[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597272-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-597272-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","the-complete-story-a-population-based-perspective-on-school-performance-and-educational-testing","THE COMPLETE STORY - A Population-Based Perspective on School Performance and Educational Testing","","Tracks children born in Manitoba in 1984 for 18 years to examine grade 12 performance on a provincial exam in relation to socio-economic status. The study highlights a steep decline in the share of youth from social-assistance families considered successful on language arts—from 80% to 12%—depending on test-timing assumptions. It critiques reliance on exam results alone, noting missing students due to absence, grade retention, or dropout, and emphasizes the value of population-based datasets.",{"@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/the-complete-story-a-population-based-perspective-on-school-performance-and-educational-testing/597272/",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/the-complete-story-a-population-based-perspective-on-school-performance-and-educational-testing/597272.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How long were children born in Manitoba in 1984 tracked in this study?","Question",{"text":62,"@type":63},"They were followed for 18 years to assess their grade 12 performance on a provincial examination.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What change is reported for language arts exam success among youth from social-assistance families?",{"text":67,"@type":63},"The proportion judged to have passed the language arts exam drops from 80% to 12%, depending on whether only on-time test-takers or all eligible youths are counted.",{"name":69,"@type":60,"acceptedAnswer":70},"Why do the authors argue that exam results tell only part of the story?",{"text":71,"@type":63},"Because testing typically measures those who are present and still enrolled at the relevant grade, while missing students may be absent, retained, or have dropped out.","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},597272,1792895580,{"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":30,"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},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","THE COMPLETE STORY: A POPULATION‐ BASED PERSPECTIVE ON SCHOOL PERFORMANCE AND EDUCATIONAL TESTING  \nNoralou P. Roos, Marni Brownell, Anne Guevremont, Randy Fransoo, Ben Levin, Leonard MacWilliam, &  \nLeslie L. Roos  \nAll children born in Manitoba in 1984 were tracked for 18 years to assess their grade‐ 12 performance on a provincial examination according to a student’s socio‐economic status. The proportion of youths in families receiving social assistance judged to have passed their language arts exam dropped from 80 per cent to 12 per cent, depending on whether one counts only those in the cohort who took the test on time in 2002 or all youths born in 1984 who should have taken the test in 2002. Getting better data on performance and doing something about the discrepancies should become a Canadian priority.  \nKey words: educational opportunity, exam performance, socio‐economic status, testing, longitudinal studies  \nTous les enfants nés au Manitoba en 1984 ont été suivis sur une période de 18 ans en vue d’évaluer leur rendement en 12e année lors d’un examen provincial, tenant compte de ~~ ~~ leur statut socioéconomique. La proportion de jeunes issus des familles recevant de l’aide sociale et considérés comme ayant réussi leur examen au plan des compétences linguistiques passe de 80 % à 12 %, selon que l’on compte seulement ceux qui, dans la cohorte, ont subi l’examen à temps en 2002 ou tous les jeunes nés en 1984 qui auraient dû subir l’examen. En matière d’égalité des chances, la performance du système scolaire actuel au Canada laisse à désirer.  \nMots clés : possibilités éducatives, résultats d’examen, statut socioéconomique, analyse longitudinale.  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 29, 3 (2006): 684‐705  \nReports comparing educational test results across different schools within a region (Most, 2003), across regions (Bussière et al., 2001; Canadian Education Statistics Council, 2003; Willms,1997; Wirt, Choy, Provasnik, Rooney, & Tobin, 2003) and across countries (Organization for Economic Co‐peration and Development [OECD], 2001; Martin et al., 2000; Mullis et al., 2000) are now common. However, testing tells only part of the story. Exam results illustrate the performance of individuals taking the tests, only children enrolled in schools in one particular grade are assessed, those children who have made it far enough in the system to be examined. What is not known is how many students missed a test because they were not in school on test day, because they had fallen one or more years behind their cohort, or because they had dropped out. Raudenbush and Kim (2002) suggest that the most important shortcoming of cross‐national data comparisons is bias in how populations are defined, for example “by the meaning of ‘grade’ in the presence of retention or selective dropout” (p. 292) . Programme for International Student Assessment (PISA, 2000) dealt with the failure‐to‐ progress issue in a relatively sophisticated manner, focusing on exam achievement of 15 year olds (actually those who were enrolled in school and 15 years and 3 months to 16 years and 2 months at the start of the assessment period), regardless of their standing in a school system (OECD, 2001, p. 231) . However, only 88 per cent of the Canadian schools originally sampled agreed to participate (56 per cent of American sampled schools agreed), and students in the sampled schools in both countries showed a 15 per cent non‐participation rate (OECD, 2001, p. 235) . The results were weighted to account for non‐responders within schools and for non‐participating schools, but these weightings did not account for the likelihood that the non‐assessed population had lower test scores.  \nEducational performance is repeatedly shown to be strongly associated with the socio‐economic characteristics of a child’s neighborhood (Ainsworth, 2002) and with the relative levels of education, income, and occupation of the family in which a child is raised. Indeed, socio‐e","cbCaibn7qov8GlIx","https://ap.wps.com/l/cbCaibn7qov8GlIx","pdf",309819,22,"English","# Background and rationale\n## Limits of cross-school and cross-national comparisons\n## Importance of socio-economic predictors\n## Consequences of poor performance for non-assessment groups\n# Population-based approach and data source\n## Manitoba data and cohort tracking\n## Repository and linkage methods\n# Methods (start)","[{\"question\":\"How long were children born in Manitoba in 1984 tracked in this study?\",\"answer\":\"They were followed for 18 years to assess their grade 12 performance on a provincial examination.\"},{\"question\":\"What change is reported for language arts exam success among youth from social-assistance families?\",\"answer\":\"The proportion judged to have passed the language arts exam drops from 80% to 12%, depending on whether only on-time test-takers or all eligible youths are counted.\"},{\"question\":\"Why do the authors argue that exam results tell only part of the story?\",\"answer\":\"Because testing typically measures those who are present and still enrolled at the relevant grade, while missing students may be absent, retained, or have dropped out.\"}]","THE COMPLETE STORY - A Population-Based Perspective on School Performance and Educational Testing | PDF",1792084719,55]