Report Card on Alberta's High Schools : 2001 Edition
Notes
1. A good overview of the role of chief operating officers--and a school principal can certainly be considered the COO of a school--in quality and improvement can be found in J.M. Juran, Juran on Leadership for Quality: An Executive Handbook (New York: The Free Press, 1989).
2. Department for Education and Employment web site: http://www.dfee.gov.uk/perform.shtml (April 11, 2001)
3. See, for instance, http://www.learning.gov.ab.ca/k_12/testing/default.asp for a selection of reports on student outcomes.
4. For further information, see http://www.cde.ca.gov/psaa/api/.
5. For further information, see http://reportcard.ode.state.or.us/
6. Peter Cowley, Stephen Easton, and Michael Walker, A Secondary Schools Report Card for British Columbia, Public Policy Sources 9 (Vancouver, BC: The Fraser Institute, 1998).
7. Peter Cowley and Stephen Easton, The 1999 Report Card on Alberta's High Schools, Public Policy Sources 29 (Vancouver, BC: The Fraser Institute, 1999).
8. Peter Cowley and Richard Marceau, Report Card on Quebec's Secondary Schools: 2000 Edition (Vancouver, BC: The Fraser Institute, 2000).
9. Peter Cowley with Shahrokh Shahabi-Azad, Report Card on Ontario's Secondary Schools: 2001 Edition (Vancouver, BC: The Fraser Institute, 2001).
10. See, for instance, Michael Rutter et al., Fifteen Thousand Hours: Secondary Schools and Their Effects on Children (Cambridge, MA: Harvard University Press, 1979); Peter Mortimore et al., School Matters The Junior Years (Wells, Somerset: Open Books, 1988); and Joseph F. Johnson, Jr., Case Studies from the National Study of High-Performing, High-Poverty Schools, digital document: http://www.starcenter.org/priority/casestudies.htm (April 11, 2000) (STAR Center at the Charles A. Dana Center, University of Texas at Austin).
11. See the Beacon Schools program site at http://www.standards.dfee.gov.uk/beaconschools/.
12. The poll was conducted by Ad Hoc Recherche for the magazine, Les Affaires; see Kathy Noël, Pour une école plus traditionnelle, Les Affaires 73, 9 (March 3, 2001): page 9.
13. Peter Cowley and Stephen Easton, Second Annual Report Card on Alberta's High Schools, Studies in Education Policy (Vancouver, BC: The Fraser Institute, 2000).
14. The following diploma courses were offered for at least some of the years between 1995/1996 and 1999/2000: Applied Mathematics 30, Biology 30, Chemistry 30, English Language Arts 30, English Language Arts 33, Français 30, Mathematics 33, Physics 30, Pure Mathematics 30, Science 30, Social Studies 30, Social Studies 33. Students enrolled in francophone programs may write the examinations for many of these courses in French.
15. For purposes of the calculation of the final mark, the school-awarded mark and the diploma examination mark each count for 50% except for Applied Mathematics 30 and Pure Mathematics 30, where the diploma examination counts for 20% of the final mark during the introductory phase of these new courses.
16. Peter Cowley and Stephen Easton, Boys, Girls, and Grades: Academic Gender Balance in British Columbia's Secondary Schools, Public Policy Sources 22 (Vancouver, BC: The Fraser Institute, 1999).
17. Cowley and Easton, Boys, Girls, and Grades: page 7.
18. Cowley and Easton, Boys, Girls, and Grades: page 17.
19. Census 1996 data for the custom geographies used in the development of the socio-economic measures were provided by Statistics Canada
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