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Want to Improve Math Scores? An Empirical Assessment of Recent Policy Interventions in Canada

Author

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  • Haizhen Mou
  • Michael M. Atkinson

Abstract

The Canadian provinces have implemented various strategies aimed at improving kindergarten through 12th-grade mathematics performance. There is no clear evidence which, if any, of these strategies improve achievement scores. We apply hierarchical linear modelling to the 2012 Program for International Student Assessment data to isolate the effects of policy interventions. We find that efforts to improve learning conditions can be worthwhile, but their effects are not as substantial as a school's socio-economic status composition, which elevates or depresses the academic achievements of all students. As barriers to school choice come down, ambitious parents will resort to active school choice, a strategy that may reduce social equity.

Suggested Citation

  • Haizhen Mou & Michael M. Atkinson, 2020. "Want to Improve Math Scores? An Empirical Assessment of Recent Policy Interventions in Canada," Canadian Public Policy, University of Toronto Press, vol. 46(1), pages 107-124, March.
    • Handle: RePEc:cpp:issued:v:46:y:2020:i:1:p:107-124
    DOI: 10.3138/cpp.2019-025
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    Cited by:

    1. Catherine Haeck & Pierre Lefebvre, 2020. "The Evolution of Cognitive Skills Inequalities by Socioeconomic Status across Canada," Working Papers 20-04, Research Group on Human Capital, University of Quebec in Montreal's School of Management.
    2. Frank Reinhold & Sarah Isabelle Hofer & Stefan Hoch & Bernhard Werner & Jürgen Richter-Gebert & Kristina Reiss, 2020. "Digital support principles for sustained mathematics learning in disadvantaged students," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-16, October.
    3. Raquel Fonseca & Marie Mélanie Fontaine & Catherine Haeck, 2021. "Le lien entre les compétences en numératie et les rendements sur le marché du travail au Québec," CIRANO Project Reports 2021rp-11, CIRANO.

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