[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596780-105":59,"doc-detail-596780-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","different-numbers-different-stories-problematizing-gaps-in-ontario-and-the-tdsb","Different Numbers, Different Stories - Problematizing \"Gaps\" in Ontario and the TDSB","","Different Numbers, Different Stories examines Ontario’s equity-oriented Model Schools for Inner Cities (MSIC) Program in the Toronto District School Board, focusing on how opportunity gaps are conceptualized across 2004-14. Using critical discourse analysis, it analyzes discourse among stakeholders through two sets of sixteen interviews and twelve documents, tracking how meanings shift over time. Findings reveal an opportunity-gap discourse spectrum with affirmative and transformative stances, organized into four interconnected components derived partly from Fraser’s theory of justice and a data-emergent re-education element.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/different-numbers-different-stories-problematizing-gaps-in-ontario-and-the-tdsb/596780/",{"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/different-numbers-different-stories-problematizing-gaps-in-ontario-and-the-tdsb/596780.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the MSIC Program and what does the study investigate?","Question",{"text":112,"@type":113},"The MSIC Program is an equity-driven urban district reform within the TDSB. The study critically investigates how opportunity gaps are conceptualized through stakeholder equity discourses between 2004 and 2014.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze opportunity-gap discourse?",{"text":117,"@type":113},"It applies critical discourse analysis to discourse across two sets of sixteen participant interviews and twelve documents, also examining how discourses change over time.",{"name":119,"@type":110,"acceptedAnswer":120},"What major types of discourse does the research identify?",{"text":121,"@type":113},"The study reports a spectrum ranging from affirmative discourses to transformative discourses, structured into four interconnected components, three adapted from Fraser’s justice framework and a fourth labeled re-education.","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},596780,1792191702,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"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},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Different Numbers, Different Stories: Problematizing \"Gaps\"in Ontario and the TDSB  \nVidya Shah York University  \nAbstract  \nAs an urban district reform for equity, the Model Schools for Inner Cities (MSIC) Program in the Toronto District School Board (TDSB) was founded as a response to inequities in the city and opportunity gaps among groups of students. This study critically explores the equity discourses among various stakeholders in the MSIC Program between 2004-14, with a specific focus on how opportunity gaps are conceptualized. Critical discourse analysis was used with attention to how these discourses interacted within, and between, two sets of sixteen participant interviews and the analysis of twelve documents. Attention was also paid to how the discourses changed over time. A spectrum of thinking emerged from the data on opportunity gap discourses, with Affirmative discourses on the one hand, and Transformative discourses on the other, and included four distinct, yet interconnected components. Three of the four components were adapted from the work of Fraser’s (2005) tripartite theory of justice (Redistribution, Recognition and Representation) . The fourth component emerged from the data and will be referred to as Re-education.  \nKeywords: opportunity gaps, critical, equity discourses, district, reform  \nOntario has seen consistent increases in educational outcomes as measured by standardized EQAO (Educational Quality and Accountability Office) scores as described below:  \nImprovements began within a year, and now some eight years later its 900 high schools have shown an increase in graduation rates from 68 percent (2003-04) to 82 percent (2010-11), while reading, writing, and math results have gone up 15 percentage points across its 4,000 elementary schools since 2003…and achievement gaps have been substantially reduced for low-income students, the children of recent immigrants, and special education students (although not for “First Nation” students). In short, the entire system has dramatically improved.  \n(Fullan, 2012, p. 1)  \nEQAO scores in the TDSB, the largest and most diverse urban school board in Canada and the fourth largest school board in North America, show a similar trajectory of fairly steady and in some cases consistent improvement over the past several years (EQAO, 2017) . Between 2007-08 and 2011-12, TDSB data show slight improvement in achievement gaps on the basis of gender and place of birth, however, persistent gaps continue when student achievement data is disaggregated by social demographic indicators such as ethno-racial identity and parents’ educational background (TDSB, 2014a) . Despite commitments to reforms for equity, EQAO achievement data demonstrate gaps as high as 30% between populationson the basis of race and socioeconomic status (TDSB, 2014a) and graduation rate gaps as high as 25% between populations on the basis of race and socioeconomic status (TDSB, 2012a) . Moreover, males in lower socio-economic groupings of Latin American, Middle Eastern, Black, and Indigenous backgrounds are amongst the populations most impacted by the achievement gap, as evidenced by standardized test  \nscores, report card data, credit accumulation, and dropout rates (McKell, 2010) . These students are also more likely to have lower rates of attendance and higher rates of suspension (McKell, 2010) .  \nWhile the achievement gap is one indicator of systemic and institutional inequities, one has to go beyond the narrow, instrumental, and technical view of education as achievement scores in order to more fully understand the implications of educational inequities (Apple, 2006; Ross & Gibson, 2006) . The student experience for students who are not white, middle-class, able-bodied, heterosexual, and male is significantly diminished because they are more likely to face discrimination, harassment, and exclusion (Ryan, 2010) . TDSB data reveal similar trends and correlates school experiences with student demograph","cbCaihQFi1cxnGsv","https://ap.wps.com/l/cbCaihQFi1cxnGsv","pdf",356360,17,"English","# Abstract\n## MSIC program and study focus\n## Opportunity gaps and discourse components\n## Educational outcomes and achievement gaps\n## Limits of standardized testing\n## Rethinking opportunity and achievement gaps","[{\"question\":\"What is the MSIC Program and what does the study investigate?\",\"answer\":\"The MSIC Program is an equity-driven urban district reform within the TDSB. The study critically investigates how opportunity gaps are conceptualized through stakeholder equity discourses between 2004 and 2014.\"},{\"question\":\"How does the study analyze opportunity-gap discourse?\",\"answer\":\"It applies critical discourse analysis to discourse across two sets of sixteen participant interviews and twelve documents, also examining how discourses change over time.\"},{\"question\":\"What major types of discourse does the research identify?\",\"answer\":\"The study reports a spectrum ranging from affirmative discourses to transformative discourses, structured into four interconnected components, three adapted from Fraser’s justice framework and a fourth labeled re-education.\"}]","Different Numbers, Different Stories - Problematizing \"Gaps\" in Ontario and the TDSB | PDF",1792083702,43]