Ottawa Carleton District School Board

2021-2022 EQAO Results Released

On Thursday, November 3, the Education Quality and Accountability Office (EQAO) released the school board level results for assessments conducted during the 2021-2022 school year. This follows the release of provincial level data in October. 

More than 22,000 OCDSB elementary and secondary students participated in assessments focused on reading, writing, mathematics and literacy. 

The last major EQAO assessments were conducted in the 2018-2019 school year. The 2021-2022 assessments mark the first set of provincial data after two years of disruption for students and staff.

Several significant changes have occurred since the last EQAO assessments. The results from 2021-2022 establish a new baseline against which progress can be monitored moving forward. This includes the introduction of a new elementary math curriculum and new destreamed secondary curriculum. In addition, a new assessment framework and mode of delivery was also introduced. Only students learning in person (and students learning remotely who chose to write in person) participated in the assessments this past year, according to government direction.

We are proud of the achievements of OCDSB students, particularly as these assessments were conducted through the pandemic. The results reaffirm the vital contribution of all educators to support student learning and well-being.

The following table provides an overview of results for the OCDSB:

* Excludes students learning remotely at the time of administration.

Our Successes:

• Results for the OCDSB are higher than the provincial average in all assessment areas, with the exception of Grade 6 reading and writing where results were the same.
• OCDSB students with special education needs (excluding gifted) outperformed their provincial peers in all assessment areas.
• English language learners in the OCDSB continue to outperform their provincial peers on the OSSLT.

Our Challenges:

• Similar to the provincial experience, mathematics continues to be an area of challenge. 
• While English language learners had positive results on the OSSLT, we would like to see further progress in reading, writing and mathematics, and in grade 9 mathematics.

Using data to support student learning

Along with other sets of information the OCDSB compiles, the EQAO data helps guide our strategies to support student learning, achievement and well-being moving forward.

We continue to focus on such areas as student mental health and well-being, mathematics, early reading, and ensuring appropriate strategies to support equitable outcomes for all learners. Here are some of the ways in which the OCDSB is doing this:

• Support for the implementation of high-yield school-based math strategies, universal screening in foundational reading, and new resources in foundational literacy for all students.  
• Focused professional development: All educators have had the opportunity to participate in literacy and numeracy professional development. Elementary educators have also had the opportunity to enroll in additional qualifications in mathematics, and all educators have had the opportunity to enroll in foundational literacy courses.   
• Focused instruction: Instructional strategies will focus on developing targeted intervention to close gaps.
• Data Literacy: Central departments will support schools with the analysis of their student achievement data to identify trends, areas of strength and next steps. 

More detailed examination of the results is now underway to develop follow-up strategies based on individual and school-based data.

Recognizing the considerable challenges that educators and students have experienced in recent years, we remain thankful for the tremendous work of K-12 educators and their ongoing commitment to support the learning needs of all students.