A Successful Pathway for All Students


The Ontario School Information System (OnSIS) is a web-based application, which integrates and collects board, school, student, educator as well as course and class data, at the elemental level. The purpose of this application is to gather more accurate and reliable data, which is protected by Ontario’s strict privacy legislation and a rigorously controlled security system. This data is subsequently stored, integrated and depersonalized in the Elementary/Secondary Data Warehouse (ESDW), where it will be utilized to develop and promote information practices for analysis, policy development, and evidence-based decision-making in the education sector, to ultimately improve student achievement.

Challenges


  • The majority of this data was collected at an aggregate level and stored in isolated databases.
  • The Legacy collection used antiquated and various technologies for the gathering of segregated data.
  • Make information available to broad user base in multiple geographic locations

    Success Strategy


    • Reduce the opportunity to introduce errors, through efficient, automated, secure and private collection methods.
    • All collected data are validated and verified at source, improving data accuracy and integrity.
    • Stored, integrate and depersonalize the data in the Elementary/Secondary Data Warehouse (ESDW), where it will be utilized to develop and promote information practices for analysis, policy development, and evidence-based decision-making in the education sector, to ultimately improve student achievement.

    Data cubes and related reports were designed and created based on the ESDW data warehouse. Analysis includes…

    • Successful Achievement in a Course – Analyze student achievement in the various areas of the high school curriculum, by geography and type as well as specific school year.

    • Graduates Analysis – Analyze at what age do most of students graduate, how many years do most of students stay in school before they achieve a high school diploma and how these numbers vary by the school type they’ve attended – Day, Night, Summer, Public, Private – as well as across the province.

    • Frequency Distribution of Successful Achievement – Analyze student achievement in the various areas of the high school curriculum, by school location and type as well as specific school year.

    • Diploma / Certificate Recipients by Age and Gender – Analyze current graduates achieving 1 diploma in an academic year by school location and type as well as diploma types and age at graduation.

    • Graduates by Gender, School Program and Years from First Registration to Diploma – Analyze how many years do students stay in school before they achieve a high school diploma and how these numbers vary by the school type they’ve attended – Day, Night, Summer, Public, Private – as well as across the province.

      Results and Benefits

      • Support the decision team to help create policy and inform programing and funding decisions.
      • Better understand factors that influence student learning.
      • Identify “Students at Risk” with the goal for a Successful Pathway for All Students

        Inform policy, program and funding decisions and to help support local capacity. Improves the versatility of emerging data collection and reporting needs, for analysis, evidence-based decision-making and policy development.

        Analyze at what age do most of students graduate, how many years do most of students stay in school before they achieve a high school diploma and how these numbers vary by the school type they’ve attended – Day, Night, Summer, Public, Private – as well as across the province.

        Support for at-risk students are a K-12 whole school responsibility. A focus on the solid acquisition of literacy and numeracy for all students will prevent disengagement at an early stage. Interventions will require a variety of preventative and remediation strategies. Preventative strategies should be the emphasis in the Early Years and in the Junior division. “Gap-closing strategies” should be the emphasis in the Intermediate-senior division.