The Toronto Connection - Poverty, Perceived Ability, and Access to Education Equity

Oct 15, 2026

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The study examines educational opportunities for secondary high school students in the Toronto District School Board (TDSB), using public TDSB information alongside Ontario Ministry of Education data. It analyzes family income, parental education, and participation in special education programs (excluding gifted students), as well as the program types offered by the TDSB. Findings show reduced access to socially valued academic programs for low-income students, students whose parents lack university education, and students in special education. Results also reveal overrepresentation of low-income students in special education and programs with limited post-secondary options, with work-oriented programs concentrated in Toronto’s lowest-income neighbourhoods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Abstract

Key findings and analysis focus

Family income and parental education

Special education participation

Program availability and access

The Toronto Connection: Poverty, Perceived Ability, and Access to Education Equity Gillian Parekh York University Isabel Killoran York University Cameron Crawford York University Abstract This study explores the educational opportunities available to secondary high school students in the Toronto District School Board (TDSB), using both public TDSB and Ontario Ministry of Education data. Family income, parental education, and student participation in special education (excluding Gifted) are key units of analysis, as are the types of programs that the TDSB provides. The research found that low income students, students whose parents lack university education, and students in special education have less access to socially valued educational programs. The research found a significant overrepresentation of low income students receiving special education services and in other programs that offer few options for post-secondary education. Work-oriented programs were found to be most prominently available in the lowest income neighbourhoods in Toronto. Key words: Neoliberalism, education, streaming, Toronto, disability, poverty, vocational Résumé Cette étude explore les opportunités éducatives offertes aux élèves des écoles secondaires du conseil scolaire du district de Toronto (TDSB), utilisant à la fois des données provenant de ce CANADIAN JOURNAL OF EDUCATION 34, 3 (2011): 249-279 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation même conseil scolaire et du ministère de l'Éducation de l'Ontario. Le revenu de la famille, l'éducation parentale, et la particiation des étudiant à des programmes d'éducation spécialisée (excluant les élèves surdoués) sont des unités clés de l'analyse, ainsi que les types de programmes proposés par le conseil scolaire du district de Toronto. La recherche a révélé que les étudiants à faible revenu, ceux dont les parents n'ont pas de diplôme universitaire, et les étudiantsen éducation spécialisée, ont moins accès aux programmes éducatifs socialement valorisés. La recherche a constaté une surreprésentation importante des étudiants à faible revenu qui reçoivent des services de l'éducation spécialisée et inscrits dans d'autres programmes qui n'offrent que peude possibilités pour une éducation postsecondaire. Les programmes professionalisants se sontrévélés être les plus présents et disponibles dans les quartiers les plus pauvres de Toronto. Mots clés: néolibéralisme, éducation, répartition, Toronto, handicap, pauvreté, formation professionnelle Author’s Note Gillian Parekh is currently working on her PhD in Critical Disability Studies at York University. Isabel Killoran is an Associate Professor in the Faculty of Education at York University. Cameron Crawford is Director of Research and Knowledge Management at the Canadian Association for Community Living; President of the Institute for Research on Inclusion and Society (IRIS); past President of The Roeher Institute; PhD Candidate in Critical Disability Studies at York University; Course Director in Public Policy and Disabilities at York University; Instructor of “Disability and the State” at Ryerson University; and a consultant to federal and provincial governments. Thank you to SSHRC Small Grants for travel funds to present the preliminary data. Note de l'auteur Gillian Parekh travaille actuellement sur son doctorat en études critiques sur la situation des personnes handicapées à l'Université York. Isabel Killoran est maître de conférence à la Faculté de d'éducation et directrice des programmes de maîtrise et de doctorat d'études critiques sur la situation des personnes handicapées à l'Université York. Cameron Crawford est directeur de la recherche et de la gestion des connaissances de l'Association canadienne pour l'intégration communautaire, président de l'Institut de recherche sur l'inclusion et la société (IRIS), ancien président de l'Institut Roeher, candidat au docto

FAQs

What data sources does the study use for analyzing education opportunities?

The study uses both public TDSB data and Ontario Ministry of Education data to examine opportunities available to secondary high school students.

Which student groups are found to have less access to socially valued educational programs?

Low-income students, students whose parents lack university education, and students in special education have less access to socially valued educational programs.

How do program offerings differ across neighbourhood income levels in Toronto?

Work-oriented programs are found to be most prominently available in Toronto’s lowest-income neighbourhoods, aligning program availability with local disadvantage.

Oct 15, 2026

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