Edmonton Public Schools’ Annual Report Highlights Declines and Challenges

A recent report from Edmonton Public Schools indicates a significant decline in perceptions of education quality, access to supports, and safe learning environments. During a board meeting on March 5, 2024, trustees reviewed this annual education results report, revealing that improvements in these areas have “declined significantly.” The findings align with provincewide trends, as each category experienced a drop of between 1.4 and 1.7 points compared to the previous three-year averages.

School boards are mandated to compile and submit an annual results report, which serves as a comprehensive overview of performance metrics, including provincial achievement tests and quality measures based on surveys. However, trustee Julie Kusiek emphasized the importance of caution in interpreting these results. She noted that there are ten cautions from Alberta Education regarding the interpretation of data this year, citing factors such as COVID-19, changes to funding, and curriculum updates.

The caution notes, which appear at the beginning of the report, outline significant context factors that could influence the results. Additional caveats throughout the document also highlight issues such as job action by support workers, which may have impacted access to services. Changes in the identification process for students learning English as an additional language (EAL) resulted in a significant reduction in reported numbers, likely affecting overall data. Notably, Grade 9 provincial achievement test results for EAL students revealed a 10-point drop compared to prior averages, while the three-year high school completion rate for this group decreased by nearly 15.4 points.

In addition, the annual assurance survey—used to gauge educational quality from the perspectives of parents, teachers, and students—was affected by a nearly 20 percent reduction in family responses due to provincial changes in survey administration. Despite these challenges, trustees noted a decrease in test scores for last year’s junior high cohort. In literacy tests for the CAT4, students in grades 4 to 6 exhibited improvement, while junior high students experienced a slight decline.

Trustee Saadiq Sumar, who serves as board chairman, reflected on the impact of the pandemic on educational outcomes, stating, “The timing of the pandemic has potentially impacted this particular group.” He described the results as “volatile,” suggesting that the context surrounding these metrics is essential for understanding the overall narrative.

As of last year, Edmonton Public Schools reported enrollment of over 120,000 students, marking a 9.4 percent increase over three years. Within this population, more than 28,000 students are classified as EAL, reflecting a growth of 10 percent in the same period. The number of Indigenous students remained stable, while the population requiring special education services surpassed 16,000, representing a 24 percent increase.

Amid these challenges, Sumar highlighted the division’s successes, particularly the introduction of CARE classrooms in 2023. These classrooms focus on mental health and well-being for students in grades 4 to 6 and have shown high levels of satisfaction, with many students already on waitlists. “Are there things we could be doing better? Absolutely,” Sumar remarked. “But are there things that we’ve done very well? Absolutely.”

During the meeting, Philip Ney, a guest speaker from an accessibility and inclusion advocacy group, addressed the report’s lack of detail regarding the use of seclusion rooms and restraints within the division. He commended the board for progress in reducing these practices but urged them to improve data tracking. In response, Superintendent Ron Thompson assured the board that reducing the use of seclusion rooms is a priority and that such measures are a last resort.

The board approved the annual results report, which will be submitted to Alberta Education. Sumar expressed hope that the ministry would recognize the potential for growth when adequately funded and supported. “A well-funded, well-supported public education system will reflect more of what we’ve seen in this report,” he concluded.

As the data continues to be analyzed, the focus remains on adapting to the evolving educational landscape and addressing the needs of a diverse student population to foster an inclusive learning environment.