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Closing the Science, Mathematics, and Reading Gaps from a Canadian Perspective: Implications for Stem Mainstream and Pipeline Literacy

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Closing the Achievement Gap from an International Perspective

Abstract

This chapter describes how diversity and consistency are central features of multiculturalism in Canada and schooling across the 13 jurisdictions of the Canadian federation. Mathematics, reading, and science achievement gaps were explored using performance differences in comparison with other countries (Program of International Student Assessment (PISA)), across provinces and territories (PISA 2009 results, Pan-Canadian Assessment Program (PCAP)), and within a specific province (British Columbia (BC), Foundation Skills Assessment (FSA); grade 10 and 12 provincial examinations and course marks). Reasonably acceptable performance patterns, informative relationships among student traits, school characteristics and achievement, and provincial/territorial, school, gender, and Indigenous status differences were found for science, mathematics, and reading. Secondary analyses of large data sets were central to these explorations. Topics discussed include public advocacy, ongoing cultural issues, social capital, potential curriculum efforts, and pedagogical strategies to capitalize on these performance patterns and then address these gaps that would enhance citizens’ science, technology/engineering, and mathematics (ST/EM) literacies (mainstream issue) and the engagement of underserved and underrepresented groups of students in ST/EM courses, postsecondary studies, and careers (pipeline issue).

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Acknowledgement

The authors would like to acknowledge and thank Shari Yore, SAY Professional Services, Saanichton, BC, for her thorough editorial work and professional and helpful comments on format, style, references, and internal consistency.

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Authors and Affiliations

  1. University of Victoria, Victoria, BC, Canada

    Larry D. Yore, Leslee Francis Pelton, Brian W. Neill, Tim W. Pelton & John O. Anderson

  2. Griffith University, Mt. Gravatt, QLD, Australia

    Todd M. Milford

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  1. Larry D. Yore
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  2. Leslee Francis Pelton
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  3. Brian W. Neill
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  4. Tim W. Pelton
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  5. John O. Anderson
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  6. Todd M. Milford
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Correspondence to Larry D. Yore .

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  1. Chevy Chase, Maryland, USA

    Julia V. Clark

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Yore, L., Pelton, L., Neill, B., Pelton, T., Anderson, J., Milford, T. (2014). Closing the Science, Mathematics, and Reading Gaps from a Canadian Perspective: Implications for Stem Mainstream and Pipeline Literacy. In: Clark, J. (eds) Closing the Achievement Gap from an International Perspective. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4357-1_5

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