Lottery Admissions Spark Debate on Equity in TDSB Schools

The implementation of a lottery system for admissions to specialized programs in the Toronto District School Board (TDSB) has ignited a significant debate among students, educators, and parents. Introduced in 2022, this new policy replaced the previous merit-based admissions, which evaluated students based on auditions, portfolios, and examinations, with a randomized selection process aimed at fostering equity. As the TDSB prepares to update its admissions policy ahead of the upcoming application period in November, the impact of this shift continues to be felt across various schools.

Attendance at student clubs at Marc Garneau Collegiate has dropped sharply, according to Grade 12 student Victor Jiang, who is part of the school’s TOPS program in math and science. Jiang asserts that the lottery system has “drastically” altered the dynamics of specialized programs, diluting the curriculum as students with varying skill levels enter the same classes. He claims that the changes have adversely affected school spirit, stating, “It profoundly hurts the student community.” Jiang also serves as a student trustee and emphasizes the need for a return to merit-based admissions to maintain the integrity of specialized academic programs.

Some stakeholders are calling for the termination of the lottery system, citing increased attrition rates and a failure to achieve the promised diversity. They argue that the new admissions approach has weakened the quality of programs, with students being pushed into areas for which they have little interest. Conversely, supporters of the lottery system maintain that it provides equal opportunities for all students, regardless of their backgrounds.

The TDSB’s 2022 policy was designed to increase accessibility to sought-after programs in arts, math, science, and technology. Under this framework, when programs exceed capacity, spots are allocated by lottery, prioritizing under-represented groups, including Indigenous students and a designated percentage of seats for Black, Latin American, and Middle Eastern students. Additionally, half of the spots in math, science, and technology programs are reserved for female students. This shift aimed to counteract advantages often afforded to families who could afford private tutoring and lessons.

Ayan Kailie, whose daughter is currently enrolled in Grade 11 at Etobicoke School of the Arts (ESA), supports the lottery system. She believes it provides opportunities for students like her daughter, who thrived in an environment that may not have been accessible under the old merit-based model. Kailie, a single mother, often faced challenges affording art supplies necessary for a competitive application. She argues that the lottery is a means of leveling the playing field, allowing talented students from diverse backgrounds to gain entry into specialized programs.

Patricia Warnock, head of the music-theatre program at ESA, advocates for a return to merit-based admissions, albeit with measures to ensure fairness. She highlights that even before the lottery system, ESA made efforts to enhance accessibility, including redesigning audition processes to emphasize potential over preparation and providing workshops for interested students. Warnock expresses concern over the increased dropout rates and diminished engagement among students since the lottery’s introduction, noting that last year saw a significant rise in transfers from the Grade 9 cohort.

The impact of the lottery system is reflected in shifting engagement levels, with students entering specialized programs lacking the foundational interests or skills typically associated with such tracks. “There are kids in the film program who don’t watch movies, or in music theatre who don’t want to sing,” Warnock elaborates, attributing this trend to parental pressure rather than genuine interest.

At Rosedale Heights School of the Arts, Grade 12 student Hailey Jackson has observed similar changes in school culture and spirit. She recalls vibrant school events, such as Halloween Week, which have seen decreased participation. Jackson, who is also the editor of the school newspaper, has noted a decline in the representation of LGBTQ students, which she believes has altered the inclusive atmosphere that once characterized the school. She argues that a merit-based admissions process allows for equity while ensuring that deserving students are not overlooked.

In contrast to Jackson’s perspective, Michael Danishevsky, co-chair of the parent council at William Lyon Mackenzie Collegiate Institute, criticizes the lottery system as a “failed experiment.” He argues that it has resulted in lowered academic standards and increased dropout rates, as students who may not be adequately prepared enter specialized programs. Danishevsky recently collaborated with University of Toronto economist Marcin Peski to examine the effects of the lottery on student performance in math contests. Their findings indicate a decline in TDSB student performance, with no schools making the Top 20 in the Grade 10 contest in 2025, a significant drop from previous years.

As the TDSB approaches a potential revision of its admissions policy, the debate surrounding the lottery system continues to escalate. Stakeholders on both sides are advocating for solutions that reflect a commitment to equity while maintaining the integrity and quality of specialized educational programs. The TDSB’s forthcoming decisions will play a crucial role in shaping the future of admissions and the educational landscape for students across the board.