Care | 45 |\n| Six-year Completion Rate-Dogwood Only | 45 |\n| Eligible Grade 12 Graduation Rate | 45 |\n| 7.0 Post-Secondary Transitions, 2018/19-2021/22 |  |\n| Grade 12 Graduates by Transition Type, Destinations and Entry Year 46 |  |\n| 8.0 Student Learning Survey Results, 2019/20-2023/24 |  |\n| Overview | 48 |\n| Survey Results, grade 3/4 | 49 |\n| Survey Results, grade 7 | 51 |\n| Survey Results, grade 10 | 53 |\n| Survey Results, grade 12 | 56 |\n| 9.0 Glossary | 59 |\n\nAboriginal Report-How Are We Doing? Date: November 2024  \nProvince  \nABORIGINAL REPORT-HOW ARE WE DOING?  \nSelf-Identification: Once a student has self-identified as being of Aboriginal ancestry (First Nations: Status and NonStatus, Métis and Inuit), the student is included in all reported outcomes for Aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal students across years, as students may self-identify as Aboriginal on some enrolments and not on others.  \nThe Tripartite partners have collectively agreed to retain \"Aboriginal\" wording for the purposes of this year's \"How Are We Doing?\" report. Updating terminology from Aboriginal to Indigenous requires changes to Ministry data collection processes that will ensure standardized wording from collection onwards. This work is underway.  \nSince its inception in 1999, this report has included data from all students, regardless of residency status. In 2020, the Ministry was exploring a new way to report the Six-year Completion Rate by taking out the non-resident students. Since then, all performance-related measures have been re-calculated with \"BC Residents\" only. The latest data can be found in the ","cbCainjy8lWGI7Pt","https://ap.wps.com/l/cbCainjy8lWGI7Pt","pdf",2048487,62,"English","# Introduction\n## Student and District Context (Kindergarten-Grade 12), 2019/20-2023/24\n## Foundation Skills Assessment (FSA) Grades 4 and 7, 2019/20-2023/24\n## Graduation Assessments & Course Marks, 2023/24\n## Transitions, 2018/19-2023/24\n## School Completion, 2019/20-2023/24\n## Education Experiences of Children and Youth in Care, 2018/19-2022/23\n## Post-Secondary Transitions, 2018/19-2021/22\n## Student Learning Survey Results, 2019/20-2023/24\n## Glossary","[{\"question\":\"How does a student’s self-identification affect the reported Aboriginal outcomes?\",\"answer\":\"Once a student self-identifies as Aboriginal (First Nations status/non-status, Métis, and Inuit), the student is included in all reported outcomes for Aboriginal students.\"},{\"question\":\"Why does the report keep the term “Aboriginal” instead of “Indigenous”?\",\"answer\":\"Tripartite partners agreed to retain “Aboriginal” wording for this year’s “How Are We Doing?” report. Changing to “Indigenous” requires ministry data-collection process updates, which are underway.\"},{\"question\":\"What should reviewers consider when interpreting student achievement data with small numbers?\",\"answer\":\"Reviewers should note the number of participating students, interpret results cautiously, and recognize that fewer students can make overall results heavily influenced by one or two individuals, while ensuring privacy protection.\"}]","ABORIGINAL REPORT-HOW ARE WE DOING? | PDF",1792045863,156]