Monday, December 22, 2014

Strong school health programs = Long term success

People for Education

People for Education 641 Bloor St. W. Toronto, On M6G 1L1 Canada

Strong school health programs = Long term success

new paper from Bruce Ferguson (SickKids) and Keith Power (Memorial University), shows that strong mental and physical health programs in schools have broad and long-lasting individual, social and economic impacts. But they say that despite the evidence, comprehensive school health programs are rarely implemented and are often squeezed out by other priorities.
Ferguson and Powers review a wide range of programs and measurement tools and their findings provide strong support for broader measures of success that include physical and mental health.

Why citizenship education matters

In the 1970's and 80's, the vast majority (more than 80%) of 18 to 24-year-olds voted in federal elections. In 2011, only 39% voted.

In a new paper released this week, University of New Brunswick professor Alan Sears argues that the "weak and fragmented" state of citizenship education in our schools may be one of the reasons for the plummeting voter rate. He says that developing clearer goals and success measures for citizenship education would help to turn around growing citizen disengagement among young people.
Citizenship is one of five new domains that People for Education is proposing should be added to broader goals and measures for our public schools.
People for Education is excited to have two new papers to add to our Measuring What Matters initiative. And in the New Year we're taking Measuring What Matters on the road - presenting at conferences in Cincinnati and Chicago, an international UNESCO/Brookings Institute conference in Kigali, Rwanda, and closer to home, in Ottawa and Toronto.  

Tuesday, December 2, 2014

There is more to education than the 3 R's: measuring what matters

Measuring What Matters

People For Education did a survey
More than 4000 people responded to the Measuring What Matters survey, and expressed strong support for broadening the goals for education to include areas beyond literacy and numeracy:
  • 84% said the general public definitely or probably does not understand how schools contribute to students' success in domains like social emotional skills, creativity, health and citizenship.
  • 47% would probably or definitely not assume that if a school has good literacy and numeracy scores it is doing a good job overall.
Percentage of respondents who agree with expanded goals and measures
 Set goalsExpand measures
Social-emotional skills89%79%
Quality Learning Environments96%89%
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