Online Q&A: School ratings

How does your school rate?  Yvan Guillemette, policy analyst for the C.D. Howe Institute answered your questions on the unique school comparisons it created that take socio-economic data into account.

The Q&A is now over, but please send us your comments.

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Q: Is there a similar study on high schools, or will you be conducting one in the future?

A: There is no similar study on high schools for the moment, and we have no current plans for one.

We do, however, have plans for a similar study of primary schools in Alberta and BC (and perhaps Quebec).

Q: Sorry, I don't understand the answer to my earlier question about how student postal codes were determined as a basis for this whole study.

Please clarify "a six-digit postal code" -- is that the student's home address or the school's address? What is a "census dissemination area?" When census data is used, does it actually relate to the individual student's circumstances, or does it relate to the population as a whole in that neighbourhood? (For example, in inner-city schools where the local school families are often poorer on average than the neighbourhood residents who don't have children.)

A: The six-digit postal codes used are the students' postal codes, from which we can tell in what census dissemination areas (DAs) they live. A DA is the smallest geographic unit available in the 2001 census. It includes 400 to 700 people. The school's community profile is then constructed by weighting the socio-economic variables of each DAs by the number of students at a given school that live in those DAs. Some of the socio-economic variables used relate to the entire population in the DA, others relate only to those with children.

Of course, ideally, one would like to be able to measure directly each individual student’s socio-economic characteristics and associate them with the student-level assessment results. Such data are not collected, however, because of concerns about privacy. Instead, one is able to measure only the average characteristics of households in the community from which a school draws its students -- and then only indirectly.

So, even though we do not know the socio-economic characteristics of individual students, the characteristics of the small census units in which students live can tell us much about them. And we can determine which small census units students live in because we know their postal codes.

Q: There's no rating for Thomas L. Wells Public School in Scarborough. It opened in 2005. Why didn't C.D. Howe include it?

A: To ensure fair representation, only schools where we have three years of data in all three assessments and 15 students or more per assessment per year are included in the rankings.

Since the school you mention opened less than three years ago, there is no evaluation for that school.

Q: In some schools there is a huge difference in rating between Grade 3 and Grade 6, for example, the Grade 3 percentile would be 20 but the Grade 6 is 80, or vice-versa.

What could be the reasons for such a discrepancy for the same school? In this case, how do you rate the overall performance of the school?

A: Such a large discrepancy between the Grade 3 score and the Grade 6 score is rare. When it happens, the most likely explanation is that the school is small, with perhaps only one or two classes in each grade, and that the teacher(s) in one grade is far better than the teacher(s) in the other grade. It could also be that for some reason the two grade are drawing students from different neighbourhoods, that is, from different socio-economic contexts.

Q: When defining postal code, what exactly is being used? (On page R1: "By linking student postal codes to census data on education, employment..." ). Is it the first three digits of the postal code?

I'm asking because I believe census data use the first three digits only. So where I live, this includes inner-city schools and schools that in the Star's terminology are "carriage trade." In other words, any attempt to define a neighbourhood using only the first three digits would be flawed.

A: A six-digit postal code is linked to either one census "dissemination area" or, in a smaller percentage of cases, to several dissemination areas. The "neighbourhood" is NOT a geographic concept in the sense of a physical area around a school. It is the actual dissemination areas in which the students at a given school live.

Q: What is the definition in the charts for the column "pass rate"? Achieving which levels - 3 and 4, or 2, 3 and 4? I'm not an expert but I believe 2 is considered a pass.

A: The pass rate is the percentage of students at a given school and grade that achieve at levels 3 or 4 according to EQAO Method 1.

Q: Which schools were compared against each other? Specifically, which schools was Bedford Park compared against?

A: Through the statistical methodology used, every school is effectively compared to every other school in the province. The methodology used is hard to fully grasp unless one is familiar with the statistical technique of regression analysis. To put it simply, a mathematical equation based on several socio-economic variables is estimated using the EQAO school results and the census variables for all schools in the province. This equation is then used to "predict" the score of each school given the particular values of the socio-economic variables for that school. If a school does better than this equation predicts, than it scores above the 50th percentile. If it does worse, then it scores below.

In this sense the comparison really uses all the information from all the schools in the province, the comparison is in no way restricted to a specific area or a specific socio-economic context.

Again, this methodology is explained in much more details in Signposts of Success, David Johnson's 2005 book available from the C.D. Howe Institute. It is explained more concisely with the help of Figure 1 in the e-brief available at http://www.cdhowe.org/pdf/ebrief_39.pdf.

Q: I live in Port Sydney and was looking at our local school's results. I noticed that the socio-economic factors was a factor of -21.4. How is this factor determined? Do they consider all residents or only those who have children in the school? Are seasonal residents included?

A: -21.4 is the adjusted pass rate for that school, that is, the pass rate from which we subtract the provincial average pass rate. It means that this school's pass rate is 21.4 percentage points below the provincial average (which is about 60). The adjusted pass rate has nothing to do with the socio-economic variables. The measures adjusted for the socio-economic factors are the percentiles.

Q: Why does David Johnson's formula take percentage of single detached homes as a socio-economic factor? My semi-detached home in Riverdale is worth many times more than many homes in other areas of the province. Does the high amount of semi-detached homes in Riverdale bring down our socio-economic rating? Are high density areas penalized or do they get a boost by his "crunching" formula?

A: The proportion of single detached homes in an area turns out to be a good indicator of wealth, stability and community involvement of the residents in that area. The higher the percentage of single detached homes in an area, the higher the socio-economic status of that area tends to be. Schools in an area with a higher percentage of single detached homes would be expected to do better, all else equal.

Q: Regarding alternative schools, are all students included in this testing? Also, for schools that have less the 16 students participating, why are the results not included and how do you get and accurate result for the past five years comparing with other schools?

A: The rankings use an average of three years of EQAO results over three assessments, but only if there are 15 students or more in all years/assessments. The reason this is done is to insure sufficient results for a fair and representative comparision. All students in public schools are included in the rankings if they meet the filters above. Alternative schools are included if they participate in the EQAO testing process.

Q: Please indicate the census data you have used in the study. What year is it taken from and what formula did the professor use to compensate for the factors considered?

A: The socio-economic data are from the 2001 Census. The detailed methodology included the regression equations used to construct the rankings are explained in Chapter 6 of David Johnson's book, Signposts of Success, available in print from the C.D. Howe Institute.

Q: Were private schools rated as well? If so, where can I find this information?

A: Only public schools that participate in the EQAO testing process were evaluated.

Q: How are the school ratings calculated? I know that EQAO is used as the primary source of data, are there any other assessments used? If EQAO is used, how do you adjust for the fact that the EQAO test has been changed recently, and therefore cannot be used to track students progress effectively? After all, the assessment cannot be used to assess if a school educates students.

For example, if a student moves into a school in Grade 3, and takes the EQAO test, it cannot be determined if the student improves. Of course the test will be taken again in Grade 6, but the test has changed since they last took it. Any comment?

A: Only EQAO test results are used, along with 2001 census data to adjust for the schools' socio-economic contexts. The EQAO data are not used to track a student's or a school's progress, they are used to evaluate what percentage of students in a grade meet EQAO standards as compared to other schools in similar socio-economic environments. To get a more representative evaluation, 3-year averages are used.

Q: Did the C.D. Howe Institute use Method 1 or Method 2 EQAO results? If Method 1 ... are you aware that there are many problems with this reporting? For example, Method 1 includes the results of Mildly Intellectually Disabled students. These students typically do not write EQAO and thus in Method 1 receive zeros. This skews the results of any school with an MID program.

Moreover, as a teacher I can tell you that our results almost always include scores of zero for children no longer even enrolled in our school at the time of EQAO testing. The ministry still has them listed as attending. Students absent, for example on a trip during testing (quite frequently happens nowadays in inner city schools - families travel during the school year) also count as zero and skew the results.

A: David Johnson's methodology uses EQAO "Method 1," because the process of exempting students from writing assessments creates more significant problems with Method 2.

His book explains the reasoning as follows (Chapter 5): "Some Ontario elementary school students are exempted from the Grade 3 and Grade 6 assessments undertaken by the Education Quality and Accountability Office (EQAO). Students can be exempted when, even with all possible accommodations, 'the student would be unable to participate productively and/or where the student’s participation would be harmful.' The overall exemption rate is quite low — falling between 4 and 7 percent — but it varies across years and across assessments. There is also some evidence that exemption rates vary across boards — that is, two schools with the same socio-economic characteristics but located in different boards can have systematically different exemption rates. Exemption rates are important because some users of school assessment results emphasize EQAO’s 'Method 2' presentation of results, which are open to manipulation. In this methodology, the key variable is not the percentage of all students at a school that achieves at Level 3 or Level 4 but the percentage that actually wrote the assessment at a school that achieves at those levels. Thus, a school or board that wanted to improve its apparent assessment results using Method 2 could do so simply by exempting more students who would not score at Level 3 or Level 4. In the logical extreme, 'perfect' Method 2 results could be obtained by exempting all students except those who would score at Level 3 or Level 4. Most school boards, EQAO itself, and most users of EQAO data do not make use of Method 2 results."

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C.D. Howe is the first organization to calculate the socio-economic level of each grade school in the province, and then compare its test scores with schools of a similar background, rather than lumping them all into the same crude ranking. Their way is a being hailed as a much fairer way of determining if a school is doing a good job educating its students.

Designed by Wilfrid Laurier economics professor David Johnson, the ratings calculate each school’s socio-economic profile based on census data for that neighbourhood, then compares test scores among schools with similar demographics, from family income to parents’ education. Schools scoring a 50 are about average; those below 80 are doing a tremendous job and those scoring in the 30th percentile or lower should be cause for concern.

Online Q&A: University matters

Are you one of the many students anxiously waiting for university acceptance letters to arrive? How do you make sure that your top choice is right for you?

Sharron and Mike McIntyre, authors of  University Matters, are this week's experts (bios below).

Submit your questions to them now, and check back later for their responses.

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Next question ...

Q: Some of my friends already have acceptance letters plus scholarship offers from universities. Isn't it too early for offers to be going out? Or is that only some universities? I'm a great student but am now feeling like I'm not a top choice and its discouraging. When can I realistically expect to hear?

