A comparison of the mathematical performance of grade 3 students in provincial public and Islamic private schools in Ontario.

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Education, Administration.




This causal comparative study was designed to compare the mathematical performance of Grade 3 students in Provincial public and Islamic private schools in Ontario. Three hundred and fifty-eight third grade students' EQAO (Education Quality and Accountability Office) mathematics assessment results of the years 2001-2002 to 2003-2004 were analyzed. At the provincial standard (Level 3) in 2003-2004, An-noor Islamic school superseded the entire public school board by 2%. More than a half of the students of both An-noor Islamic school and Queen Victoria public school achieved at or above the provincial standard. In 2003-2004, more than a half (54%) of all students of Abraar Islamic School obtained Level 3 or the provincial standard whereas only, 21% of Pinecrest public school students obtained Level 3. The results indicated that Abraar school students outperformed their counterparts at Pinecrest public school students in mathematics. When the 2002-2003 EQAO assessments of An-noor Islamic School and Queen Victoria public school of Windsor, Ontario were compared, the results showed a significant difference in mathematics achievement between the two school types. The p-value reported was less than the selected significance level (i.e., p < .05). The exact p-value was found to be .015. When each private Islamic school's EQAO mathematics results were compared to the EQAO results of the entire province, only An-noor Islamic school versus Province of Ontario of 2002-2003 EQAO assessment results indicated significant difference. However, in most cases, the findings indicated that the school type (public or private) that a student attends had no significant effect on mathematical achievement. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .M644. Source: Masters Abstracts International, Volume: 45-01, page: 0036. Thesis (M.Ed.)--University of Windsor (Canada), 2006.