It’s the beginning of another school year and I already hear parents complaining of educators who cannot adequately meet the complex learning needs of their children. Some speak of potentially transferring their children to private schools where they can “better prepare for university programs and jobs that matter”.  Others, evidently more disappointed in our education system, speak of moving out of the country to, what they call, “another, better place, where children still learn math in schools.”

What led to this disappointment? What has changed in the Canadian education system in the past two decades? Have we failed our students? Has the system failed us (educators, parents, and students) and if yes, is there something we can do to better prepare our modern learners for the jobs of the future?

In this blog I will explore the following questions:

1. What is PISA?
2. How do Canadian students compare to others on international exams?
3. How important are PISA reports?
4. What is STEM and why is it important?
5. Who are the students that study science, technology, engineering, and mathematics at Canadian universities?

What is PISA?

PISA, or ”the Programme for International Student Assessment is a triennial survey of 15-year-old students that assesses the extent to which they have acquired the key knowledge and skills essential for full participation in society. The assessment focuses on proficiency in reading, mathematics, science, and an innovative domain (in 2018, the innovative domain was global competence), and on students’ well-being” (OECD, 2019). For more information on PISA, including PISA tests, visit the following website: https://www.oecd.org/pisa/

How do Canadian students compare to others on international exams?

In 2018, Canadian students scored higher than the OECD average in reading, math, and science (OECD, 2019). In the table below see how we compare to the rest of the countries who participated in PISA, 2018, testing:

Country	PISA Score 2018	2023 Population
China	1,736	1,425,671,352
Singapore	1,669	6,014,723
Estonia	1,579	1,322,765
Japan	1,560	123,294,513
South Korea	1,559	51,784,059
Canada	1,550	38,781,291
Finland	1,549	5,545,475
Poland	1,539	41,026,067
Ireland	1,514	5,056,935
United Kingdom	1,511	67,736,802
Slovenia	1,511	2,119,675
New Zealand	1,508	5,228,100
Netherlands	1,507	17,618,299
Denmark	1,503	5,910,913
Germany	1,501	83,294,633
Belgium	1,500	11,686,140
Australia	1,497	26,439,111
Switzerland	1,494	8,796,669
Norway	1,490	5,474,360
Czech Republic	1,486	10,495,295
United States	1,485	339,996,563
France	1,481	64,756,584
Portugal	1,476	10,247,605
Austria	1,473	8,958,960

Looking at the above table, we see that Canadian students are doing well, in both language and mathematics, in comparison to their international peers. They have maintained their record as highly competitive performers and have been placed in the upper tier of the 78 participating countries. However, there is a downward trend in our performance. As PISA reports indicate, in “each subject, Canada’s average scores have been declining over time, as have the percentages of high performers. Comparable metrics in other G7 countries have either been stable or improving, which means Canada has been slowly but steadily losing ground, especially in science and math” (Allison, 2022).  What are we doing wrong?

How important are PISA reports?

PISA is what it is – a form of standardized testing. Those who argue against standards in education will always criticize such assessments. For example, a number of educators signed an open letter in which they criticized PISA for:
– Increased number of standardized testing;
– Fast shifts in education which allow countries to quickly climb the rankings;
– Taking away from “immeasurable educational objectives like physical, moral, civic and artistic development”
– Increased number in global testing which “harms our children and impoverishes our classrooms, as it inevitably involves more and longer batteries of multiple-choice testing, more scripted ‘vendor’-made lessons, and less autonomy for teachers”
– Increased stress levels in schools, and
– Placing too much emphasis on preparing young men and women for gainful employment, instead of preparing them for “participation in democratic self-government, moral action and a life of personal development, growth and wellbeing” (as cited in Strauss, 2014).

According to a more recent article from the same source “There is a consistent pattern that shows students in high-scoring education systems in international tests such as the PISA and TIMMS have lower confidence, enjoy the subject less, and place less value in it” (Strauss, 2017). The same source criticizes PISA for putting too much emphasis on STEM subjects instead of “citizenship, solidarity, equity, curiosity, engagement, compassion, empathy, curiosity, cultural values, physical and mental health” and other similar characteristics which are important in student development and overall education (Strauss, 2019).

As a parent and 21st century educator I agree that these skills are important; however, I cannot underestimate the importance of STEM education. Research suggests that students who successfully develop math, language, and science skills do not only find employment more easily, but also improve the quality of the workforce and contribute to their country’s economic growth (StanfordCEPA, 2014).

According to Dr. Eric A. Hanushek from Stanford University, PISA test results are extremely important because they point to gaps in our education that can be reduced (StanfordCEPA, 2014). He states that we can improve our performance by learning from other countries and making necessary reforms in education (StanfordCEPA, 2014). Many countries, including Germany and Poland, have used PISA test results to review and improve their student performance.  For example, in 2000 PISA found that more than 1 in 5 students in Germany did not reach the baseline level of proficiency in reading. The country policy makers began taking action and making necessary reforms in education. As a result, in five years Germany moved from below average performance in reading to above average performance in reading (OECD, 2016).  

In defence of PISA testing, Dr. Hanushek also responds to those who advocate for the development of perseverance, determination, and other non-cognitive skills arguing that those “traits are probably important [but] we don’t have good evidence on how they affect the economy [whereas] we do have good evidence on how tests on math, reading, and science” skills have significant impact on our economy (StanfordCEPA, 2014).

What is STEM and why is it important?