A: Yes, some universities have already issued acceptances and offered scholarships, so it is not too early for offers to be going out. However, we do not know for a fact that this is the case for every university you might have applied to. Also, each university has its own strategy for offering scholarships and issuing letters of offer. The strategies vary so much it is impossible to figure out where you “rank” by comparing your experience to the experiences of others.

When can you expect to hear from the universities? Its really hard to say; it depends on a lot of factors that neither you nor we have much information about. We know it’s hard, but this is one of those times when patience pays off.

On a more general note, seeing others receive acceptances and scholarship offers can be discouraging, but all of us have to be careful about depending on the approval of others, even universities, for satisfaction about ourselves. It is a fact of life that all of us who do so are bound to be disappointed. A more constructive approach is to do the best we can at everything we do and take satisfaction in the fact we have done so - in other words, set and meet your own personal standards. If others do better, fine. If others fail to provide the approval we might think is justified, fine. Seek satisfaction in having done the best you can.

This leads into one of the realities of joining a university community. Many who show up at university were leaders in their various pursuits in high school – academics, sports, the arts – but find that with the concentration of talent, work ethic, and just plain raw intellectual horsepower that exists within the student body at universities, they are no longer at the top of the heap. This matters a lot if you define yourself in terms of how near the top of the heap you are. But it matters not at all if you define yourself in terms of what you actually do and how you do it – how well you meet your own personal standards. You can control the latter and take satisfaction in living life to your own, hopefully high, standards.

Q: We have noticed that some of the high schools aren't assisting the Grade 11 students with where and how they should seek information about universities.

We are choosing my daughter's Grade 12 classes, focusing on her strengths, interests and to obtain her 6 U credits. But those, especially if they have not decided a clear path, know what they won't be doing - ie math or sciences aren't their strength or field - but not sure what to choose.

Where should a parent/student look to sort out the best liberal arts/general studies direction to go in when still sorting the focus or career direction? Any suggestions? Thank you.

A: Yes, high schools do vary in their ability to help students with the important course selection decisions they must make going into Grade 12. For most of these students, the goal is to make Grade 12 course selections that provide them with the pre-requisites they need for the courses they wish to take when they reach university. So, the question is, how does one achieve this? First of all encourage your child to proactively seek help from their high school counsellor. There are some excellent advisors in the guidance community.

Universities typically publish a document known as a "viewbook." It typically describes the university and sets out all the programs the university offers. It often includes a table that specifies the Grade 12 courses that are required for each program. You can send away for the "viewbook" or, in many cases, look at it online.

Universities also spell out the requirements for completion of their degree programs in "calendars." The calendars include a large section devoted to admission requirements. To find out the Grade 12 courses required for each degree program, just look in the admissions section of your program's undergraduate calendar.

Also, the calendars spell out the courses one must take to complete each degree program as well as the pre-requisites for each course within a program. Typically the "100-level" or "1000-level" courses are the first year courses, and these specify their respective Grade 12 pre-requisites. So you can look in the degree program descriptions as well.

The following are helpful websites:

* www.ouac.on.ca, which provides direct links to the Ontario university calendars and a copy of INFO 71, which lists the program admission requirements for Ontario universities

* www.ouf.ca, a university fair held in Toronto

* http://www.electronicinfo.ca/html/english/pdf/uip.pdf, schedule of university visits to high schools.

Good luck!

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Other issues you might be wondering about:

* Are you ready for the transition? What kinds of resources are important to enable you to enjoy and succeed in your field of study? Does your target university have them? Consider your academic strengths and weaknesses and use the six months between now and September to make improvements where needed.

* Have you thought about how you are going to balance the many exciting opportunities that will be available to you? Are you fully informed to manage your mind, body and soul along with the temptations of sex, drugs and rock and roll?

* Are you set up to manage your finances? Most important, are you aware of the many resources available when something goes wrong for you or a friend?

Mike McIntyre has a bachelor of commerce degree from Queen's University and is a chartered accountant. He has an MBA from York University, and a Ph.D. in management from Queen's. He is currently a professor at the Sprott School of Business at Carleton, as well as at Queen's.

Sharron McIntyre attended Condordia University, earning a bachelor of commerce. She has an MBA from the University of Toronto. She also taught in the undergrad business program at Queen's and helped students with career planning.

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Technology in the classroom

Is blogging the new way to help students learn? How can teachers incorporate blogging into their lessons?

The Star spoke with Jason Nolan, an assistant professor at the School of Early Childhood Education at Ryerson University, about educational blogging and learning with technology.

Send your questions to Nolan or comments about using technology in the classroom.

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Q: Could you tell us a bit about your research?

A: I’ve been exploring the use of blogging tools in higher education since 2001 after spending a number of years experimenting with other online communications tools at the University of Toronto. I started working on it with a number of research assistants conceptualizing ways of developing pedagogically appropriate blogging tools; that is inventing models for bringing blogs into learning environments in a way that specifically helped teaching, learning and evaluation.

After completing a pilot project, and developing an open-source blogging platform called Edublog, the project was put aside because we felt that there wasn’t yet the interest in higher education for the wide-scale use of blogs in teaching and learning.

In 2005, I renewed the project in collaboration with Rochelle Mazar (Instructional Technology Liaison Librarian at the University of Toronto in Mississauga), and we have been sharing our experiences and resources on parallel projects at UTM and Ryerson.

Our next phase is something we call Metaphorica whose goal is to develop an open-source blogging platform that can be used in universities, colleges and school boards, and tie in with existing learning administration systems, such as BlackBoard.

Q: How can technology like chat boards and blogging be used by teachers and students?

A: Blogging is a novel technology when it comes to educational uses. In the past we have used bulletin boards and courseware to allow students to discuss topics. The dialogue was always situated around the classroom and the course content. And usually, when the course is over, the content was erased. As with essays and tests, students sometimes ended up with the impression that learning was about performing for the teacher and the class, and not part of a personal exploration of growth and development.

Blogging looks at communication in a different manner. Blogging is all about me. The location of the discussion is on the individual, not the class. As a student blogger, I would write about my personal experiences within the learning moment; how the lectures, discussions in class, readings intertwine with my own reflections and thoughts on the topic. The result is that a blog post can become a unique document of the learning process; one that is particular to each learner.

Blogging in university can become the start of a lifelong learning experience, as the student’s blog can follow her from class to class, year to year, and then follow off into the world of work.

There are so many potentially positive outcomes of student blogging. When a learner takes ownership of her ideas there is greater potential for the learning experience to become internalized. When the blog is an academic, personal and social tool for communication, students learn about the variety of ways they can express themselves, and they learn to negotiate between personal, private and public forms of communication. They also get experience, in a safe environment, in controlling the information that is made public about them, which can help keep them safe, but can also help them in their careers.

As part of the traditional university experience, blogs have an important place in the classroom. I use blogs as to learn what my students think is important in the reading, and what I need to focus on in my lectures. In one scenario, I have students write a 350-word blog post on the readings before class. I can skim these posts and pick out any insights or omissions that I would like to take up. I can, at a glance, know that 120 students have done the readings, and, unlike other instructors, I don’t have to hope that a significant percentage of students are prepared for class. I can use their blogs as raw material for developing quizzes and exam questions. I can use them as the starting point for research papers. And the blogs become invaluable in identifying potential problems with plagiarism. When you have 12 weeks of writing by a student it is very easy to see if something that appears anomalous in an essay is a problem or not.

I am an avid blogger myself, though I don’t really have the time for the sustained reflective pieces that I try to elicit from my students. I use blogs to keep students up-to-date on what’s going on in the class, news and information about the field whatever else comes to mind.

I have also started podcasting this year. My recent experiment was to create a podcast lecture and post it on my blog before, or just after, class.

Q: As a professor of early childhood education, do you believe these technologies can be used with preschoolers?

A: Children are keen observers and have a sense of what is important to them; though it can be hard for adults to know what’s going on. Digital photography is a great opportunity for them to creatively interact with the world around them, even before they can describe what is interesting to them orally or in writing. Children, even under the age of 3, are able to understand what is worthy of capturing on camera, though their attitudes are somewhat different from adults.

Research suggests that they are less interested in photographing people, framing the shot or even focus, but they are interested in documenting their world; taking pictures of what’s important to them. This is often possessions and pets.

Of course, there is the issue of protecting children’s information online. However, that does not mean that children cannot express themselves and share that information publicly. In fact, it’s very good for children and parents to know from an early age what’s appropriate to share online.

A photo of a favourite toy, or a drawing they have done, can be shared online in a blog, provided adult supervision ensures that no inappropriate information is included with the images.

Services like flickr.com allow for the easy uploading of images, and more importantly controls over who gets to see these images. It is easy for a parent to arrange for images to only be viewable by a preset group of individuals of her own choosing.

Children being able to share what they have observed and created with others (parents, family, peers) allows them to communicate what is important to them. It also creates an interesting record of a child’s experience that can be presented back to them when they get older. As long as their personal information is not attached to the record, the child can decide later in life if they want to create a lifelong document of their experiences, or leave it anonymous.

Podcasting and audio-blogging is also an interesting option for young children. As soon as children are old enough to use the telephone, they can use tools like livejournal.com to call a number and talk into the phone. That audio clip becomes a blog post. This, of course, must be done under parental supervision, and using livejournal.com’s tools for controlling access to who gets to hear and comment on the audio blog post.

This would allow me to spend the entire time in class carrying on small group discussions, working in the lab, dealing with issues and questions, and the students would be able to listen to the “lecture” on their own time, sometimes over and over.

Everyone involved agreed that podcasting the lecturing component of the course allowed for more direct student/professor contact time, issues and questions could be taken up in detail, and students were able to do group work in class.

For students with busy schedules, part-time jobs, and in some cases families, any technology that can maximize communication and actually increase face to face contact in the learning environment is valuable.

Online Q&A: Study skills

So it's exam time and you're stressing. Do you need some study tips?

Toronto professor Bernie Gaidosch will let you in on the study secrets he's developed over his decades of teaching.

Gaidosch is the author of many books, including "The Professor’s Secrets: Breaking the silence — How to write essays and Term Papers" and "How to get top marks on tests and exams." He's also a consultant to school boards and various educational organizations.

Please send us your questions and then check back here for his answers.

