Report on Performance

Report on Results

The Annual Service Plan Report is the main vehicle for the Ministry of Education to communicate to the public the ministry's accomplishments. The Report on Results section contains the ministry's accomplishments in the context of its goals, core businesses and objectives. The ministry's progress in achieving its goals and objectives is assessed through performance measures, by comparing actual results with performance outcomes.

Goal 1: Improved Student Achievement

To provide all students with opportunities for improvement, regardless of their ethnicity, gender, geographic location, physical characteristics or socio-economic status, and to recognize all achievements.

Improved student achievement should result in students having the skills they will need to succeed whether they choose to pursue post-secondary education, a career in the trades sector, or other productive employment. As well, students should be able to demonstrate knowledge about health and safety, because continued progress toward the Province's social and economic goals depends upon healthy, well-educated citizens. Educated workers are more productive and adaptable to shifting technological advances, and are better able to meet the demands of a modern economy for innovation. An educated workforce is an asset — it will help to attract investment to BC, increase our global competitiveness, and contribute to the Province's economic growth. The ministry's measure of success for this goal is year-over-year improvement in all areas of student achievement.

The Ministry of Education, through school boards and independent schools, is responsible for improving student achievement. While the ministry is responsible for setting standards, monitoring results, working with partner groups, allocating funding, and overseeing the K–12 education system as a whole, it is school boards and independent schools that are directly responsible for delivering education programs to students. The School Act and School Act Regulations define the management functions, including the roles and responsibilities of the Ministry of Education, school boards, and school officials. The School Act and School Act Regulations delegate authority to school boards to hire senior level staff to administer school operations and to advise boards in formulating policy. School boards have a primary responsibility for students' intellectual development and a shared responsibility with families and the community for students' human, social and career development.

The more autonomy is given to schools and school boards, the less direct control the ministry has over the processes that will be used to achieve its goal. The benefits of local flexibility and responsiveness are expected to offset the loss of direct, bureaucratic control by the ministry. In order to mitigate possible risks associated with increasing local autonomy, the ministry strengthened accountability measures by introducing the Accountability Framework,¹⁷ to ensure that the goals and objectives of the ministry and its partners are aligned and that progress toward these goals is monitored. Each school board, in accordance with the Accountability Framework, is accountable to the Province and the public for the performance of students in its district. Under the terms of an Accountability Contract, each school board has the autonomy to govern the schools in its district to achieve the results targeted in its Contract. This allows school boards the flexibility to meet the unique needs of the communities they serve.

Core Businesses:

• Public Schools
• Independent Schools
• Executive and Support Services

Outcomes:

• Students complete K–12
• Students demonstrate strong academic and life skills capabilities

Objective 1: Improved student achievement in areas of intellectual development

To meet this objective, students must demonstrate improvement in areas of intellectual achievement, which is defined as academic, human, and social development. As early intervention offers children the best chance to acquire the strong literacy skills needed for academic and career success, the ministry has focused on key strategies that include providing support for early literacy and encouraging early intervention to improve success in reading. Other strategies include setting standards for curriculum and student performance, participation in province-wide assessments of reading, writing and numeracy, and ongoing monitoring and reporting on student performance. The ministry's strategy to set standards in two core academic areas and monitor and report student performance in Grade 12 has been adopted as a performance measure. Also important to BC's measurement of improvement in intellectual achievement is to compare our results to other jurisdictions through national and international assessments.

The ministry strives to recognize all achievement by acknowledging learning outside the classroom. If the education system is to meet the growing requirements of a strong economy, more students must be given the opportunity to gain experience in the skilled trades. The ministry provides funding to initiatives such as the Industry and Training Authority's ACE IT program, which encourages students to register in industry training programs while still in secondary school, and allows students to earn graduation or apprenticeship credits.

Implementation of the new 2004 Graduation Program means students can earn credits toward graduation by participating in a wide range of activities. Along with encouraging school boards to offer locally developed courses to meet local priorities, the new Graduation Program aims to improve student intellectual achievement by offering a curriculum that is relevant and interesting to students. The ministry also encourages students to strive for excellence by providing an incentive for exceptional student performance through scholarships and awards.

Key Strategies

• Provide support for early literacy.
• Encourage early intervention to improve success in reading.
• Develop, manage and encourage participation in a province-wide assessment of reading, writing and numeracy.
• Implementation of new Graduation Program 2004.
• Encourage Board/Authority Authorized course electives designed to meet student needs and interests.
• Set standards for curriculum and student performance.
• Monitor and report student performance.
• Set standards in two core academic areas (English 12 and Math 12), monitor and report student performance in Grade 12.
• Provide an incentive for exceptional student performance.
• Acknowledge learning outside of the classroom.
• Participate in national and international assessments.