STEM pertains to programs in science, technology, engineering, and mathematics. These programs attract special attention because of the idea that “workers with skills in these areas are vital to the nation’s economic performance, especially with respect to its information and communication technology (ICT) sector” (Finnie & Ross, 2017, p. 44). 

Who are the students that study science, technology, engineering, and mathematics at Canadian universities?

We know that much of the Canadian student population consists of international students and first- and second-generation immigrants. Research suggests that “visible minorities, especially those who are first-generation immigrants, and particularly those from a specific set of regions, participate at much higher rates in STEM disciplines” (Finne & Childs, 2018, p. 43). According to Statistics Canada, “immigrants make up a very high proportion of the supply of STEM-educated individuals in Canada, particularly among master’s and doctoral graduates, and those in the engineering field. In 2016, over half (54%) of the university-educated STEM graduates in Canada were immigrants. Among master’s and doctoral STEM graduates, 64% were immigrants and yet, immigrants represented about 22% of the Canadian population in 2016. Their overrepresentation among engineering and computer science graduates and those with higher-level degrees is very significant, rendering knowledge of their outcomes even more important. Immigrants’ share of STEM employment reflects their overrepresentation of labour supply. They accounted for 42% of bachelor’s level STEM employment, and almost two thirds (63%) of master’s and doctorate level STEM jobs” (Statistics Canada, 2016).

An interesting Statistics Canada study of 2022 reveals that immigrant children have a higher postsecondary education rate and earn higher wages after their mid-20s than the overall Canadian population. The study is based on information from the Longitudinal Immigration Database (IMDB) which explores how well immigrant children integrate into Canadian society. The results indicate that “Immigrants admitted as children participate in postsecondary education more often than the overall Canadian population, with those admitted at younger ages participating the most” (Statistics Canada, 2022).

Research suggests that various factors affect one’s decision to obtain university education. These include urban living patterns, parents’ education, high school grades, PISA scores, etc. (Finnie & Mueller, 2012).  More recent findings reveal that “visible minorities, especially those who are first-generation immigrants, and particularly those from a specific set of regions” access post-secondary STEM programs “at much higher rates than others” (Finnie & Ross, 2017, p. 43).  Those who are both visible minorities and immigrants go to “university at a much higher rate than the Canadian-born non-visible minority group” and “the greatest share of this difference is due to their much higher relative entry rate into STEM discipline (Finnie & Ross, 2017, p. 50; Finnie & Mueller, 2012).  Additionally, those of Chinese origin are also more likely to attend university “and a substantial portion of this overall effect is related to their higher rates of participation in university STEM programs” (Finnie & Ross, 2017, p. 53).  Similarly, immigrants from India, Pakistan, and Bangladesh ”also attend universities and participate in STEM disciplines at much higher rates” than those of Canadian origin (Finnie & Ross, 2017).  Based on research findings we can conclude that “visible minorities, especially those who are first-and second-generation immigrants, and particularly those from a specific set of origins, including China and some other Asian countries participate in STEM disciplines at particularly high rates and these patterns hold after controlling for student characteristics, family background, high school grades, and PISA reading scores” (Finnie & Ross, 2017, p. 54).

I wonder: What are immigrant parents doing that the rest of the Canadian population is not? Why are international students and first- and second-generation immigrants dominating STEM university programs in Canada?

My next blog post will delve into the topic of how well our public schools prepare students for STEM university programs. Through specific research findings I will explore the contrasting teaching styles of Chinese and Canadian educators and their distinct methods of teaching mathematics.

References

Allison, D. J. (2022, September 8). Canada’s PISA scores – good news, bad news. Fraser Institute. https://www.fraserinstitute.org/article/canadas-pisa-scores-good-news-bad-news

Finnie, R., & Childs, S. (2018). Who Goes into STEM Disciplines? Evidence from the Youth in Transition Survey. Canadian Public Policy, 43-55.

Finnie, R., & Mueller, R. E. (2012). Access to Post-Secondary Education in Canada Among First and Second Generation Canadian Immigrants: Raw Differences and Some of the Underlying Factors. Education Policy Research Initiative, 1-43.

OECD. (2016, December 6). How does PISA help education reform? The cases of Germany and Brazil. [Video]. YouTube. https://www.youtube.com/watch?v=-xpOn0OzXEw&t=66s

Richards, J. (2017). Red Flags for Educators: Lessons for Canada in the Pisa Results. CD Howe Institute Commentary 488. 2-16.

StanfordCEPA. (2014, January 9). Why the U.S. Results on PISA Matter. [Video]. YouTube. https://www.youtube.com/watch?v=K5FsEsffP9E

Strauss, V. (2019, December 3). Expert: How PISA created an illusion of education quality and marketed it to the world. The Washington Post, https://www.washingtonpost.com/education/2019/12/03/expert-how-pisa-created-an-illusion-education-quality-marketed-it-world/

Strauss, V. (2017, September 19). There’s a new call for Americans to embrace Chinese-style education. That’s a huge mistake. The Washington Post. https://www.washingtonpost.com/news/answer-sheet/wp/2017/09/19/theres-a-new-call-for-americans-to-embrace-chinese-style-education-why-thats-a-huge-mistake/

Strauss, V. (2014, May 13). Academics call for pause in PISA tests. The Washington Post. https://www.washingtonpost.com/news/answer-sheet/wp/2014/05/13/academics-call-for-pause-in-pisa-tests/

Statistics Canada. (2023). Socioeconomic outcomes of immigrants admitted to Canada as children, 2019. https://www150.statcan.gc.ca/n1/daily-quotidien/220203/dq220203b-eng.htm?CMP=mstatcan