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First question: I've been up studying well past midnight every day for my exams this term but I still don't feel prepared. My parents say I shouldn't be up that late and be better organized but at this time of year and with the amount I have left to cover I think I need to stay up that late!!!!!

A: There's a big difference between effective studying and just "going in circles" and not really achieving anything. When you're simply reading without a purpose, you're not focused on a specific goal. You end up going over the same page numerous times, but without retaining useful information or concepts. This can lead to feelings of frustration, anxiety or purposelessness.

Try these tips to help yourself focus your reading and studying:

*Create a list of "chapter objectives" - ask yourself "what are the goals or highlights of this chapter?" and then itemize them

*Use cue cards (or a computer file) to connect the most important chapter points to your most important lecture notes

*Review class notes regularly to make sure you're on the right track

*Make up possible test/exam questions for yourself

*Connect with classmates to compare your notes and ideas about the material

*Look over previous tests, quizzes and exams you've done to identify possible future test questions

*Review definitions, terms and concepts highlighted by the teacher

Following this kind of study pattern on a regular basis allows you to prepare in advance - and that means you're not just "spinning your wheels" at the last minute.

Q: What is the best way to study for a multiple choice exam? Short-answer essay?

A: Your worst enemy for multiple-choice exams is guessing. As a "remedy," students sometimes play the odds by marking, say, all the C's on the test in the hopes that the majority will be the right answer. But that's still a guessing-game. The best solutions for doing well on this kind of test are:

*Eliminate the guesswork by preparing - start studying a minimum of one week before the test

*Memorize the most important concepts, ideas, definitions and statistics

*Work on identifying primary material from material that is only secondary in importance

*Practice making up likely test questions

*Work with a study group of your classmates to ask each other questions you've all made up

*When you're writing the test, read it over quickly first, then answer all the easier questions

*When you read through it a second time, tackle the harder questions - but you'll already have some confidence from the ones you've answered.

For a short-answer essay exam, do everything above as well as:

*Write a one-line answer to the question that's being asked

*Cluster only two or three main supporting ideas - then develop each one briefly

*Create a short outline before you write the final draft

*Leave enough time time to correct for errors in content and writing.

Q: Hi there. Are the early hours of the morning the best time to start studying? I always find when I wake up in the morning it takes me a lot longer to get rolling with the different sections/chapters because by around 2-3 pm, that’s when I actually have a grasp on things and I’m actually focusing. And in addition, I always find myself reading and calculating for about 5-30 minutes and then I take breaks in between these intervals. What can I do to make my studying time much more efficient? Or is my current method good? Regards, Aumharan.

A: Students function at their peak levels in many different ways. I've seen students exhausted in my early morning classes and I've also seen them exhausted in my late afternoon classes. So there's no one right answer for everyone, but there are things all students can do to maximize their energy efficiency and alertness:

*Know how you function on a physical basis - knowing if you're a "morning person" or a "night owl" can tell you much about when you'll do your best work

*Get sufficient rest and eat well-balanced meals - if you're hungry or tired you're not going to learn much

*Learn how to deal with "test stress" - prepare a week for a test, compare notes with classmates, learn some calming techniques

*Alternate the material you're studying to avoid boredom or inattention

*Learn how to deal with procrastination - tackle your task immediately, break it down into manageable parts

*Make the most of your break times - change from sitting to standing to walking, make a pattern of your study times

*Use "down time" productively - that is, any time you spend in transit, waiting in a dentist's office, or even a few moments during lunch or class breaks.

Q: Thank you for taking my question. My question is I'm not so concerned about exams, but about how to stay on top of things during the school year. I am always cramming at exam time and I do well but I don't like to have to cram. Is there a way to balance work and study on a week-to-week basis?

A: That old saying "an ounce of prevention is worth a pound of cure" can be rewritten for students as "an ounce of preparation is better than a ton of struggles." There are students who always seem to be grasping at anything before a big exam and then there are those who are confident because they're prepared. Here are some tips to focus your study time so that it becomes useful:

*Prepare over the whole semester, not just right before the "big test"

*Write your important test/assignment/essay/exam dates onto a big box calendar so you can see what's coming up and when

*Create a study system--cue cards (or computer files) to capture lecture highlights, colour-coded folders for each course to minimize confusion

*Learn how to "take notes from your notes" by condensing highlights onto cue cards for quick and easy reference

*Pay attention to signals/reminders from your teacher or professor as to what could appear on the test

*On a regular basis, review class handouts, chapter highlights or summary sheets

*Make study checklists - include important dates, tasks, assignments and skills needed for each course

*Use a study group of motivated classmates who can meet regularly to go over course material

*Create a time managment system for yourself that blocks off class time, work time and study time so you know exactly what time is available to you.

Q: I am a graduate student and, thankfully, my program doesn't have tests or exams. I tend to do relatively well on the written assignments, but I tend to go overboard with essays sometimes. I always want to find another source and up-to-date information on my topic. This often stresses me out and, ironically, even makes me miss deadlines sometimes even though I start my essays way ahead of time (usually well before my peers). How can I better plan my time, train myself to accept that I cannot possibly know everything about a possible topic, and feel more comfortable about handing in my work even though it might not contain every possible source out there? Thanks in advance!

A: What you're describing is the tendency to overwrite. Rather than focus on a finite response to an essay question, your impulse is to create the "perfect" answer - and that usually results in your trying to do too much.

A better alternative is to understand that a good essay doesn't have to say everything - it just has to same something well. Use these tips to set reasonable parameters for your essay writing and you'll probably be more pleased with the results:

*Look at your essay as an answer to a question or as a response to a proposition

*No matter what the length of the essay finally becomes, reduce your answer to one sentence: "I'm trying to prove that...."

*Refer to your one-sentence statement as a guideline while you're writing to keep from going off topic

*Pick a few of the best points that led you to your answer and develop each one into a supporting paragraph

*Structure your points from "strong" to "strongest" as you're building toward the conclusion

*Be sure to inform your reader of your answer and its supporting evidence in the introduction

*Use the concluding paragraph to drive home your answer strongly now that you've given your evidence for it.

If you imagine you're a lawyer arguing that her client is not guilty of the charges, your argument simply depends on how effectively you shape the existing evidence in the case. You certainly aren't required to deal with every iota of material - just with what's germane to your point of view. In short - it's up to you to control the material, not the other way around.

Q: Hi - I am not able to concentrate while studying, though the will is there - I feel motivated and intrested but can't get a plan into action. Could you give me some suggestions so that I can get good grades?

A: The whole idea behind writing a great test or exam is to be able to focus effectively on the task at hand. This situation is usually only a short-term one, so it doesn't require an ongoing heightened state of concentration. But it does require you to do certain things well over a few days or a week before the exam to achieve the best result possible:

*Become proactive - itemize and focus on actual things you can do instead of giving in to negativity

*Isolate yourself - avoid the distractions presented by well-intentioned friends and family members. Hang a "do not disturb" sign on your door if you have to and let people know what your "off hours" are

*Do some "creative cramming" - review highlights from notes, quiz cards and old tests. Create possible test questions for yourself. Know something about every topic instead of everything about only a few

*Use the "bits and bites" method - break down your task into manageable chunks rather than become overwhelmed by the entire task as a whole

*Use word association as a memorizing technique - to help retrieve facts, connect a concept with a name. For example, "mortgagee" rhymes with "Eddie"

*Alternate course material regularly - interchange studying from your textbook with reading over notes as well as reviewing previous tests

*Use positive visualization - painting a mental picture of yourself doing well on that exam is a helpful technique to reduce stress levels.

Online Q&A: MBA programs

Considering an MBA? Wondering which program is best for you? Thanks for joining today's education Q&A with our panel of MBA experts. We're no longer taking your questions, but please send us your comments.

David M. Saunders, dean of Queen's University’s School of Business
Since joining Queen’s in 2003, Saunders has led the development of a new strategic plan for the school, launched two MBA programs and signed up top business school partners for Queen’s in Europe, Asia and South America. Saunders is chair of the Canadian Federation of Business School Deans, and a board member of the Association to Advance Collegiate Schools of Business and the European Foundation for Management Development.

Lisa Wiens, recent graduate of the University of Western Ontario’s Richard Ivey School of Business
Wiens, 28, grew up in Vancouver, graduated from Carleton University and spent four years with Pollara, a marketing research firm, where she was associate vice-president. She was Ivey’s class valedictorian in April. While at Ivey, Lisa was involved in the leader project, teaching entrepreneurship to students in Eastern Europe, women’s rugby, the wine tasting club, the consulting club and the buddy program. In October 2006, she will begin working for the Boston Consulting Group in Toronto.

Matt Wallace, student, York University’s Schulich School of Business
Wallace is a second-year MBA student, specializing in finance. He has an honours bachelor of science degree in molecular biology and worked as a business development specialist in the mutual fund-hedge fund industry before he started at Schulich, where he received several scholarships. He is co-captain of the Schulich MBA hockey team and vice-president of the Schulich Finance Association.

Our moderator is Sharda Prashad, a reporter for the Star's Business section and a graduate of the Kellogg-Schulich Executive MBA program, and a chartered accountant.

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Sharda Prashad, moderator: The discussion topic of today’s forum on choosing an MBA program has drawn a great response from prospective MBA students. We have received an overwhelming response and unfortunately will not be able to answer all of your questions. But we will try to answer as many as possible.

Let's get started.

The first question comes from a reader who wonders whether it is necessary to have a bachelor’s degree in order to apply for an MBA program. The reader wonders, "I currently have almost seven years of university education in the Philippines but I was not able to finish my course due to my family migrating here in Canada. Back home I have three years of liberal arts education and the remaining three years in computer engineering. I was on my last year of studies for my engineering course when my family migrated here. I tried entering an undergraduate program at some Canadian university but they told me I need to start all over again. Is there a program that I can bypass this recommendation and go straight to my MBA? I recently got certification like the "personal financial planner" from the Institute of Canadian Bankers, an Associate Institute of Canadian Bankers Certification and am taking the CFA LEVEL 1 exam this June 2007, plus I have two years of related work experience in a Canadian bank. Please enlighten me on my admission requirements. Thanks!!"

Dean Saunders: Generally most schools require a bachelor’s degree for entrance to an MBA program but there are some exceptions. You will have to contact each school individually to find out what their requirements are.

