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The Challenge of Comparing the Performance of Students in French-and English-Language Schools on National and International Assessments","","Students in Ontario French-language schools typically perform worse than students in English-language schools on national and international assessments. Interpreting these differences is difficult because the French- and English-language versions of curricula, teaching practices, test materials, scoring procedures, and even test-taking behaviors may not match, and because student populations differ in important ways. Using results from the 2001 Progress in International Reading Literacy Study, the paper illustrates these comparison challenges and reviews relevant research on minority language status and test translation effects.",{"@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/does-ontario-have-an-achievement-gap-the-challenge-of-comparing-the-performance-of-students-in-french-and-english-language-schools-on-national-and-international-assessments/597322/",{"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/does-ontario-have-an-achievement-gap-the-challenge-of-comparing-the-performance-of-students-in-french-and-english-language-schools-on-national-and-international-assessments/597322.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is comparing French- and English-language school results challenging in Ontario?","Question",{"text":112,"@type":113},"Because curriculum content and instruction differ, test versions and scoring procedures may vary, and students’ test-taking behaviours and student populations differ in important ways.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What overall pattern do assessment results show for Ontario?",{"text":117,"@type":113},"Students attending French-language schools usually perform worse than students attending English-language schools across subject areas and grade levels.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper use PIRLS 2001 in its analysis?",{"text":121,"@type":113},"It illustrates the comparison challenges using the 2001 Progress in International Reading Literacy Study results, after reviewing research on minority language challenges and effects of test translation.","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},597322,1792614964,{"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":24,"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":26,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Does Ontario Have an Achievement Gap? The Challenge of Comparing the Performance of Students in French-and English-Language Schools on National and International  \nAssessments  \nRuth Childs & Francine Dénommé , OISE, University of Toronto  \nAbstract  \nOn national and international assessments, students attending French-language schools in Ontario usually perform worse than students attending English-language schools. Interpreting these results is challenging because the French-and English-language schools differ both in prescribed curriculum and in how the curriculum is taught. In addition, the French-and Englishlanguage versions of the tests and scoring procedures sometimes differ. Even how students in the French-and English-language schools take the tests may differ. Finally, the populations of students differ in important ways. In this paper, we illustrate these challenges using results from the 2001 Progress in International Reading Literacy Study.  \nIn the past decade, Ontario students have participated in numerous national and international assessments: the School Achievement Indicators Program (SAIP), assessing mathematics, reading, writing and science for 13-and 16-year-old students across Canada; the Trends in International Mathematics and Science Study (TIMSS), assessing mathematics and science for students in Grades 4 and 8; the Progress in International Reading Literacy Study (PIRLS), assessing reading for Grade 4 students; and the Programme for International Student Assessment (PISA), assessing reading literacy, mathematical literacy, and scientific literacy for 15-year-olds.  \nThe results for Ontario students on the national and international assessments reveal a pattern: students attending French-language schools in Ontario usually perform worse than students attending English-language schools regardless of the subject area or grade level (Landry & Allard, 2002) . In Ontario, French-language schools serve students with parents (1) whose first language is French,(2) who attended a French-language elementary school in Canada,(3) who have another child who is attending or has attended a French-language elementary or secondary school in Canada, and/or (4) who receive permission from an admissions committee (for example, because the grandparents’ first language was French)(Ontario Ministry of Education and Training, 2004) . French-language schools should not be confused with French immersion programs, which are administered by the English-language school boards and are intended for students who wish to learn French as a second language.  \nTo understand the possible causes of this gap in achievement requires comparison of not only the assessment results, but also the prescribed curriculum for French-and Englishlanguage schools; what is actually taught, who teaches it, and how it is taught in the two school systems; the French-and English-language versions of the tests and the scoring procedures; students’ test-taking behaviours; and the student populations. In this paper, we first review the research literatures in two areas of particular relevance for the comparison of language groups: the unique challenges that face minority language populations and the effects of test translation. We then illustrate these challenges using results from the 2001 PIRLS.  \nMINORITY LANGUAGE POPULATIONS  \nAbout 5% of Ontario elementary students attend French-language schools; at the secondary level, the percentage drops to 3% . Although they receive their instruction in French and may speak French at home, most of these students live in an English-speaking environment. Several recent studies have investigated the effects of minority language status on students’ achievement.  \nAllen and Cartwright (2004), in a report entitled Minority Language School Systems: A Profile of Students, Schools and Communities , examined the lower achievement of French minority students in four Canadian provinces. The study used data from PISA 2000, on which ","cbCaigXpfxgNG6h4","https://ap.wps.com/l/cbCaigXpfxgNG6h4","pdf",118651,24,"English","# Abstract\n## Comparing assessment challenges across language-school systems\n## Ontario assessment participation and observed patterns\n## Understanding possible causes: curriculum, tests, behaviours, and populations\n## Minority language populations in Ontario\n## Teacher survey findings in minority contexts","[{\"question\":\"Why is comparing French- and English-language school results challenging in Ontario?\",\"answer\":\"Because curriculum content and instruction differ, test versions and scoring procedures may vary, and students’ test-taking behaviours and student populations differ in important ways.\"},{\"question\":\"What overall pattern do assessment results show for Ontario?\",\"answer\":\"Students attending French-language schools usually perform worse than students attending English-language schools across subject areas and grade levels.\"},{\"question\":\"How does the paper use PIRLS 2001 in its analysis?\",\"answer\":\"It illustrates the comparison challenges using the 2001 Progress in International Reading Literacy Study results, after reviewing research on minority language challenges and effects of test translation.\"}]","Does Ontario Have an Achievement Gap? The Challenge of Comparing the Performance of Students in French-and English-Language Schools on National and International Assessments | PDF",1792084810]