Performance Measures and Results

1. Foundation Skills Assessment results

Description

Assessing student performance in Foundation Skills alerts educators when there is a decline in achievement, and allows for a proactive response at the school level, the district level or the provincial level. The FSA is administered to all students in Grades 4 and 7, and specifically focuses on reading, writing and numeracy skills. The assessment provides a snapshot of shifts in achievement on a broad scale, such as an overall improvement or decline in reading skills. FSA is a standardized measure, which was designed by BC teachers to reflect the BC education system's curriculum. The data gathered from the Foundation Skills Assessment provides all levels of the education system with an opportunity to plan more effectively and to focus on key priorities, in order to meet the goal of year-over-year improvement in student achievement. Student participation in FSA is generally around 90 per cent.

Variance Analysis

The results for the 2003/04 FSA show improvement in most areas:

• Reading scores in Grades 4 and 7 improved by three per cent each over the previous year.
• In Writing, Grade 7 students showed an increase of 11 per cent, while Grade 4 students showed a decrease of three per cent.
• Numeracy scores improved slightly for Grade 4 students (up one per cent) and dropped slightly for Grade 7 students (down one per cent).

Small variances in results are most likely attributable to the fluctuations that occur year to year, and are due to factors like the differences in class composition. The trend over time data¹⁸ for both Grades 4 and 7 show a steady improvement in all subject areas except one (the exception was Grade 4 Writing, which remained stable). Of particular note is the considerable improvement in Grade 7 Writing scores — up 11 per cent over last year. This is an achievement of which the ministry, school districts, schools and students can be proud. To ensure continued success in reading, writing and numeracy, the ministry will continue to focus on strategies to improve literacy rates. This focus includes providing support for early literacy and encouraging early intervention, through the Ready, Set, Learn¹⁹ initiative. As well, in order to help meet government's goal to make BC the most literate and best educated jurisdiction in North America, the ministry provides support for LiteracyNow and has provided $5 million in literacy innovation grants.

Data Confidence

• Source: Ministry of Education — the FSA tests are written by students in Grades 4 and 7²⁰ at school, and administered by school staff.
• Collection Method: each answer sheet has the student's PEN affixed (Personal Education Number).²¹ The tests are collected at the school and sent to the Ministry of Education for marking. Multiple-choice answers are scanned and open-ended responses are marked by specially trained teachers and then scanned. All results are then transferred into the education data warehouse (EDW), where they undergo a final check.
• Data Reliability: statistical measurement techniques are employed to enable the results to be compared against a common standard, and also to measure improvement over time. The use of a PEN means that the data are highly accurate, with the instance of more than one student sharing the same PEN being less than .002 per cent.
• Reporting Period: FSA testing is done annually, with the tests written in May and the results reported in September on the Ministry of Education website.²²
• Timeliness: the turnaround for the FSA tests is approximately four months, from the time the tests are written, to when they are reported. This renders the data extremely useful in making timely adjustments to planning activities at the school and district level.

Performance Measures	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2004/051 Actual	Variance (2002/ 03 to 2003/ 04)
1. Foundation Skills Assessment: Percentage of public and independent school students meeting or exceeding expectations on FSA2					Year-over-year improve- ment	2004/05 results will be avail- able in September 2005
Reading Grade 4	78%	80%	77%	80%			+3%
Reading Grade 7	76%	76%	77%	80%			+3%
Writing Grade 4	91%	94%	94%	91%			-3%
Writing Grade 7	81%	84%	79%	90%			+11%
Numeracy Grade 4	84%	85%	87%	88%			+1%
Numeracy Grade 7	81%	82%	84%	83%			-1%

2. Completion Rate

Description

The school completion rate is determined by calculating the per cent of students who graduate with a Dogwood Diploma within six years of starting Grade 8 for the first time in a BC public or independent school.

The completion rate was chosen as a performance measure because it is tangible evidence that students have succeeded in the K–12 education system, and because it acts as a passport to either post-secondary education or the workplace. In our society, young adults have a far better chance for a successful life with a secondary school graduation certificate. Lack of a secondary school diploma, in turn, gives rise to all the costs that result from failure to complete secondary school, such as higher unemployment costs, higher rates of incarceration, welfare dependence, and a higher incidence of chronic health problems. All of the costs associated with failure to graduate put unnecessary pressure on government resources, and put the government's economic and social goals at risk.

Variance Analysis

The target for this measure is year-over-year improvement. The overall Completion Rate has remained stable at an all-time high of 79 per cent for the past two years, but has increased by three per cent since 2000/01. The ministry is currently in the process of determining an appropriate way to obtain and measure the data on rural completion rates, and will report out on this group when the data is available. Strategies to improve results for this measure include an emphasis on literacy, early intervention, and assessment and monitoring programs.