Sharda Prashad, moderator: Thanks David. Another reader asks whether it’s best to jump straight into an MBA program after completing an undergraduate degree, or whether it makes sense to wait a few years?

Matt Wallace, MBA student: The MBA experience is more rewarding with a couple of years of experience behind you. You’ll be able to contribute in class discussions more meaningfully, have a better grasp of general and/or specific business concepts, and have a better frame of reference for the material. Also, you wouldn’t be able to get into Schulich without at least two years’ work experience. Most of the MBAs in my class at Schulich have around four to seven years of experience on average.

Sharda Prashad, moderator: I agree Matt. I think having a practical understanding of how corporations work can only help. MBA programs use many real world examples. If you’ve already experienced the business world, you’ll be better able to relate to class content. Class assignments often require you to discuss and analyze your business experience. Many MBA programs require at least a few years of work experience.

Dean Saunders: This is a source of continued debate. Most faculty members would argue that you would gain more from your MBA if you had previous work experience. At Queen’s School of Business, we require a minimum of two years experience for our full-time MBA program. There are some schools, however, that offer a work placement as part of their program, which you may want to consider.

Lisa Wiens, recent graduate: First, it will provide you with direction in terms of your career goals and what you want to get out of your MBA, thereby maximizing your return on investment. Because of my work experience, for example, I knew that I wanted to hone a strong understanding of a business’s financial architecture, and that post-MBA I would excel in a position that was client-facing, deadline driven, and analytical. I did not know these things about myself when I finished my undergraduate degree.

As well, a class of MBA students with work experience fosters deeper learning. At the Richard Ivey School of Business, which I attended, much of the learning comes from fellow students. My class included an investment banker, a pharmacist, and a lawyer, to name a few, and the tapestry of experience and industry expertise they brought to the table enhanced my learning and the depth of our discussions. MBA students with work experience bring more practical solutions to business problems, because they’ve seen first hand what works and what doesn’t. These are the lessons that even the best textbook can’t teach.

Finally, much of the value that an MBA provides is the network you develop, and the richer the combined experience of your class, the more valuable it is as a resource. When I first considered a career in management consulting, for example, I was able to chat with classmates of mine who had worked in the industry and had a web of contacts to share. This insight was invaluable as I forged a new career path.

This is, of course, not to say that there are no merits to a program that accepts students without work experience. However, I would encourage you to think carefully about what you’re looking for in an MBA program, and make sure that the program you choose will deliver.

Sharda Prashad, moderator: The next question comes from a reader who asks a question many prospective MBA students have: Is an MBA worth the cost?

Matt Wallace, current student: As a rule of thumb, students completing the MBA at Schulich on average double their entering salary after graduation. That’s a pretty great return on investment. I believe Forbes ranked Schulich number one in the world among two-year MBA programs for return on investment. But you have to remember these are averages – some people make a lot more, others less, depending on the industry they go into, and the experience and skill set they bring to the job.

Sharda Prashad, moderator: There are rankings that show average salaries of MBA graduates from different schools. Matt makes a great point about emphasising these are averages only. In my case, I probably brought my school’s average salary down because I became a journalist rather than continuing to pursue a business career.

Lisa Wiens, recent graduate: There are two ways to think about the financial return an MBA will yield you – short-term and long-term. However, not all MBAs will earn you the same return, so it’s important to evaluate each school individually.

As a graduate of the Richard Ivey School of Business, I have absolute confidence in the school’s ability to generate a sizable financial return to its graduates. In the short-term, Ivey graduates continue to earn the highest salaries among Canadian business schools and Ivey is the only school whose graduates earn more than US $100,000 three years after graduation. Personally, my salary tripled from the time I left my job to pursue my MBA at Ivey and my first year post-graduation. Longer-term, one-in-four Ivey alumni hold a position of director/vice-president and above, and Ivey has more graduates in executive positions in Canada’s top financial institutions than any other business school.

There are many factors which I believe contribute to a school’s ability to generate financial returns for its students. In making your decision, I would encourage you to critically consider each school’s alumni network, career management department, and curriculum.

Finally, I would encourage you to think beyond the financial returns. In the short-term, an MBA will allow you to advance within your current industry or make a career transition that would be near impossible without an MBA. In the longer-term, an MBA will provide you with flexibility to adapt to changes in your own interests and lifestyle, and to the general business environment. You’ll also develop friendships that will last a lifetime.

Dean Saunders: How much MBA graduates can earn varies greatly based on industry and individual experience. Our full-time MBA graduates typically see a complete return on their investment in the degree within two years.

Sharda Prashad, moderator: This reader has an interesting question, he or she wants to complete a second MBA degree. The specific question is: "I am a recent MBA graduate from Athabasca University with an GPA of 3.75. If I want to pursue another Executive MBA program in another university, will I receive exemption on courses?"

Dean Saunders: Many executive MBA programs operate on a cohort basis (everyone goes through the program at the same pace, frequently in teams) and, typically, would not provide you with any exemptions. Team-based learning is an important part of the MBA experience – something you should consider strongly when evaluating potential programs.

Sharda Prashad, moderator: When I completed my EMBA program, there was at least one student who already had an MBA. This student did not receive any exemptions.

Sharda Prashad, moderator: Dean Saunders, this reader has a very specific question: "I am a permanent resident of Canada (landed here on June 2005 on PR-Visa). I have done two years of full-time MBA from India which is called Post Graduation Diploma in Business Management PGDBM) in India in the session 1996-98, majoring in marketing. After that I was in a managerial post for four years, in India.

My query is: Am I eligible to enrol in an MBA course in any of the college or universities here without going through any pre-MBA course or some apprentice course? Secondly, even if I have to go through the same, can you throw some light on the job prospects please? I am a male of 33 years and I am more or less good in English (may not be having the Canadian or European accent but grammatically I am much better than many!).

Also, does the MBA hold as much value in Canada as it does in the US?"

Dean Saunders: PGDBM is generally recognized as an equivalent MBA in North America and, typically, people with this designation do not have to take pre-MBA courses. Given a good class standing, you should be able to enrol in a Canadian program. Speak to the MBA program directors at the schools you are interested in and find out what their graduate placement rate is and what kind of support their career services centre can provide you.

According to a recent survey that Queen’s School of Business commissioned through Environics Research Group, eight in 10 (78 per cent) executives say they would choose a candidate with an MBA over one without an MBA, if all other factors were equal. Given this response, I would say that an MBA is highly valued by Canadian business leaders.

Matt Wallace, student: There are many students in my classes from India with work experience there. You would have to check with the admissions office to see about credit transfers or exemptions, but I don’t foresee any obvious obstacles if your English language abilities are good.

(As for your question) Does the MBA hold as much value in Canada as it does in the U.S.?The MBA degree is increasingly considered the "price of admission" for anyone considering a management-level position at most companies and in most industries in Canada.

Sharda Prashad, moderator: Our next reader wonders what factors should be considered when choosing a program. The question is: "When choosing an MBA program, I am more interested in the content offered in the program at each of the universities I am comparing. Although, I would like to know, when choosing a school, is it important to also consider the reputation of the school? Or the length of time the program has been running? Newer programs, like the Ryerson MBA program, look interesting and I was wondering if prospective employers would give them any less value on my resume. Or are they are as good as the longer running MBA programs?"

Dean Saunders: The reputation of a business school should be critical factor in your decision. Schools with strong reputations will open more doors for job prospects and offer you a stronger network worldwide. In addition to curriculum, be sure to consider who else will be in the room studying with you. Ultimately, they will be members if your business network.

Lisa Wiens, recent graduate: Certainly, the content and design of an MBA program should be one of the most important factors that you consider. However, I believe that the other elements you mention, such as reputation and tenure, are also critical.

The reputation of a school is essentially its brand, and as a graduate of a school, you will carry its brand for life. Therefore, it’s important to choose a school with a reputation you identify with. I knew I wanted to attend a school that valued collaboration and had a strong reputation internationally so that I could pursue opportunities abroad … A school’s reputation will also impact your career opportunities in terms of which firms recruit at the school, and how it’s perceived by employers.

In my case, my new employer only actively recruits at select Canadian schools, so had I chosen another school, I may not have had the same opportunity. To determine a school’s reputation, it’s important to talk to as many people as possible. A good school will be able to put you in touch with current students, alumni, and employers so that you get a holistic picture of a school.

There are undeniably benefits to attending a school with a strong, extended history. The first advantage is experience. A school with longevity knows what works and what doesn’t in an MBA program. As well, an established school will have a larger alumni network for you to draw on. At Ivey, where the alumni base is over 18,000 strong, both recent and older alumni frequently return to the school to speak, to recruit, and to help current students in their career decisions. Alumni are also an invaluable resource post-graduation, as you navigate new business problems and consider new opportunities.

Matt Wallace, current student: I would carefully research the annual student calendar and course handbooks of all candidate schools to identify which programs interest you. Schools often have widely varying course offerings, particularly in specific industry segments.

Schulich offers unique programs such as the real property specialization, courses in business sustainability, and a financial service industry specialization. Most schools have a different philosophical outlook as well (Schulich’s being "global, diverse, and innovative"), and you will want to align it with yours. Handbooks can be downloaded from school websites.

As for reputation, I think its human nature that employers will have a different opinion of some schools versus others. Reputation was certainly one of the key reasons why I chose Schulich. There’s no denying that both employers and students all look at the rankings … The reputable global rankings such as FT, The Economist, Forbes, The Wall Street Journal, and several others give you an objective and independent opinion. As a prospective student, I would certainly take a look at the rankings when making my decision.

Sharda Prashad, moderator: A reader who will enter university next year wonders if it is better to complete an undergraduate degree at a university that offers an MBA program than one that does not?

Dean Saunders: It does not matter where you do your undergraduate degree, so choose a school that offers the program that best matches your interests. Most MBA programs will accept you regardless of your undergraduate background.

Matt Wallace, student: I believe any undergraduate degree from an accredited university is accepted. Whether your undergrad school offers an MBA or not is not relevant.

Lisa Wiens, recent graduate: As you consider various undergraduate programs, I would not put too much weight on your future MBA plans. I believe your undergraduate years are a time to find new passions, meet new people, and explore opportunities across multiple disciplines. Diverse backgrounds can actually add to the MBA experience. My undergraduate degree in political science taught me strong writing and analytical skills, and gave me an understanding of geo-political factors which influence business decisions, that I was able to share with my MBA classmates.

