Performance Measures
| The assessment of First Nations, Métis and Inuit learner achievement will be enhanced with the development of improved performance measures. New performance indicators may also be needed for specific approved actions. As the policy framework's vision, policy statement, goals, principles and outcomes are expected to change over time to reflect new developments and understandings, performance measures are also expected to evolve over time. | Parents want to know if their children are doing well. They also want to know if the school programs are being evaluated and doing well. (Treaty 8 Submission) |
Limited Aboriginal-specific data currently makes monitoring progress a challenge. Canada Census data is available every five years. Most school jurisdictions and post-secondary institutions do not request registration information by ancestry. Alberta Learning can identify Aboriginal students who have Registered Indian status (either attending a band-operated school or another school system such as a separate, public or private system) but the ministry is unable to identify other Aboriginal students. Additionally, as registered Indians make up approximately one-half of the Aboriginal population in Alberta, the existing data cannot be generalized to all Aboriginal students.
The existing measurement data from Alberta Learning indicates that the percentage of Alberta students with registered Indian status who participated in the Achievement Testing Program in a band-operated school in 2000 was approximately 75% in grades 3 and 6, and approximately 60% in grade 9. The participation of students with registered Indian status in other school systems, especially at the grade 9 level, was greater than the participation of students in band-operated schools but was still below the overall participation rate in the province (approximately 90%). The strongest performance by students with registered Indian status who wrote the Achievement Test was in grade 3. Over the past two years approximately 40% of grade 3 students in band-operated schools and 50-70% of students in other school systems met the Acceptable Standard in English language arts and mathematics. The weakest performance was in grade 9. In the past three years, fewer than 15% of grade 9 students in band-operated schools and fewer than 50% of students in other school systems met the Acceptable Standard in mathematics, science and social studies. While this measurement data exists, these observations cannot be generalized to all students with registered Indian status in the province due to the low participation rate of these students in the Achievement Testing Program, especially at the grade 9 level.
Accordingly, improved measures and indicators are necessary for several reasons:
| We would encourage Alberta Learning to work in partnership with the Aboriginal community and post-secondary institutions to maintain a continuing process of tracking and keeping statistics. (Dr. Rod Fraser, President, University of Alberta) |
| The following section identifies current ministry performance measures and recommends several new measures. This section is extensive but, as the ministry undertakes priority strategies/actions, appropriate performance measures would be selected from this section or be developed. Measures will be closely related to key areas where improvement is needed. Further, the successful use of proposed measures will depend on the creation of mechanisms to monitor and report on learner success accurately. First Nations, Métis and Inuit community members and education stakeholders will be fully consulted before measures are implemented. Steps will be taken to ensure that proper protocols for the appropriate use of performance information are in place. | Ensure the involvement of Aboriginal learners and other stakeholders in the design and implementation of evaluation processes. (Dr. Paul J. Byrne, President, Grant MacEwan Community College) |
High quality learning opportunities that are responsive, flexible, accessible, and affordable to the learner.
Current and/or potential performance measures:
- Percentage of teachers and instructors satisfied with the number and type of Aboriginal specific language, learning and teaching resources, and support services.
- Number of available Aboriginal-specific scholarship and bursary awards, and number of applicants for these awards.
- Percentage of First Nations, Métis and Inuit high school students, parents and other community representatives satisfied with the quality of the basic education system including First Nations, Métis and Inuit language, learning and teaching resources.
- Percentage of First Nations, Métis and Inuit adults satisfied with the quality of the adult learning system.
- Level of participation of First Nations, Métis or Inuit people in governance activities (e.g., involvement on parent councils, boards of trustees, post-secondary boards, provincial education committees, task forces and school administration).
Excellence in learner achievement.
Current and/or potential performance measures:
Basic Education Participation Indicators
| Learning opportunities can be broadened if institutions set targets for Aboriginal student enrolment with our regional industry partners. (Dr. D.H. MacRae, President, Keyano College) |
Basic Education Achievement Indicators
| Often First Nations children are categorized as special needs because their first language is not English and due to the cultural differences. (Treaty 7 Member) |
Post-Secondary Participation Indicators
- Number and percentage of First Nations, Métis or Inuit students enrolled in post-secondary programs by field of study including those enrolled in apprenticeship programming.
- Average number of years to complete post-secondary programs by field of study including apprenticeship programming.
- Number and percentage of First Nations, Métis or Inuit students enrolled in academic upgrading programs.
Post-Secondary Achievement Indicators
- Number and percentage of graduates by field of study including apprenticeship programming.
- Number of students receiving scholarships to attend post-secondary institutions in Alberta.
- Number and percentage of students completing academic upgrading programs.
Other Indicators
| CBE Launches Native Role Model Directory. Aboriginal leaders across the province are adding their voices and experience to Calgary's public schools. Lawyers, artists, police officers and bankers are among the 50 role models profiled in the Aboriginal Role Model Directory. The directory is designed to encourage Aboriginal students to make valid career choices and stay in school. It is also designed to provide more teachers with knowledge about Aboriginal resources. (Calgary Herald, January 10, 2001) |
Learners are well prepared for participation in post-secondary studies and the labour market.
Current and/or potential performance measures:
| Educators need to open the children's minds to the possibility of them becoming doctors, lawyers, nurses, accountants, business executives, teachers, etc…[They must] find ways to show them what these positions are about, make them seem rewarding and possible for them to achieve. They should feel there are no limits on them. (Treaty 7 member) |
Effective Working Relationships.
Current and/or potential performance measures:
| Our communities want teachers to become aware of the experiences that Native students go through and to be open-minded rather than just looking at behaviours. (Treaty 7 Member) Programs offered within the Aboriginal community with local support are most likely to be successful, encouraging. And, subsidizing such offerings is recommended. We know that Aboriginal learners identify strongly with an Aboriginal cohort and this is best achieved on-site within Aboriginal communities. (Dr. Judith Hughes, Vice-president, Student Services, Athabasca University) |
Highly responsive and responsible ministry.
Current and/or potential performance measures:
- Level of satisfaction of First Nations, Métis and Inuit authorities, post-secondary institutions, and education stakeholders with the quality and breadth of ministry services and supports.
- Percentage of ministry staff satisfied with the quality of Aboriginal education in-service opportunities and support services.
- Level of spending by the ministry on Aboriginal education initiatives as a percentage of provincial funding for the learning system.
- Number of available Aboriginal-focused products and services.
