A commentary.
Trends in British Columbia’s student learning outcomes reveal a paradox that deserves attention. While the Grade 12 graduation rate nears 90 per cent, the quality of education, as reflected in the Programme for International Student Assessment (PISA) and provincial testing, shows worrying signs of decline in reading and mathematics.
The decline raises significant concerns about the effectiveness of the province’s education system and suggests the need for a review of current practices.
British Columbia’s 15-year-olds (Grade 10 students) continue to rank above the international average, but the province’s PISA scores declined before the pandemic and slipped further as the pandemic began to fade. These average scores, though, don’t fully reveal the struggles faced by a substantial number of B.C. students.
B.C.’s declining PISA scores indicate that increasing numbers of students are struggling to reach the international standard, defined as the proficiency required for full participation in society.
Between 2003 and 2018, before the pandemic, the proportion of B.C. 15-year-olds who did not reach the international standard in mathematics increased from nine per cent to 19 per cent.
Following the pandemic, in 2022, those not meeting the standard rose to 21 per cent. In reading, 17 per cent did not meet the standard in 2022.
These trends are reflected in the assessments at Grades 10 and 12 administered by the Ministry of Education, which, like PISA, measure the application of skills to real-world situations. More than 50 percent of students who took the Grade 10 numeracy test failed to meet the B.C. standard, both before and after the pandemic.
With reading, 21 per cent of Grade 12 students did not meet the literacy standard following the pandemic.
Without a comprehensive review it is difficult to be certain about the factors that contribute to these worrying trends.
The implementation of the redesigned provincial curriculum may be one such factor. While the curriculum aims to equip students with the knowledge and skills they need for the 21st century, its implementation was marred by confusion and a lack of adequate support for teachers.
The absence of provincially curated student learning resources, coupled with the delegation of this responsibility to school districts — many of which lack the necessary capacity — has left teachers struggling.
This challenge has been particularly pronounced for teachers of Grades 11 and 12, who had to adapt to the new curriculum amidst the disruption caused by the COVID-19 pandemic.
The history of educational reforms in B.C. provides valuable lessons. The experience of the early 1990s, when a lack of clarity and support in implementing new curriculum policies led to widespread confusion and eventual policy reversal, points to the necessity of providing clear guidance and teacher resources.
We believe the subsequent improvements in curriculum design and reporting to parents, along with the introduction of provincial assessments at Grades 4 and 7 contributed to a more coherent learning system.
The current situation suggests that these lessons learned have not been fully heeded. The need for a relevant and meaningful curriculum is undeniable, but its success hinges on effective implementation, which requires more than just good intentions.
Teachers must be supported with appropriate resources that align with the curriculum, enabling them to focus on effective teaching strategies and address the diverse needs of their students.
The increasing graduation rates in B.C. are overshadowed by the decline in student performance on international assessments and by the large number of students failing to meet the province’s literacy and numeracy standards.
Some argue that the increased emphasis in the new curriculum on problem solving, creative thinking, and collaboration with others suggests that reading and mathematics have become less important.
Yet, the abilities to read and apply mathematical concepts continue to be foundational to most areas of learning in school and later in the workplace and adult life.
This disconnect between graduation rates and educational quality suggests that the province’s education system may be prioritizing graduation over mastery of essential knowledge. A thorough analysis of the data and existing practices is necessary to address these challenges.
Policymakers, educators, rightsholders, and stakeholders must work together to ensure that the province’s curriculum reforms are accomplishing the intended purposes and supported by the necessary resources.
Only by doing so can B.C. reverse the decline in student performance and ensure that all students are equipped with the skills they need to succeed.
Jerry Mussio is a former executive director of curriculum and assessment in the Education Ministry.
Charles Ungerleider is a professor emeritus of education and former deputy minister of education.
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