The school you chose will not have a significant impact on your application to an MBA program. Most Canadian MBA programs consider applicants with an undergraduate degree from a reputable institution, including all Canadian universities. A business undergraduate degree is not required. However, if you do decide to do an undergraduate degree in business, I would encourage you to explore relationships the school may have with its MBA counterpart. Students with an undergraduate business degree from Ivey, for example, are able to complete an MBA at an accelerated pace.

Sharda Prashad, moderator: A finance professional asks, "I am finance professional with a BBA and two years of experience. I want to further my studies in finance; what is better, an MBA or a Masters in Finance? Why would I pick one over the other?"

Matt Wallace, student: I’ve not looked at the Master of Finance program specifically, but I would speculate that it’s much more research-oriented and designed for students intent on continuing in academia, perhaps pursuing their PhD. The MBA is a more well-rounded business degree that covers the entire range of business concepts, including functional areas (finance, marketing, etc.) strategic planning, corporate sustainability, leadership and governance, etc. If you’re really strong on the quantitative side, Schulich has an MBA specialization in financial engineering that you may wish to consider.

Dean Saunders: The answer depends on what you eventually want to do. An MBA in finance will allow you to be a manager and a leader with a broader sense of an organization as a whole. On the other hand, if you want to be the content expert in finance, a Masters in Finance will help you drill down and hone your skills in that area.

Sharda Prashad, moderator: This reader asks a question virtually all prospective MBA students, including me, have: "What factors would you consider for comparing various MBA Schools? "

Matt Wallace, student: I would consider my philosophical "fit" with the school’s mandate. Identifying the school’s position on Canadian business issues and Canada’s role in the global economy starts with talking to representatives and students from the school, examining marketing materials, and reading business school ranking and reviewing publications.

Next, I would consider which areas of business I’m interested in. For example, someone interested in working in the public sector would quickly learn that some schools have stronger, more focused public administration departments than others. Then, I would talk to as many people as I could from each school about their experiences to fine-tune the decision. Lastly, you want to consider location, cost, and other practical aspects.

Sharda Prashad, moderator: You also need to consider what you want out of your MBA. Are you interested in networking with students who have extensive work experience? Do you want both Canadian and American professors? Is balancing course-load and workload important to you? Do you want to change fields? These types of questions may help you fine-tune your search.

Lisa Wiens, recent graduate: In making your decision regarding an MBA program, I would encourage you to focus more on finding a program that meets your needs, rather than one where you did your undergrad. While I did my undergraduate degree at a different university (Carleton), some of my MBA classmates at Ivey did their undergraduate degree at Western, and I don’t think it had a significant impact either way.

Factors which I believe are more important include the school’s learning format (for example, is it lecture or case-based), the quality and size of the career management department, the school’s culture (for example, is it known for being collaborative or competitive), the number and quality of firms which regularly recruit at the school, the school’s reputation, and the size and quality of the school’s alumni base. Most of this information will be available online.

However, to really get a first-hand perspective on a school, one of the best things you can do is visit the school, sit in on some classes and have lunch with current students. Ivey, for example, has a formal program which allows students to visit for a day, and get a true sense of a "day in the life of an Ivey student."

Sharda Prashad, moderator: An entrepreneur asks, "After completing my undergraduate degree I would like to become an entrepreneur and try my hand at a venture. Am I at a disadvantage if I start a business after graduating? Business schools like U of T require that you have reference letters from organizations that you have worked with. Are there any schools that have MBA programs for entrepreneurial-minded folks like myself?"

Matt Wallace, student: Absolutely. Schulich maintains an entire department of entrepreneurial studies. I’ve taken several courses in this area and it’s a very eye-opening and exciting facet of business. Taking the step of launching a venture out of undergrad would be looked upon very favorably by admissions.

Sharda Prashad, moderator: I agree. You don’t necessarily need a letter from an employer since the MBA admission process considers both entrepreneurs and those who have have followed a more traditional career path. MBA programs often require a letter of intent and an interview. There were several entrepreneurs in my EMBA program.

Dean Saunders: At Queen’s School of Business, we have a whole stream of our MBA program dedicated to innovation and entrepreneurship and welcome applicants with an entrepreneurial background. You can get reference letters from suppliers, customers or a member of your board of directors – not just an employer.

Lisa Wiens, recent grad: I do not believe that you will be at a disadvantage applying to an MBA program as an experienced entrepreneur. My MBA class at Ivey had a number of entrepreneurs, including Ryan Little, founder of Canada Helps and Hudson Nuptials. Ryan, as well as other entrepreneurs in my class, unquestionably benefitted from the program, and significantly enhanced my learning. In putting together MBA applications, entrepreneurs often get letters of recommendation from their mentors, partners, or customers. If you plan on continuing to pursue entrepreneurial ventures following your MBA, then certainly it is important to find a program which will hone these skills

… In making your decision, I would encourage you to talk to each school about the support it provides for budding entrepreneurs. The school should also be able to connect you with alumni who have pursued entrepreneurial ventures with whom you can discuss the merits of the school.

Sharda Prashad, moderator: A reader asks, "I have heard some people mention that it is in the students' best interest to take their MBA at a different school than the one they did their undergrad at. How much of an impact do you feel that has? What if I have many very positive relationships with the professors and administration already developed?"

Matt Wallace, student: I’ve heard people mention the same thing. However, I think it’s completely a matter of personal preference – are you the type that embraces change, or more comfortable with the familiar? If you really enjoy the school you completed your undergrad at, forged many strong contacts, and would like to be a contributor to it as a grad student, then go for it.

Sharda Prashad, moderator: My own opinion is the more perspectives you can get the better. I completed my undergrad and both of my master's degrees at different schools.

Sharda Prashad, moderator: A reader asks our panel to discuss the pros and cons of attending a part-time program rather than a full-time program.

Lisa Wiens, recent grad: If you are in the financial and personal position to be able to attend a full-time MBA program, there are certainly many advantages. Not only can you complete a full-time program more quickly than a part-time program, but you are able to dedicate yourself fully to the education.

In a part-time program, students are often torn between work obligations and school, and it’s often school that gets sacrificed. As well, full-time MBA students develop extremely strong bonds with their classmates because of the amount and intensity of time they spend together. A full-time MBA program provides more than just a business education; it fosters social relationships and experiences that are irreplaceable. Some of my closest friendships were developed during my MBA, and I am skeptical that we would be as close had we only seen each other a few times a month as is the case with many part-time programs.

However, part-time MBA programs are terrific for people unwilling or unable to sacrifice an income for a period of time, or those hesitant to leave their current job. As a result, part-time programs are often attractive to older students looking to advance within their current company or industry.

Dean Saunders: With a part-time MBA you continue working so you have the benefit of a steady income. Part-time programs do take two to three times longer than full-time programs, so this may put additional pressure on work and family commitments. While full-time programs take less time, you do give up your salary while in the program.

Matt Wallace, current student: Part time allows you to continue working and earning, while the workload in a full-time precludes any sort of employment! Schulich offers a very flexible program in this regard – there are classes entering three times during the year - classes start in January, May, and September - and you can tailor your own program to you needs or preference. You could go straight through the program in 4 consecutive semesters as I did (16 months total.) Or, you could take a four-month break to work, do an internship, or enjoy life after the first two semesters and then return for the final two (20 months total). Basically, at Schulich, you can switch between part-time and full-time based on your lifestyle or career demands. And you have the same MBA content, and the same MBA teachers in the part-time program that you have in the full-time program – which is a real bonus that you don’t often get at most schools.

Sharda Prashad, moderator: A reader has a specific question about completing a Canadian MBA after completing a management diploma abroad: “I have just finished a Post Graduate Diploma in Business (basically 2/3 of an MBA) from a school in the U.K. I did it via distance learning but it is a fully accredited school. I was thinking of finishing my MBA on campus in Canada to get my MBA degree. I have three questions: Will I likely have problems transferring my credits? Is there any advice about how to proceed? If I do finish via the distance route, are those degrees looked down upon?"

Dean Saunders: Each university has different rules that govern the number of credits you must earn at their institution to get a degree. If your school in the U.K. is fully accredited, it is likely that most universities will honour some of your credits. You’ll need to check with each school you are considering.

When distance degrees first came on the scene, they were treated with suspicion. As they have grown, some have developed strong reputations, while others have not. I recommend thoroughly researching the reputation and quality of each program you are interested in before applying.

Sharda Prashad, Moderator: A reader wants to know whether to attend an executive MBA program or a conventional full-time MBA program?

Dean Saunders: The three critical factors to consider when comparing business schools are: reputation, network and program curriculum.

With an executive MBA program, you retain your job while you study, which means an intensive course load while balancing your duties at work and at home. Conversely, full-time MBA students leave their jobs and focus solely on their studies, but they give up their income.

Executive MBA students tend to be older than full-time MBA students and they have more work experience. At Queen’s, our Executive MBA students have an average of 13 years experience and their average age is 35.

Another major difference in the two types of programs is cost: executive programs are more expensive than full-time programs.

Sharda Prashad, moderator: I decided to complete my EMBA because I wanted to work alongside students who like myself had extensive management experience. Professors for EMBA programs recognize students are already leaders in their organizations and accordingly gear course content, discussion and assignments to take advantage of that.

Sharda Prashad, moderator: A reader askes what impact technology has had on MBA programs?

Matt Wallace, student: Technology has greatly enhanced the MBA experience in many ways, especially in terms of resource access while conducting research and communication among students, student groups, and faculty. For example, wireless Internet on campus and the ubiquity of laptop computers has created a nearly paperless classroom, with students able to download lecture slides, write notes directly on the presentation, and take part in online discussion forums centering on class material.

The web-based research resources which students have access to are phenomenal, and the task more often than not ends up being deciding upon the best resource or paper rather than hunting one down in the first place.

Lastly, e-mail and course material databases form an integral part of the program. I can't imagine going through it without them.

Lisa Wiens, recent grad: I believe the most significant impact of IT on MBA programs is that it is expanding the scope of business problems that MBA students have to tackle.

As a business leaders, we need to understand the signicance of IT on our businesses. Within the classroom, technology is enhancing students' learning in many ways. To name one, traditionally, guest speakers would have to travel to the school, making it extremely time intensive. Now, speakers can talk to a class of students via teleconference, making it a much more attractive engagement for a broad range of speakers worldwide.