Data Confidence

• Source: Ministry of Education — data for Completion Rates are based on the ministry's 1701 form,²³ student transcripts, and provincial exams.²⁴
• Collection Method: this measure quantifies the proportion of Grade 8 students who graduate within six years of entering secondary school for the first time. Schools and school districts provide the ministry with the number of courses leading to graduation and the school marks for both examinable and non-examinable courses. This data is then transferred into the Education Data Warehouse (EDW), where it undergoes a final check.
• Data Reliability: Completion Rate estimates are based on a statistical model that corrects for out-migration. This introduces a small degree of error in the estimates. Results are based on PEN's, and schools providing course data on time. The system is checked bi-annually to ensure there are no instances of more than one student sharing the same PEN (less than .002 per cent).
• Reporting Period: the data are collected from July through October, with the results are reported to the public in November of each year.
• Timeliness: the rate is available each year.

Performance Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2004/05 Actual	Variance (2002/ 03 to 2003/ 04)
2. Completion Rate	76%	77%	79%	79%	Year-over-year improve- ment	2004/05 results will be available in Novem- ber 2005	No variance
Aboriginal Students	42%	42%	46%	47%			+1%
Male Students	72%	73%	75%	75%			No variance
Female Students	81%	82%	83%	83%			No variance
ESL Students	77%	79%	80%	82%			+2%
French Immersion Students	92%	94%	93%	92%			-1%
Gifted Students	100%	100%	100%	100%			No variance

3. Grade 8–9 Transition Rate

Description

The Grade 8–9 transition rate measures the per cent of students in Grade 8 who do not enroll in Grade 9 the following year. The transition from Grade 8 to 9 is a key measure because it is the earliest point at which students tend to leave school. This measure alerts educators to a serious problem that may require immediate attention. The ministry's goal of year-over-year improvement is intended to keep the transition rate as high as possible; if a student fails to make this critical transition, there is little likelihood that he or she will complete high school.

Variance Analysis

The transition rate from Grade 8 to 9 has remained unchanged at 95 per cent since 2000/01. Strategies to improve results for this measure include an emphasis on literacy, early intervention, and assessment and monitoring programs. Although the transition rate is exceptionally high, the ministry's goal remains year-over-year improvement.

Data Confidence

• Source: data on the Grade 8–9 transition rate are collected on the Ministry of Education's 1701 form.
• Collection Method: Schools and school districts provide grade placement information to the ministry through the data collection for the 1701. This data is then transferred into the Education Data Warehouse (EDW), where it undergoes a final check.
• Data Reliability: results are tracked through students' PEN's (Personal Education Number), which are checked bi-annually to ensure that there are no instances of more than one student with the same PEN (less than .002 per cent). Student out-migration is not factored into the results, which means that the final transition rate is under-estimated.
• Reporting Period: the data are collected from October through December, with results reported in January via School Performance Reports.
• Timeliness: the data are available annually.

4. Percentage of students with a "C" or better in Grade 12 courses

Description

This performance measure — the percentage of students who achieve a "C" or better in Grade 12 courses (English and Principles of Math) — is similar to measuring the Completion Rate, but allows for a more refined analysis of the ministry's success in improving student achievement. In essence, this is a measure of whether students have the potential and skills to make the transition to post-secondary education or the workforce.

Variance Analysis

Overall, students scored higher on 2003/04 provincial exams than in the previous year. The target for this measure is year-over-year improvement. There has been improvement in both subject areas since 2001 (English scores have shown an increase of one per cent, while Principles of Math scores have shown a two per cent increase), however, last year's scores showed a three per cent decrease for each subject area. While these results do not show improvement for the reporting year, minor fluctuations are often present when measuring improvement over time.

Data Confidence

• Source: data for this performance measure comes from the Ministry of Education's Transcripts and Examinations (TRAX) database.
• Collection Method: schools and school districts submit exam registrations to the ministry TRAX system. Students write the Math and English provincial exam (administered five times a year for English and four times a year for Principles of Mathematics). The exams are collected at the school and sent to the Ministry of Education for marking. Multiple-choice answers are scanned and open-ended responses are marked by specially trained teachers and then scanned. All results are then transferred into the education data warehouse (EDW), where they undergo a final check for accuracy.
• Data Reliability: results are tracked through PEN's, which are checked bi-annually to ensure that there are virtually no instances of more than one student with the same PEN (less than .002 per cent). Student out-migration is not factored into the results
• Reporting Period: the data are collected from October through November, with the results for this measure being reported in late November.
• Timeliness: the data are available annually.

Performance Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2004/051 Actual	Variance (2002/ 03) to 2003/ 04)
4. Percentage of students with a "C" or better in Grade 12 courses					Year-over-year improve- ment	2004/05 results will be in November 2005	No variance
English	75%	78%	79%	76%			-3%
Principles of Math	70%	75%	75%	72%			-3%

5. Percentage of Grade 12 students receiving provincial scholarships

BC's reputation for a high quality education system is reflected in the high number of scholarships awarded to students. One of the ministry's strategies to improve academic achievement was to provide an incentive for exceptional academic performance. This performance measure indicates the proportion of students who have achieved excellence. By turning out top-notch graduates, the ministry is helping supply the workforce with skilled and educated workers who can help BC's economy compete nationally and internationally. Attainment of a fixed academic score (a combined total of 1,700 points on three exams) is required to receive a BC provincial scholarship.

