Toronto Schools’ Lottery Admissions Spark Debate Among Stakeholders

The Toronto District School Board (TDSB) has faced significant backlash since implementing a lottery system for admissions to its specialty programs in arts, mathematics, science, and technology in 2022. Critics argue that this shift has not only diminished the quality of education but has also contributed to a decline in student engagement and school spirit. As applications for the next academic year open in November, the TDSB is expected to announce updates to this controversial admissions policy.

Victor Jiang, a Grade 12 student at Marc Garneau Collegiate and a student trustee, claims the lottery system has drastically altered the dynamics of the school’s specialized programs. “It profoundly hurts the student community,” he states, emphasizing how random selection has diluted academic rigor and weakened the overall atmosphere in the school. Attendance in clubs and extracurricular activities has significantly dropped, with fewer students willing to take on leadership roles.

The TDSB revamped its admissions process to create a more equitable system, aiming to reduce advantages for families able to afford private lessons. Under the new rules, all students can apply, and in cases where programs are oversubscribed, spots are allocated through a lottery. Students from under-represented groups, including Indigenous students and those from Black, Latin American, and Middle Eastern backgrounds, are prioritized, with specific allocations for girls in math, science, and technology programs.

While some parents, educators, and students advocate for the lottery, arguing it provides fair opportunities irrespective of socioeconomic status, others contend it has led to increased dropout rates and a lack of genuine interest among students. Ayan Kailie, whose daughter is a Grade 11 student at Etobicoke School of the Arts (ESA), supports the lottery as a means to create a level playing field for students from lower-income families. She notes that her daughter is thriving at ESA, an opportunity that may not have been available under the previous merit-based system due to financial constraints.

Despite some support for the lottery, Patricia Warnock, head of the music-theatre program at ESA, suggests that a return to a locally controlled merit-based system with equitable measures would better serve students. She highlights that even before the lottery, ESA had made significant efforts to boost access, including redesigning audition processes and offering free workshops. “We really did work very hard at evening the playing field,” Warnock explains.

The impact of the lottery system has manifested in higher dropout rates, with students leaving programs or schools after realizing they are not a good fit. For instance, at ESA, the Grade 11 musical theatre class has dwindled from 44 students to 35 since the lottery was implemented. Warnock has observed students enrolling in programs without genuine interest, leading to decreased engagement.

At Marc Garneau Collegiate, Jiang argues that specialized programs require students with demonstrated interest and aptitude to thrive. He believes that the current lottery approach has made programs more akin to standard classes, resulting in a loss of value. Similarly, Hailey Jackson, a fellow Grade 12 student at Rosedale Heights School of the Arts, has noted a decline in school spirit, with participation in events diminishing compared to previous years.

Michael Danishevsky, co-chair of the parent council at William Lyon Mackenzie Collegiate Institute, also opposes the lottery. He asserts that the last three years have illustrated a failure in the system, reporting lowered academic standards and increased dropout rates. Danishevsky recently co-authored a report with University of Toronto economist Marcin Peski that analyzed the impact of the lottery on students’ math contest performance. The findings revealed a decline in results coinciding with the introduction of the lottery, indicating that the admissions policy may have weakened academic outcomes.

As the TDSB prepares to review its admissions policy, the debate continues among students, parents, and educators. Advocates of the lottery emphasize its potential for fairness and inclusion, while opponents assert that merit-based criteria should remain integral to admissions for specialized programs. The challenge lies in balancing equitable access with maintaining the quality and engagement of these sought-after educational opportunities.