Dean Saunders: The Internet and other technologies have made MBA education available on a much broader basis than ever before. Students can access material 24/7, and stay connected to their team and professors throughout their studies like never before.

Sharda Prashad, moderator: A reader worries she doen’t have the right type of experience to apply for an MBA program. She asks, "I have a BA in English cultural studies and philosophy and have been working in the cultural industry for a year at a sponsorship consulting agency. I am now considering doing an MBA. In terms of acceptance to an MBA program, is work in a corporate landscape necessary?"

Lisa Wiens, recent grad: Business experience is not a requirement, nor is an undergraduate degree in business. However, your learning curve will be a lot steeper than that of someone with a background in finance, for example. But that's not to say it's an impossible feat. I had no business background, and adjusted just fine to the MBA program.

In selecting an MBA program, I would encourage you to find one which caters to students from a variety of backgrounds. Ivey, of which I am a graduate, accepts students from all different walks of life. My class included a kindergarten teacher, a pharmacist, and a former politican, as well as investment bankers and consultants. As well, the school offers a pre-MBA skill development program, which will provide you with some of the business fundamentals to ease the transition.

Dean Saunders: Work in a corporate setting is typically not required for entrance to an MBA program. Most MBA programs are interested in the quality of your managerial and other work experience - not which sector you have worked in.

Sharda Prashad, moderator: A reader wonders if age should be considered before you apply for an MBA program: "How old is too old to pursue an MBA and if you are in your 40s, do you still have the opportunity to increase your salary?"

Dean Saunders: From a learning perspective, you are never too old. I have seen students in top MBA programs who are well into their 40s. A salary increase would be related to your previous work experience and the type of positions you are considering upon completion of the program.

Sharda Prashad, moderator: If you have management experience, an executive MBA program could be an option. Students tend to be older as several years of business experience is needed to apply. In my program, there were many students in their 40s.

Matt Wallace, student: I don't think there is an age which is considered "too old" for the program. Most MBA classes involve group work. I've worked with many "older" students (40+ for sure!) and it's great because they have a lot to offer the group in terms of experience, and often have novel insight on topics. There are also excellent executive MBA programs offered by many schools, including Schulich, for experienced managers. It's never too late to further develop your business skills (and salary!).

Lisa Wiens, recent grad: I don't think you're ever too old to do an MBA and I do think that in most cases it will have a positive impact on your salary.

However, it's important to have realistic expectations. Many of the firms that recruit a large number of MBAs are looking for people who are adaptable, mouldable, can be trained, and will demonstrate a healthy respect for their superiors. Older candidates are sometimes perceived to be more "set in their ways," and therefore may be less attractive to large employers.

That being said, it will be important to consider how you're perceived by potential employers, and market yourself accordingly. As well, you may also want to be more selective in terms of the employers you target post-graduation.

Sharda Prashad, moderator: A reader asks, "Who would be 'true' target students of executive MBA programs such as the Queen's-Cornell or the Kellog Schulich? I realize both programs posted the average or 'typical' profiles of their students such as years of experience, etc. Would someone who is younger than the average age and has fewer years of average experience relative to the typical numbers posted have a lesser chance of admitted to the program? Thanks."

Dean Saunders: The ideal student for Queen's-Cornell and the Kellog-Schulich programs is someone with an international focus who wants to broaden their opportunities and fast-track their career.

The average age of a student in the Queen's-Cornell program is 34 and the range is from 28 to 50. We assess applications as a whole - the quality and extensiveness of an applicant's work experience is a key factor in our decision.

Sharda Prashad, moderator: The program I attended did have people who were younger and with a few years less experience than others. If you are interested in pursuing an EMBA, it doesn’t hurt to attend the information sessions and ask course directors about your specific situations. You may find you need to wait a few years, but at least you asked!

Sharda Prashad, moderator: A reader asks what the impact is of enrolling in a shorter MBA program. "A number of high-powered Canadian business schools, including Western and Queen's, have focused on intensive 12-month MBA programs in contrast to the more traditional two-year, eight-month segments, program format.

What implications, if any, do you folks feel this will have for new MBA graduates when compared against graduating candidates from schools where the two-year program structure is still in place? What feedback has "corporate Canada" provided about the apparent growth in and student preference of the 1 year educational format?"

Lisa Wiens, recent grad: First and foremost, corporate Canada is looking for intelligent, strategic, well-trained graduates. If schools can develop such individuals in 12 months rather than 16, then I believe graduates will find jobs.

There are a number of factors to consider in determining what program is right for you. In a 12-month program, recruiting season comes sooner, so there is not a lot of time for "soul searching." Therefore, it is important to enter such a program with a high level of self awareness. That is not to say that you have to know exactly what job you want, but I would encourage you to think about what type of job you think you'd enjoy and why.

Additionally, a 12-month program is extremely demanding. It requires students to jump in head first and commit their full selves to the experience. If you're not someone who works well under pressure, this may not be the program for you.

Finally, a 12-month program minimizes the time you're without an income, thereby reducing the cost of the program.

Sharda Prashad, moderator: Also, a longer program allows you more time to network with your peers. Your fellow students will be future business contacts. A shorter program could mean you’ll have less time to establish this network.

Matt Wallace, student: The MBA program is a high-pressure experience to begin with. It would become even more so when you compress such a volume of material into 12 months. But once again, I think it's a matter of preference. If you'd like to approach your education as a "sprint" and that works for you and fits with your career situation, then go for it!

Schulich is quite flexible with regard to program structuring as it allows for continuous enrolment (ie. you don't have to take a semester off, you can go "straight through"), switching between part- and full-time depending on what's happening in the rest of your life, and fast-tracking with the appropriate prerequisite courses from undergrad.

With respect to corporate Canada's perception, I would say the amount of work you put into your MBA will be recognized as such, whether it took you two years or 12 months.

Sharda Prashad, moderator: I'd like to thank all three of our panelists for participating in today's roundtable discussion on choosing an MBA. Also, thanks to readers for sending in so many great questions. An MBA is a lot of work but it can also be a very rewarding experience. I hope today's roundtable helped.

Online Q&A: Province-wide tests

Wondering about the province-wide tests? Your school or board results? Members of the Education Quality and Accountability Office answered reader questions last week in the Star's online education forum. Please send us your comments.

For individual board results, click here.

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Q: Province-wide, results are on the rise. Why do you think that is? What can schools and teachers do with these results? What are some of the highlights from the results you've just released?

A: Schools and school boards are using EQAO data, and data/information gathered locally, to help students improve their learning. Teachers are using the data to target specific areas where students need improvement. Programs are then being developed to address the specific learning needs.

More students in Grades 3 and 6 are performing at or above the provincial standard in reading, writing and mathematics.

There continues to be an achievement gap, in favour of girls, in all three subject areas, except in Grade 3 mathematics where boys outperformed girls by 1 per cent.

In all three subject areas, Grade 3 and 6 ESL/ELD learners made significant improvements in the percentage of students performing at or above the provincial standard.

In 2005-2006, the percentage of students with special needs, performing at or above the provincial standard, has increased. The gains made by Grade 6 students with special needs are slightly larger than the Grade 6 population as a whole in reading and writing.

Q: Are there any boards' results that are a cause for concern, or any areas you've identified where work is needed?

A: It would be inappropriate for EQAO to comment on the results of any specific board. Boards and schools can speak to their results within the full context of their program development and achievement levels.

Q: Some are saying the increase in results over the past few years has been "glacial." Is that to be expected?

A: Results from one year to the next can vary -- in fact results can even decline sometimes. At the provincial level, it is typically unusual to see large increases from one year to the next. The key is that there is an overall trend toward upward, sustainable increases over time.

Q: What does the government intend to do when its target of 75 per cent is reached?

A: EQAO cannot respond to this. It’s important to understand that EQAO is an arm’s length agency of the Government of Ontario, governed by an independent board of directors. Its role is to create, administer, score and report on tests that accurately and reliably measure student learning according to the expectations of The Ontario Curriculum. We try to ensure the feedback we provide can readily be used to target areas of further improvement for all students.

Think of EQAO as the constant and reliable measuring stick. It’s the government’s responsibility to set the curriculum, the provincial standard and also to establish provincial policy on educational matters, such as performance targets.

Q: Will test scores ever be used as a standard for teacher pay?

A: Again, the government establishes provincial policy on educational matters. This is not a topic to which EQAO can respond. What we can say is that EQAO tests measure cumulative learning, for example at the end of the Primary (Grade 3) and Junior (Grade 6) levels of education. Student achievement on the tests is therefore the product of all the teaching and other supports students have received over the years.

Q: Will tests always be paper and pencil with no hands-on?

A: At this time, there is no plan to introduce performance assessments that involve students working with materials (such as in a science experiment or an art project) . In mathematics, however, Grades 3 and 6 students may have access to manipulatives such as geoboards or base-ten blocks when responding to mathematics test questions.

Q: Who marks the tests? Can somebody just out of teachers' college mark the tests? What is the rate of pay?

A: The Grade 3, 6 and 9 tests just reported on were scored by trained, qualified Ontario educators. Recent graduates from Ontario teacher’s colleges are eligible to apply to become scorers. Qualified individuals should visit the section of EQAO’s website called “Educator Opportunities” for further details about employment opportunities.

Q: Does the public know that the government tests have been watered down so it is easier for students to achieve high scores?

A: This statement is not based in fact. The tests assess the same knowledge and skills in each administration and the questions contain the same balance in terms of difficulty level. Each year EQAO’s assessments are reviewed by experts in large scale assessment and validated as comparable from year to year. Each year students are required to demonstrate the same skill areas. The tests are comparable with previous years’ tests, as students are required to demonstrate the same skills.

Year-round schooling

It’s the middle of summer — should your child be in school? In some boards, including a handful in Greater Toronto, children are in class instead of on vacation.

Joel Weiss of the Ontario Institute for Studies in Education of the University of Toronto.

What is year-round schooling? Does it help children learn, and retain what they’ve learned, better than the traditional school calendar?

