This section contains definitions for many of the terms used throughout this website. For simplicity\u2019s sake, they have been grouped into the following categories:<\/p>\n
Dropping out of school<\/strong><\/p>\n Dropping out of school refers to abandoning the minimum expected educational outcome (high school diploma [DES], vocational diploma [DEP], or qualification [training certificate in a semiskilled trade or prework training certificate]).<\/p>\n Rate of students leaving school without a diploma or qualification<\/strong> A dropout is a student who was enrolled in Secondary 1 to 5 of Qu\u00e9bec\u2019s youth-sector general education program as of September 30 of a given year but who cannot be found in any general education youth-sector teaching establishment, adult-sector program, or vocational program in Qu\u00e9bec during a follow-up almost two years later using the databases of the minist\u00e8re de l\u2019\u00c9ducation.<\/p>\n School success<\/strong><\/p>\n School or educational success means getting an initial diploma. Obviously, school success also refers to students\u2019 gaining qualification, socialization, and a sense of accountability, as well as developing to their full potential.<\/p>\n Rate of high school graduation and qualification<\/strong><\/p>\n This rate is the primary monitoring indicator for graduation and qualification. Calculated 5, 6, and 7 years\u00a0after a new cohort of students starts Secondary I, the rate of graduation and qualification is the proportion of youth who have obtained a high school diploma (DES), a vocational diploma (DEP), or a qualification (training certificate in a semiskilled trade or prework training certificate). The government\u2019s graduation rate target was based on this indicator.<\/p>\n The minist\u00e8re de l\u2019\u00c9ducation classifies students with handicaps, social maladjustments or learning difficulties into two groups:<\/p>\n Delay in expected age refers to students who have exceeded the maximum age under the Education Act for reaching a given level. The expected age upon leaving elementary school and entering high school is 12 years.<\/a><\/a>Poverty<\/p>\n Family assistance program of the R\u00e9gie des rentes du Qu\u00e9bec <\/strong><\/p>\n Statistics Canada no longer collects the data needed to calculate social and material poverty (Pampalon Index), so receiving the maximum amount from the R\u00e9gie des rentes du Qu\u00e9bec\u2019s family assistance program has become one of the indicators of socioeconomic status for families. The payment is based in part on family income and the number of dependent children under the age of 18.<\/p>\n Poverty among families with children under the age of 18<\/strong><\/p>\n Every year, Montreal\u2019s school taxation committee (Comit\u00e9 de gestion de la taxe scolaire de l’\u00eele de Montr\u00e9al\u2014CGTSIM) calculates school poverty level. The CGTSIM\u00a0bases this calculation on what it calls the overall underprivilege index, which relies on the place of residence of students and not on the location of the school. The underprivilege index is made up of four indicators:<\/p>\n Underprivilege index values are classified into six levels:<\/p>\n Socioeconomic environment index<\/strong><\/p>\n Published by the minist\u00e8re de l\u2019\u00c9ducation, the socioeconomic environment index (indice de milieu socio\u00e9conomique\u2014IMSE) reflects a school\u2019s level of underprivilege.<\/p>\n Its calculation is based on two indicators:<\/p>\n Each school is classified into a decile, with decile 10 representing the highest level of underprivilege.<\/p>\n The actions in the Get inspired<\/a> section have been classified into the following types of intervention:<\/p>\n Awareness<\/strong> Universal prevention<\/strong> Targeted prevention<\/strong> Re-engagement with school<\/strong> The measuring instrument EDI (Early Development Instrument) is a questionnaire for kindergarten or preschool teachers. They fill it out based on their observations of the child.<\/p>\n The EDI measures five domains of early childhood development that are interrelated:<\/p>\n Cognitive and language development<\/strong> Communication skills and general knowledge<\/strong> Physical health and well-being<\/strong> Social competence<\/strong> Emotional maturity<\/strong> This data point of the Qu\u00e9bec Survey of Child Development in Kindergarten (QSCDK) is calculated from the EDI. It illustrates the vulnerability of kindergarten students upon entering school based on the five developmental domains<\/a>.<\/p>\n Youth with immigrant backgrounds<\/strong><\/p>\n Mc Andrew et al. classify immigrant students into first and second-generation immigrants, depending on where they or their parents were born. Thus first-generation immigrant students are born abroad, while second-generation immigrant students are born in Canada but have at least one parent who was born abroad.<\/p>\n Mother tongue or language spoken at home<\/strong><\/p>\n Mother tongue: any first language spoken by a child, which their parents or guardians use with them; can be English, French, or any other language.<\/p>\n Language spoken at home: corresponds to language of everyday use at home.<\/p>\n","protected":false},"excerpt":{"rendered":" This section contains definitions for many of the terms used throughout this website. For simplicity\u2019s sake, they have been grouped into the following categories: Education Poverty Types of intervention Vulnerability of kindergarten students Youth with immigrant backgrounds and language Education Dropping out Dropping out of school Dropping out of school refers to abandoning the minimum … Continue reading Definitions<\/span>
\n(Dropout rate)<\/p>\nSchool (or educational) success<\/h6>\n
Students with handicaps, social maladjustments or learning difficulties (SHSMLD)<\/h6>\n
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Rate of delay in expected age<\/h6>\n
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<\/a>Types of intervention<\/h3>\n
\nActions aimed primarily at changing attitudes through exposure to messages that promote school perseverance (e.g., presentations or thematic days).<\/p>\n
\nActions aimed at developing individual competencies or improving environmental factors for all members of a group or population, without any screening (e.g., extracurricular activities).<\/p>\n
\nActions aimed at countering the influence of risk factors and at increasing the effects of protective factors among individuals. These actions require screening for potential participants (e.g., supplementary educational activities for at-risk students).<\/p>\n
\nActions that encourage students to return to school and get their high school diploma or certificate or that promote social and professional integration (e.g., registration in a special education program).<\/p>\n<\/a>Vulnerability of kindergarten students<\/h3>\n
<\/a>EDI and developmental domains<\/h6>\n
\nInterest and skill in reading, writing, and mathematics; appropriate use of language.<\/p>\n
\nAbility to understand others and to communicate, ability to enunciate, general knowledge.<\/p>\n
\nOverall physical development, fine and gross motor skills, physical readiness for school (adequate food and clothing), cleanliness, punctuality, tiredness.<\/p>\n
\nSocial skills, self-confidence, sense of responsibility, respect for peers and adults, respect for classroom rules and routines, work habits and autonomy, curiosity.<\/p>\n
\nProsocial behaviour and mutual assistance, worries and anxiety, aggressive behaviour, hyperactivity and attention span, expression of emotions.<\/p>\nRate of vulnerability among kindergarten students<\/h6>\n
<\/a>Youth with immigrant backgrounds and language<\/h3>\n