Variance Analysis

Slow but steady gains have been made in the number of Grade 12 graduates who receive scholarships — the results show a .3 per cent increase over last year.

Data Confidence

• Source: data for this performance measure was entered into the Ministry of Education's TRAX database.
• Collection Method: Provincial scholarships are awarded to students who achieve a combined score of 1,700 or higher on their three best provincial exams. Exam registrations are sent to the ministry's TRAX database by the school or school district and provincial exam results are marked and scanned by the ministry. The data is then transferred into the EDW database, and undergoes a final check for accuracy.
• Data Reliability: results are tracked through PEN's, which are checked bi-annually to ensure that there are no instances of more than one student with the same PEN (less than .002 per cent).
• Reporting Period: the data are collected annually from August to September, with the results being reported annually in September, for the previous school year.
• Timeliness: the data are available annually.

6. National and International Assessments

Description

To meet its objective of participating in national and international assessments, the Ministry of Education takes part in the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMMS) and School Achievement Indicators Program (SAIP). The content of the assessments changes from year to year, as does the frequency, depending on the cycle of each. The only new assessment to report on for this reporting period is the PISA 2003, which was undertaken in the Spring of 2003 (with the results being reported in late 2004). The Programme for International Student Assessment was initiated by member countries of the OECD to provide policy-oriented international indicators of the skills and knowledge of 15-year-old students. PISA was first implemented in 2000 and is repeated every three years, focusing on three subject areas — Math, Reading, and Science.

PISA assesses students as they near the end of mandatory schooling, to ascertain whether they are able to analyze, reason, and communicate effectively, and whether they can demonstrate the capacity for life-long learning. PISA is not a conventional school-administered test, in that rather than examining how well students have learned the curriculum, it looks at how well prepared they are for life beyond school.

The reporting style has changed slightly from last year, to reflect a more meaningful way of displaying the results. While last year Canada was used as the base for which comparisons were made, it is more appropriate for BC to use its own performance as the starting point for comparison.

As BC continues to compete for a share of the global economy, it is important that our education system is able to provide graduates with the skills and knowledge they need to compete at an elite level. Comparing BC's student achievement with that of other OECD countries is a way to see how well our students measure up.

Variance Analysis

British Columbia has one of the best education systems in the world, and this is borne out by our strong standing on international assessment measures. According to results from the PISA 2003, BC students are among the best in the world in math, reading and science. No country or province outperformed BC in math or reading, and only Finland and Japan outperformed BC in science. These results may be compared with PISA 2000²⁵ when no country or province outperformed BC in reading, when Alberta, Japan, Korea and Quebec outperformed BC in math and Korea outperformed BC in Science.

Data Confidence

• Source: PISA is coordinated by the OECD²⁶ (Organization for Economic Co-operation and Development). In Canada, Statistics Canada and the Council of Ministers of Education (CMEC) oversee the administration, data collection, analysis and storage and reporting.
• Collection Method: the tests were administered over a three to four week period in April and May 2004. The data are collected from a randomly selected sample of BC 15 year olds. Forty-one countries participated in PISA 2003 — in Canada, approximately 28,000 students from over 1,000 schools participated.
• Reporting Period: the testing takes place in the Spring of every third year (2000, 2003, 2006, etc.) and the results are reported approximately a year and a half later (i.e., the PISA 2003 results were published in late 2004).
• Data Reliability: the results are reported publicly for 41 countries. Canadian provinces over-sample in order to be able to report results at the provincial level. Results are reported with confidence intervals that discourage "ranking" and promote an analysis of jurisdictions that perform in a similar range, based on a review of the confidence intervals that determine the statistically significant differences between results of jurisdictions.
• Timeliness: PISA is administered every three years. Initial results are reported approximately 18 months later, with secondary analysis and additional reports being published throughout the years between administrations.