The Star asked Joel Weiss, an expert on the topic, about the strengths and weaknesses of a modified school calendar. Weiss is a retired faculty member of the Ontario Institute for Studies in Education at the University of Toronto, and is now a Senior Fellow at the Knowledge Media Design Institute at U of T. He’s researched and presented at year-round schooling conferences since 1990. At the request of Ontario's Ministry of Education, he also researched the Durham District School Board's efforts when implementing the year-round calendar in some schools.

Have a question or comment on year-round schooling? Please let us know.

Q: What is year-round schooling? When people first hear of it, it sounds like students don’t get any time off.

A: That’s a misconception - regardless of calendar configuration, students receive the same number of required instructional days.

There are about 2,000 students in Ontario attending year-round schools, which replaces scheduled lengthy summer holidays with several, shorter breaks throughout the year. In the U.S., there are about 2.5 million students on modified calendars.

There are several variations: “single-track” and “multi-track” configurations. In a “single-track” calendar, all the students and their teachers are on the same program, but there’s a change to the configuration of instruction and vacation days. According to the National Association for Year-Round Education, the most popular year-round “single-track” calendar is the 45/15 schedule, with 45 days (nine weeks) in class, then a 15-day, or three-week, break. There are other ways to split up the calendar such as 45/10, 60/20 or 90/30. NAYRE also has calendar comparisons.

In the Peel District School Board, for example, Roberta Bondar Public School students begin their school year next week - July 31st. Their first break is for two weeks in October; then a three-week Christmas break; a one-week break in February; two weeks in March; then the school year ends June 27, 2007. The school's website has a lot of information and links on year-round schools.

“Multi-track” schools are usually implemented because of overcrowding. This organizational structure can make economic sense by eliminating the need to build costly new schools. The “multi-track” schedule can accommodate as many as 25 or 30 per cent more students in a school by having it used all year long, with groupings of teachers and students on different schedules. Like the “single-track” system, holidays for the “multi-tracks” are dispersed throughout the year. The complexities of scheduling and often the resistance of some parents for having their children attend school during the summer makes this a less popular arrangement.

The first Canadian single-track school was initiated in Williams Lake, B.C. in the late 1980’s. In the 1990’s, Huntsville, Ontario was the site of another single-track school. In Greater Toronto, the Peel District School Board has a single-track school and in Durham, the site of an earlier failed attempt to implement single-track in four schools and a multi-track schedule in one other, there is a handful of schools which offer both the usual school calendar plus the year-round option.

Q: What is the history of the current school calendar?

A: I believe the biggest myth surrounding the current school calendar is the widely believed story that it originated with the 19th century agricultural calendar, giving children time off during peak moments in farming. But planting time and harvest time are usually spring and fall activities, respectively.

There is cumulative research evidence that warrants a more plausible history of the origins of the school calendar. The North American school calendar (September-June), stable since the 1920s, was developed as a result of the demands of an increasingly urbanized society.

Our research indicates that, contrary to the popular myth, rural areas in the nineteenth century were in favour of keeping the schools open during the summer. At least thirteen Ontario rural school boards signed the 1886 “Grey Petition” submitted to the Ontario government to keep schools open because age, long distances from home to school, and winter weather made attendance practically impossible. During bad winter weather, roads were often inaccessible and children were more prone to illness. Our results have been confirmed by other research conducted in Michigan, Virginia, and New York.

How did urbanization affect the calendar? The movement from a voluntary, sporadically attended school to the mandated September- June calendar owed its genesis to the shift to a more urbanized society. As people left the farm for larger urban areas, and with increased immigration from abroad, there were concerns about overcrowded conditions, potential health problems and a fear that idle working class youth would become social problems.

Over time, the school year was increased to its present structure, and the summer months became the major holiday time, in part because the heat in urban areas made it difficult to be in overcrowded schools. Also, as adults increasingly took their holidays during the summer (remember, this was before air conditioning in offices and factories) this allowed them to spend some time with the children. And there was the possibility that all kinds of diseases could be spread in the hot weather. Polio was a very real problem when I was a kid growing up in New York.

Q: What’s the problem with an eight to 13-week summer holiday?

A: The National Association for Year-Round Education out of San Diego says that children really need to have more structured breaks and some sort of organization where they have a certain amount of time in school and certain amount of time off.

With eight to 13 weeks, families often find out by the beginning of August that enough is enough, it’s simply too long. Perhaps the most compelling argument for changing the school calendar is for academic reasons — especially for children at risk — such as the “summer slide,” or what children forget during that long break.

If you start thinking about it, schools start to slow down as June progresses and when you come back in September, there’s the whole business of trying to catch up to where students were in May.

Q: What have studies found?

A: The kids at risk of having problems, the children from less-advantaged homes, are in jeopardy of falling behind over time. Children from middle-class environments go to summer camp, computer camp, museum schools — they have many opportunities the other kids don’t have. With all the activities, they are de facto in year-round schooling. So it has become a class issue. Studies have shown that if there are gains to be made from changing the calendar, the at-risk students are the ones who benefit the most from year-round schools.

Q: What are the advantages and disadvantages of year-round schooling?

A: Some people really believe that the major advantage is education; that with a much more consistent pattern of learning opportunities and breaks, that you don’t have that problem of students having that knowledge loss over time. There is a growing sense now that in order to be competitive globally, we can’t afford to let students slide; we need to get a competitive edge and we lose it when schooling is not doing the job it should be doing. Some of the results also indicate that gifted students may be advantaged through participation in school calendar change.

I believe that the change in the calendar allows for the opportunity to rethink how learning and teaching occur, and that suggests opportunities for more reflective educational practice.

A second major advantage seen by some is economic. As schooling has become much more expensive, and draws on the public purse for any number of different programs often in competition with other worthy societal areas, such as health, cost-savings may have to be found. Instead of building new schools, you are using the school building much more efficiently all year long in the “multi-track” system. In all fairness, it’s not clear how much savings will occur, because using the school plant for twelve months a year brings about more wear and tear on the school plant. As well, not all existing schools are equipped with, or can be modified for, air conditioning. So the cost savings might not be as optimistic as people say they are.

Perhaps the most important issue in why changing the school calendar is so controversial is that it’s a radical change from what people are used to, that it’s tampering with an important tradition in our society. Part of it has to do with the fact that the school calendar is one of the “great clocks” of society, a term coined by Todd Rakoff from Harvard Law School. The school calendar has to exist alongside other “great clocks”, such as work, leisure, and health.

For example, as more women are in the workforce, there would be a need for more, and perhaps different forms of, daycare coverage. For families with more than child, there may be issues arising from co-ordinating schedules of schools with different calendar arrangements.

One of the interesting research findings is evidence that teachers with young families are usually against calendar change, but those with older, or no, children support this change because it provides more flexibility to travel at other than peak times. Vacation times between the parents’ workplace and the school may have to be reorganized.

The leisure industries would be impacted, for example, there’s also some organized resistance from camps and resorts, which have built their business around summer vacations.

There’s also some concern about students who need summer jobs for the income; or that schools aren’t able to forge any sense of community or offer a full range of extracurricular programs.

Q: What’s the bottom line?

A: I believe the major issue around calendar change is how we approach changes in the various parts of our life - personal, professional, societal. With so much change taking place, how do we structure the ‘great clocks of our society” to accommodate their competing claims on who we are, our expectations, and what we achieve. For some, the status quo is acceptable, yet for others, change has become a necessity of life. Is the glass half-full, or half-empty when considering the complexities of changing the school calendar?

Online Q&A: School troubles

Bullies, mean teachers, killer exams, peer pressure, shopping nightmares, stressful deadlines, pushy parents and impossible kids -- you’re on holiday now but it won’t be long before it’s back to school again.

Freaked out? E-mail us your worst fears or concerns and we’ll try to solve your problems in our Aug. 24 Back to School section, brought to you by Margo Varadi, Brand New Planet’s youth advice columnist.

Online Q&A: Summer slide

How important is it to keep your children reading this summer? What should they be reading?

Ken Setterington

Ken Setterington is a widely respected and internationally known authority on children’s books and literacy. He was named the first Children and Youth Advocate for Library Services by the Toronto Public Library and won the prestigious Toronto Arts Award for Writing and Publishing for his work with children’s literature. Most recently, he co-wrote A Guide to Canadian Children’s Books. He has published two books for children with Tundra: The Snow Queen and Wild Swans.

Setterington answered your questions in the Star's most recent online education forum.

If you have any comments on this forum or ideas for future ones, please contact the Star's education editor.

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Q: Why is reading so important to children? What does research say about literacy and a child's development?

A: Reading is fundamental to a child's development. Life will be more challenging in so many ways from school, to entertainment if a child cannot read. There are many studies that show how a lack of facility in reading simply makes life more difficult for children and adults. Children who cannot read well often have a lack of self esteem.

There are also many studies that prove that the oppportunities in life are greatly diminished if one cannot read. If one thinks of a child in school who is struggling with reading - all their classes will be difficult.

Q: You are involved with a summer reading program. What is the impact of summer reading clubs? What do studies tell you about summer reading in general?

A: The TD Summer Reading Club is run in libraries in Toronto, Ontario and in many parts of Canada to help children find enjoyment in reading throughout the summer. Librarians and educators have long known that children who don't read over the summer lose some of their reading skills and start the school year disadvantaged.

Reading, like any skill, must be practiced. Studies in Canada, England and the United States all atest to the importance of summer reading. A recent study conducted across Canada, including Toronto, showed that children read more because of a summer reading club and wanted to join again. Children who join the TD summer Reading Club this year will get a terrific poster, stickers and a booklet full of activities. The theme is "Quest for Heroes" and we want children to be reading heroes this summer.

Q: Any other books/tips/ideas you have for families to keep reading this summer, and throughout the year?

A: First idea - go to your public library!

Aside from that parents need to remember that reading needs to be fun and interesting. Some ideas to consider:

* Turn the TV off

* Read out loud - even if your children can read on their own

* Make sure that Dad spends time reading out loud

* Model good reading behaviour - have everyone spend time each day.

* Use whatever interests your children - include newspapers, magazines, comics websites, as well as books

* Buy books as presents

*Visit Kids' Space on the Toronto Public Library website for a more complete list of tips.

Q: My daughter hasn't begun school yet, but I have a reading question for you. She is to start kindergarten in the fall. She's 5. I am curious as to what we should be reading to her now; she can't read on her own. Is it too young to introduce chapter books? What kind of books would you recommend for her as preparation for real school?

A: Chapter books, picture books, and also the easy-to-read books with large simple text are ideal to read with your daughter. She may not be able to read on her own, but she can get involved with the story and appreciate that books are fun. When you are reading with her, let her point out what is happening in the pictures, helping her develop her narrative skills.

If you are looking for simple chapter books, there are a number of them written by Jean Little that might appeal to her. Some children's chapter books deal with topics that are advanced for 5-year-olds, but there are many that you will enjoy reading out loud and she will enjoy hearing.

My strongest recommendation would be to encourage her to pick out picture books that she would like you to read to her (some will be read over and over again). The stories in picture books can prepare children for school and life. Some of my favourites are:

* Celia Lottridge, The Name of the Tree

* Ken Oppel, Peg and the Yeti

* James Sage, Sassy Gracie

* Marie-Louise Gay, Any Stella title

Q: I hear all the time about how boys don't like to read; and that too has been my experience. Are there any materials you can suggest for boys, seven and ten years old?

A: I think we have to be sure that we are respecting what boys are interested in. They might not be keen on picking up a novel, but they might enjoy comics or graphic novels.

In a recent study conducted across Canada, it was clear that boys like myths and legends as well as adventure, mystery and humourous books. We need to find out what the boys are interested in and then provide the materials for them. Novels may be intimidating, but there are many non-fiction books and magazines with lots of pictures and small bites of text that encourage reading. These materials are not as daunting as novels.

Visit the public library and browse through the vast non-fiction collection. The TD Summer Reading Club's theme "Quest for Heroes" was chosen because we know that boys are interested in heroes. There are lots of good legendary heroes that can be explored.

If your family is going on a family car trip, pick up a talking book. Listening to a great story on tape might encourage boys to read into a series after being introduced to the characters on tape. Try Linda Sue Park's A Single Shard or Christopher Paul Curtis's Bud, Not Buddy.

Finally, spend time reading aloud to your boys; they will enjoy it and so will you. Alan Cumyn's The Secret Life of Owen Skye will have everyone enjoying the story as will Brian Doyle's Angel Square. Children need to see their parents reading if they are going to want to spend time reading - thus let the children see the adults in the household reading.

Q: How important is it to keep children reading after school is out? Are there any tips for parents - how can you make reading a fun summer activity?

A: Like any skill, if you don't keep it up you lose proficiency. We know that children need to read over the summer if they are going to start school in the fall with the same reading ability they finished with in June.

Parents can make reading fun by reading aloud - using different voices for different parts reading together. Have your children read out jokes to you from a joke book or listen to books on tape - the public library has many of them.

Don't always read at night, but find different times of the day to share stories and books. Take children to the library and let them choose their own books. For special occasions let children buy their own books - everyone likes a new book.

Make reading a part of every day. That could be reading together on the computer, reading a recipe, reading instructions to put something together or reading an interesting story out loud from the newspaper.

Q: What books are out there for kids who have just learned to read? Any titles you prefer for beginner readers?

A: There are a large number of series are aimed directly at children who are just learning to read. They have controlled vocabularies, large print and have only a few words on every page. Series titles include "I can read," " Ready set read," "Jump into reading" and a multitude of others.

My personal favourities include the "Frog and Toad" books by Arnold Lobel and the easy-to-read books by James Marshall. Also look for simple titles by the ever-popular Dr. Suess and Canada's Jean Little. Boys often enjoy the crazy antics found in the Time Warp Trio books.

Q: My nephew, who is 7, seems to really like Geronimo Stilton. Is this appropriate for his age? What book series are there for boys or girls of that age or a bit older?

A: If he really likes the books, then he is well on his way to becoming a lifelong reader. He will no doubt soon be on his way to reading the Captain Underpants series. There are a variety of series that willl appeal to him, but he might like the challenge of something more demanding. Books like The Cricket in Times Square or Stuart Little. These books might be too hard for him to read on this own, but he will no doubt enjoy having them read to him.

Online Q&A: General education questions

Wondering about something going on in your school? Your school board? Wondering how to choose a college program, or about adjusting to university life?

The Star put your education questions to the experts in a recent online forum.

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Q: I am writing about my 5-year-old autistic son. He is attending Senior Kindergarten with a .25 educational assistant and an up-to-date Individual Education Plan (IEP) with the Durham District School Board.

I am hoping to get him a full-time EA for Grade 1 and have been told that no one student will get his or her own EA. Is this true? I know that some boards allow one-on-one support.

As a parent, what power do I have to fight for my son's needs?

Answer from Martyn Beckett, Superintendent of Education/Special Education, Durham District School Board ... Educational assistant (EA) support is based upon the educational needs of the student. The Identification, Placement, and Review Committee considers the needs of the student as well as the supports in the form of programming strategies (including accommodations and modifications to the curriculum), human resources, and specialized equipment for the student. Principals work with a committee at the board level to consider the EA needs for the students in their schools.

Parents are encouraged to discuss the educational needs of their child with their school principal. Principals, teachers, and EAs work in partnership with parents to provide a co-ordinated approach to the education of their child.

Answer from Valerie McDonald of parent advocacy group People for Education ... Some boards do not assign EAs to individual students, but they will assign EAs to classes where there are students who need full-time support.

It’s a funny distinction, but that’s how they put it. I think it is important for you to look carefully at the IEP. It should clearly state your son’s strengths and needs and outline the specific teaching strategies and accommodations; human resources (e.g. EA); and individualized equipment.

For the human resources identified in the IEP, the following information must be recorded:

* the type of service provided

* the date on which the service was initiated

* the planned frequency or intensity of the service

* the location in which the service is provided (i.e., regular classroom, resource-withdrawal classroom, or special education classroom)

(You should also take a look at the Ministry of Education's information on IEPs.)

It sounds like the "frequency of service" is listed as .25 EA. If you fee that this resource doesn’t provide sufficient support, then you ought to raise this at the Identification, Placement, and Review Committee (IPRC) review meeting. The IPRC should review your son’s placement annually. Given that he is moving from Kindergarten into Grade 1, there ought to be a thorough review of his placement to make sure that he has all the supports and an appropriate classroom placement to meet his needs.

If you haven't already had the IPRC, you should ask to have one as soon as possible. Most boards are holding reviews now and tend to do them for older students who are moving schools first, and then schedule younger students.

There’s some information about IPRCs and special education in general on our website.

You can also call or e-mail our parent support person extraordinaire, Jacqui Strachan, at 416-534-0100 if you have any further questions.

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Q: My son has special needs, he has an ISA1 and he is to be provided with a laptop and software programs. My son is at the Peel Region school board in the secondary panel.

The board is stating it is board policy that the laptop not be allowed home. We are greatly concerned about the lack of use and objective evalutions regarding the laptop and software program.

The board is also stating IT support is for staff only, not students. We had to sign a responsible waiver for the equipment. We have not found any documentation stating this is board policy.

We have contacted the Special Education Advisory Committee (SEAC) and are awaiting a reply. We wish to try to support our son at home with his laptop. How do we move forward ASAP? Thank you.

Answer from the Peel District School Board ... The Ministry of Education provides 80 per cent of the funds for the purchase of ISA1 equipment, and school boards cover the other 20 per cent from their operating budgets. Each year, the Peel District School Board spends about $500,000 on ISA1 equipment. We have a consistent practice across all our schools about the use of this equipment — since the equipment is intended to help support the student's learning in school, our practice is to keep ISA1 equipment at school. This practice is discussed regularly with the board's Special Education Advisory Committee, and we make sure to let parents know as well.

The reasoning behind this practice is to make sure that the equipment is available for the student at school to support their individual learning program. If the equipment is lost, stolen or damaged off school property, there is no ministry funding to replace it—nor will the board insurance cover the replacement costs. If the student were to forget the equipment at home, an entire day's learning would be lost.

Of course, we work with parents and students to develop individualized plans for dealing with homework. We provide software to students for home use — often they use a memory key to bring home software and to take their schoolwork back and forth between home and school. For example, the Peel board has purchased at-home licenses for a complete range of premier assistive software that students can use at home free of charge.

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Q: My child is going to miss the EQAO test this year because she is going on a trip. We scheduled this trip eight months before we knew when EQAO was going to be. Is it necessary for her to do it when we return?

Answer from the Education Quality and Accountability Office ... The EQAO administers the Grade 3/6 assessment between May 23-June 9 and the Grade 9 assessment between May 23-June 21.

The status of the student is conditional on the following:

* If the student is going to be away during the entire administration period then the student will be recorded as absent.

* If the student is returning after the school's selected administration period, but during EQAO's assessment dates, the school should make arrangement to accommodate the student and provide an opportunity to complete the assessment.

* If the student is returning following the administration period and the school/parents would like the child to participate in the assessment, the school is invited to contact the chief assessment officer at EQAO to determine what arrangements can be made. Please feel free to contact us either by phone, 1-888-327-7377, or e-mail.

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Q: My daughter is in Grade 8 English-as-a-Second-Language. Right now her ESL level is C. She will continue in the ESL program in Grade 9 too, that is what I understood from her present school.

I have a few questions: In order for her to go for university course after completion of high school, what will be the significance of her ESL program in Grade 9? I understand that for the university course, one needs to have the academic level in English in high school. Can she be eligible for university with ESL in Grade 9? How? Is there any other means, like passing a special exam to come out from ESL at this stage before proceeding to Grade 9?

Answer from The Star's education editor ... After consulting with ESL specialists in Greater Toronto, I've been assured that taking ESL in high school in any grade is no impediment whatsoever to your daughter going on to any post-secondary institution. In fact, schools encourage students to take the ESL courses they need in high school so they can make the transition to regular classes and eventually college or university.

It's strongly recommended that your daughter continue in ESL in Grade 9, and possibly into Grade 10, and then transition into regular English. If she's in ESL C, then she'll progress to D, and even E (if her high school offers that level) and from she can transition right into Grade 11 academic English. In the final year of high school, she'll have to take the same courses as everyone else applying to college/university.

No one I spoke with said there were any negative ramifications to taking ESL; it will not affect your daughter's chances to be accepted into any university program.

This likely doesn't apply to your daughter, but if English is not a student's first language and s/he has been in Canada for four years or less, that student would be required to have to take a university-sanctioned English test (the University of Toronto, for example, has its own) before being accepted.

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Looking for more education questions and answers? Click here.

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