Performance Measure		2003/04 Actual
6. National/international assessment results1 • PISA 2003 (Programme for International Student Assessment)		Performance Target — Perform in the top 10% to 25% of all participants
	Mathematics	Reading	Science	Problem Solving
Above BC			Finland, Japan	Finland, Korea
In BC's range	Alberta, BC, Belgium, Canada — as a whole, Finland, Japan, Hong Kong–China, Korea, Liechtenstein, Manitoba, Netherlands, Ontario, Quebec	Alberta, BC, Canada — as a whole, Finland, Korea, Ontario, Quebec	Alberta, Australia, BC, Canada — as a whole, Hong Kong–China, Korea, Liechtenstein, Macao–China, Netherlands, Czech Republic, New Zealand, Ontario, Quebec	Alberta, Australia, BC, Canada — as a whole, Hong Kong–China, Japan, Liechtenstein, Macao–China, Manitoba, New Zealand, Ontario, Quebec
Below BC	Australia, Austria, Brazil, Czech Republic, Denmark, France, Germany, Greece, Hungary, Iceland, Indonesia, Ireland, Italy, Latvia, Luxembourg, Macao–China, Mexico, New Brunswick, Newfoundland and Labrador, New Zealand, Norway, Nova Scotia, Poland, Prince Edward Island, Portugal, Russian Federation, Saskatchewan, Serbia and Montenegro (Ser.), Slovak Republic, Spain, Sweden, Switzerland, Thailand, Tunisia, Turkey, United States, Uruguay	Australia, Austria, Belgium, Brazil, Czech Republic, Denmark, France, Germany, Greece, Hong Kong–China, Hungary, Iceland, Indonesia, Ireland, Italy, Japan, Latvia, Liechtenstein, Luxembourg, Macao–China, Manitoba, Mexico, Netherlands, New Brunswick, Newfoundland and Labrador, New Zealand, Norway, Nova Scotia, Poland, Portugal, Prince Edward Island, Russian Federation, Saskatchewan, Serbia and Montenegro (Ser.), Slovak Republic, Spain, Sweden, Switzerland, Thailand, Tunisia, Turkey, United States, Uruguay	Austria, Belgium, Brazil, Denmark, France, Germany, Greece, Hungary, Iceland, Indonesia, Ireland, Italy, Latvia, Luxembourg, Manitoba, Mexico, New Brunswick, Newfoundland and Labrador, Norway, Nova Scotia, Poland, Portugal, Prince Edward Island, Russian Federation, Saskatchewan, Serbia and Montenegro (Ser.), Slovak Republic, Spain, Sweden, Switzerland, Thailand, Tunisia, Turkey, United States, Uruguay	Austria, Belgium, Brazil, Czech Republic, Denmark, France, Germany, Greece, Hungary, Iceland, Indonesia, Ireland, Italy, Latvia, Luxembourg, Mexico, Netherlands, New Brunswick, Newfoundland and Labrador, Norway, Nova Scotia, Poland, Portugal, Prince Edward Island, Russian Federation, Saskatchewan, Serbia and Montenegro (Ser.), Slovak Republic, Spain, Sweden, Switzerland, Thailand, Tunisia, Turkey, United States, Uruguay

7. Number of secondary students in apprenticeship programs

Description

While a university degree is undeniably important, the academic route is not right for everyone. Equally important to BC's economy are skilled trades workers. This performance measure annually tracks the number of students enrolled in apprenticeship programs, and is an important indicator of how well the system is doing in encouraging students to consider a career in the trades sector. Skilled workers can command a higher wage, expanding the province's tax base and stimulating economic growth. Steady increases in apprenticeship program enrollment increases the likelihood that BC will have a diverse, adaptable workforce ready to meet the demands of a changing, growing economy.

Variance Analysis

The number of secondary students enrolled in apprenticeship programs increased by 207 from 2003/04 to 2004/05, to a total of 727. The ministry has worked to make it easier and more attractive for students to obtain training for a career in the trades with the implementation of the Graduation Program 2004. Changes to graduation requirements have made it possible for students in apprenticeship programs, such as ACT IT²⁷ to use apprenticeship credits toward graduation requirements.

Data Confidence

• Source: the Ministry of Education collects data for this measure from schools and school districts on the ministry's 1701 form.
• Collection Method: schools and school districts provide secondary school apprenticeship enrolment data to the ministry in the annual data collection process for the 1701 form. The data is transferred into the Education Data Warehouse, where it undergoes a final check for accuracy.
• Data Reliability: the results are tracked by matching a student's PEN to his or her name. PEN's are checked bi-annually to ensure that there are no instances of more than one student with the same PEN (less than .002 per cent).
• Reporting Period: the data are collected from October through January, with the results for this measure being reported annually in the Ministry of Education's Summary of Key Information, published each February on the ministry's website.²⁸
• Timeliness: the data are available annually.

Objective 2: Improved student health and well-being

In order to ensure that children are taught in an environment that is conducive to learning, the ministry focused on two important strategies. The Ministry of Education continues to work with other social policy ministries to develop strategies that support fitness and healthy living for K–12 students. As part of this strategy the Ministry of Education, in collaboration with the Ministry of Health Services, launched an action plan for student health. The approach is multi-faceted, and includes a policy framework for schools to promote learning about health, a revision of expected learning outcomes related to the health curriculum and implementation of Action Schools! BC, designed to encourage physical activity in school-aged children. The ministry is in the process of developing a performance measure for student health, and this measure will be included in the 2005/06–2007/08 Service Plan.

The ministry's second strategy was to develop provincial standards and guidelines for schools and school boards to ensure schools are safe, caring and orderly. Ultimately, the strategies to support the efforts of school boards to emphasize safety and encourage healthy habits are intended to lead to improved human and social development, which is expected to lead to improved student achievement.

Key Strategies

• Work with other social policy ministries to develop strategies that support fitness/healthy living for K–12.
• Through consultation develop and set provincial standards for schools and districts to ensure schools are safe, caring and orderly.

Performance Measures and Results

8. Percentage of public school students who report feeling safe in school

Description

An effective learning environment is a critical component of the ministry's goal to improve student achievement. It is important that children feel safe at school because not only do they learn more effectively when they feel safe, they are more likely to stay in school. This measure reflects students' perceptions related to school safety. Data for this measure is collected through the Ministry of Education's Satisfaction Survey, which is administered annually to students at the school level in Grades 4, 7, 10, and 12, and to parents and staff.

Variance Analysis

Results from the 2002/03 Satisfaction Survey show an increase of two per cent in satisfaction for elementary students, while results for secondary students are up one per cent. Year-over-year and trend-over-time data indicate students are feeling safer in their schools, and the ministry aims to build on this trend with the Safe, Caring, and Orderly Schools initiative.

Data Confidence

• Source: Satisfaction Survey, Ministry of Education.
• Collection Method: all responses are either scanned by ministry staff, or collected directly into a database from the online instrument. The data is transferred into the Education Data Warehouse, where it undergoes a final check for accuracy.
• Reporting Period: Satisfaction Surveys are administered electronically and physically each year, from January to March and the results are released in late May, on the ministry's website.²⁹
• Data Reliability: an annual technical analysis of the survey questions is conducted and those analyses have shown the survey instrument to be valid and reliable.
• Timeliness: the data are available annually.

Performance Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2005/06 Actual	Variance (2002/ 03 to 2003/ 04)
8. Percentage of public school students who report feeling safe in school					Year-over-year improve- ment	2004/05 results will be available in late June 2005
Elementary	N/A	80%	80%	82%			+2%
Secondary	N/A	71%	70%	71%			+1%

9. Percentage of public school parents who report that their child feels safe in school

Description

This measures parents' perceptions of their child's safety at school.

Variance Analysis

Results from the 2004 Satisfaction Survey show an increase in scores for parents of elementary students, up one per cent to 87 per cent. Results for parents of secondary school students also show improvement, with scores up three per cent to 81 per cent.

Data Confidence

This information is the same as for the previous performance measure.

Perfcormane Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2005/06 Actual	Variance (2002/ 03 to 2003/ 04)
9. Percentage of public school parents who report that their child feels safe in school					Year-over-year improve- ment	2004/05 results will be available in late June 2005
Elementary School Parents	N/A	84%	86%	87%			+1%
Secondary School Parents	N/A	77%	78%	81%			+3%

Goal 2: A high quality performance-oriented education system

In a high quality performance-oriented education system, the focus of the entire system is on a data driven, results-based, and flexible approach to improving student achievement. The best way to ensure student success is to offer students relevant choices that fit their needs and interests. Such a system results in access to quality education for all students, learning choices for parents and students, and is measured by the level of satisfaction reported by students and parents.

In order to support school boards' efforts to expand choice in the schools, the ministry has removed barriers that might have hampered the achievement of this goal. The ministry will continue to work with school boards to examine ways to make use of schools as community centres; this work will include conducting a review of under-utilized school facilities that could be used as daycare centers, seniors' centers or parent centers. The choice to integrate services, supports, and partnerships will lead to improved student learning, stronger families and healthier communities.

Core Business

• Public Schools
• Independent Schools
• Debt Services and Amortization
• Executive and Support Services

Outcomes

• Access to quality education for all students
• Learning choices for students and parents
• Evidence-based goals are used to improve achievement
• Increased efficiency and effectiveness throughout the system

Objective 1: Parents are empowered to become more involved
in the K–12 education system.

The ministry has worked with school boards to ensure parents have opportunities to be involved in the education system. When parents are involved in their child's education, achievement levels improve. Strategies to increase parent involvement include providing more opportunities for parents to contribute to their child's education and providing parents with the information they need to make informed choices with respect to their child's education. As part of the Ministry of Education's commitment to further involve parents in the education system a number of initiatives have been launched over the past three years, including guaranteeing the right of parents to volunteer in their child's school, and monitoring and reporting parent satisfaction. To continue to assist parents in taking an active and critical role in their children's education, the ministry allocated an extra $11.3 million dollars in funding for Parent Advisory Councils on March 31st, 2005.

The ministry has also made progress on providing parents with information — with the introduction of the Choice Finder tool³⁰ on the ministry website, parents and students can choose programs to fit each student's unique talents and interests.

Key Strategies

• Provide more opportunities for parents to contribute to their child's learning, such as School Planning Councils and the Parent Learning Centre.
• Provide information for parents, through Achieve BC website and Helping Your Child Learn booklets, for example.

Performance Measures and Results

10. Percentage of public school parents satisfied with their child's school and education

Description

This measure indicates the level of parent satisfaction with respect to their child's school and education. Assessment of the satisfaction levels of parents and students is key to determining the performance of the education system. The data for this performance measure is gathered at the school level from the annual Satisfaction Survey so it can be incorporated into school performance plans and used for planning and decision-making. In general, parents are more satisfied with their child's school when they are involved in the planning and decision-making process, and when they are provided with the information to make informed decisions regarding their child's education.

Variance Analysis

The results from 2003/04 show steady year over year gains in this area, and are indicative of a positive trend in parental satisfaction. Satisfaction results for parents of elementary school students is up one per cent, while for parents of secondary school students satisfaction is up two per cent. To build on these results the ministry will continue its efforts to involve parents in their children's education through School Planning Councils, and to increase the capacity of SPC's. The ministry will also continue to provide timely information to parents regarding their children's education.

Data Confidence

Same as previous performance measure relating to the Satisfaction Survey.

Performance Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2005/06 Actual	Variance (2002/ 03 to 2003/ 04)
10. Percent- age of public school parents satisfied with their child's school and education					Year-over-year improve- ment	2004/05 results will be available in late June 2005
Elementary School Parents	N/A	76%	79%	80%			+1%
Secondary School Parents	N/A	64%	69%	71%			+2%

Objective 2: An environment of choice and flexibility exists in the K–12 education system.

The outcome for this objective is an education system that embodies choice and flexibility, where students are offered a variety of courses that are relevant and meet their needs, and the courses are available any time and any place. Flexibility and choice reflect the degree to which the education system meets the needs of students. In addition to encouraging school boards to enhance flexibility and choice, the ministry adopted three strategies to ensure the K–12 system meets the varied needs of a diverse student population.

The first strategy was to provide achievement and satisfaction data results to parents and students. Through public reports on the ministry website, Foundation Skills Assessment results, Provincial Exam results, and international assessments, such as PISA, are reported under the ministry's Summary of Key Information.³¹ The second strategy — "to monitor the impact of enabling legislation related to increased choice and flexibility" — was changed because the ministry thought it would be more meaningful and relevant to monitor the number of choice programs and schools instead of legislation. There are currently over 5,000 choice programs available to students in BC. Students and parents can find information on programs and schools of choice on the School Choice website. The final strategy was to maintain alternatives to the public system that meet provincial standards by providing certification and funding to independent schools and to ensure these schools meet the standards required under the Independent School Act by conducting inspections.

Key Strategies

• Provide student achievement and satisfaction data results to parents and students.
• Monitor number of choice programs and schools available to students.
• Maintain alternatives to the public system that meet provincial standards by providing certification, funding and conducting inspections.

Performance Measures and Results

11. Percentage of qualifying independent schools that receive funding

Description

This performance indicator measures the percentage of Group 1 and 2³² schools that receive funding. The Office of the Inspector of Independent Schools, under the Ministry of Education, issues Group classification certificates to BC independent schools every six years. External Evaluation Committees inspect schools for compliance with the Independent School Act, and based on their recommendations schools are issued a Group Classification. Group 1 and 2 schools are eligible for provincial funding. Schools are monitored every two years to ensure continued compliance with all of the requirements of the Act. Once a school has received funding, funding will continue unless the school is found in non-compliance with the Independent School Act.

Variance Analysis

The percentage of qualifying schools receiving funding has consistently remained at 100 per cent, with no variance.

Objective 3: An environment exists that supports quality teaching for quality learning in public schools.

To further support the goal of a high quality, performance-oriented education system, the ministry's objective was to foster an environment that supports quality teaching for quality learning in public schools. Critical to the success of this objective is building leadership capacity within the education system, through strategies such as the development and support of programs to assist principals in supervising learning in the classroom. As well, the ministry monitored the number of new choice programs available to students. The final strategy was designed to maintain alternatives to the public education system. The independent school system and distributed learning are both viable alternatives to the public school system, and the ministry is committed to ensuring that these alternatives meet criteria set out in legislation through certification, funding and conducting inspections.

Key Strategies

• Provide support for the development and implementation of a program assisting principals in more effectively supervising student learning in classrooms.
• Monitor implementation of legislation related to increased choice and flexibility.
• Maintain alternatives to the public system that meet provincial standards by providing certification, funding and conducting inspections/visits.

Performance Measures and Results

12. Funding envelopes allocated to school boards on time.

Description

The percentage of funding envelopes allocated to school boards on time is a measure of efficiency, indicating whether the ministry is meeting its funding commitments in a timely manner. This measure also indicates whether the ministry supports quality teaching for quality learning by providing funding to maintain alternatives to the public school system.

Variance Analysis

The ministry has consistently met its target of ensuring school boards receive funding envelopes on time. Compliance has been at 100 per cent for the last four reporting periods. Although the high rate of compliance indicates a high level of efficiency within the ministry for allocating funding, this measure will continue to be monitored.

Performance Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2005/06 Actual	Variance (2003/ 04 to 2004/ 05)
12. Funding envelopes allocated to school boards on time	100%	100%	100%	100%	Year-over-year improve- ment		No variance

Objective 4: Increased school board autonomy through de-regulation and streamlining processes while creating an environment of accountability.

This objective was intended to do two things: to increase the autonomy of school boards by freeing them from prescriptive regulations while at the same time to create or maintain strong accountability measures. The Ministry of Education adopted a number of strategies to meet this objective. The first, to reduce unnecessary administrative procedures and paperwork, is part of an ongoing process where every opportunity is taken to eliminate unnecessary procedures. The second strategy was to increase the ability of school boards to plan by providing stable three-year funding envelopes. The ministry has implemented multi-year funding envelopes that roll over every three years. To balance increased school board autonomy, the third strategy was to require annual Accountability Contracts from school boards. Under the comprehensive Accountability Framework, which includes Accountability Contracts, School Planning Councils, and School Performance Plans, each of the 60 school districts has an Accountability Contract in place, which must be submitted annually to the ministry.

A fourth strategy, also intended to increase efficiency, was to administer a portion of the Satisfaction Surveys online. For the 2003/04 school year, 42 per cent of the surveys were administered online, and the remaining 58 per cent were paper and pen surveys. For the 2004/05 school year, 63 per cent of the surveys were completed online, which is an increase of five per cent. The ministry will continue to implement electronic surveying as paper surveys are being phased out.³³ The final strategy under this objective was to introduce a more formal approach to managing risk. The ministry has developed and implemented a ministry-wide risk management plan, and will incorporate risk management measures into all future planning and decision-making processes.

Key Strategies

• Administer a portion of Satisfaction Surveys online.
• Reduce unnecessary administrative procedures and paperwork.
• Increase flexibility of boards to plan by providing rolling three-year funding.
• Require boards to submit annual accountability contracts.
• Introduce a more formal approach to managing risk.

Performance Measures and Results

13. Consultation for and pilot of implementation of a ministry-wide risk-management plan.

Description

The Risk Management Plan was chosen as a measure to assess the ministry's strategy to introduce a more formal approach to risk management. Strategically, the goal of applying risk management to ministry projects is to significantly improve the ministry's ability to deliver and manage projects. At the tactical or project level, the goals of risk management are to proactively assess the challenges a project may face, determine which risks must be dealt with, and implement strategies to deal with those risks. Ultimately, better management of risk within the ministry will lead to a more accountable and efficient organization.

Variance Analysis

The ministry Risk Management Plan was completed within the prescribed timeframe, therefore the ministry met its target and there was no variation from target. The ministry now incorporates risk management planning and assessment in all planning and decision-making processes.

Performance Measure	2000/01 Actual	2001/02 Actual	2002/03 Actual	2003/04 Actual	2004/05 Target	2005/06 Actual	Variance
13. Consulta- tion for and pilot of implementa- tion of a ministry-wide risk management plan	This measure was a new measure in the 2004–2007 Service Plan, to be reported on in the 2004/05 Annual Service Plan Report				Complete		No variance

Performance Measures — Changes from Previous Service Plan

As part of the ministry's ongoing efforts to fine-tune and streamline performance measures, in order to focus on the few critical aspects of performance, the following measures from the previous Service Plan (2004/0–2006/07) have been discontinued, added, or changed.

Deregulation

In support of government's commitment to reduce the regulatory burden in British Columbia, the Ministry of Education developed a three-year deregulation plan to reduce its regulatory requirements by 23 per cent by June 2004. The deregulation plan supports the ministry's objective to increase school board autonomy through deregulation and streamlining processes, while creating an environment of accountability. The ministry met and exceeded its target, achieving a 25.7 per cent reduction by June 2004, and has built on this trend by reducing the regulatory burden by 27.4 per cent as of March 2005. The ministry has committed to maintaining this reduced level of regulatory requirements through 2005/06.

In addition to reducing regulatory requirements, the ministry actively supports government's commitment to 'smart regulation' — focusing regulatory activities on outcomes. Student achievement and system accountability remain two key outcomes for the Ministry of Education.

	2002/03	2003/04	2004/05	Totals	2005/06
Target	12%	8%	3%	23%	0% increase
Achieved	13.9%	11.8%	1.7%	27.4%	—