Isn’t the report card just a way to distinguish the “have” schools from the “have not” schools? This is the ninth in a series of frequently asked questions that can be found on the school performance section of the Fraser Institute’s website. Importantly, the report cards in question are both produced and published by the Fraser Institute, an independent public policy research group that ranks Canadian elementary schools on a set of indicators gleaned from the results of provincial standardized testing. While the Fraser Institute answers this question with a simple No, the thesis research presented here uses a mixed methods approach to examine the accuracy of this simplistic answer. Using socioeconomic data and regression analysis, this research endeavors to uncover if standardized test results can indeed stand independently of class and other demographic factors to produce a valid point of school comparison. This research also provides an in depth exploration of the Fraser Institute’s annual elementary school report card from the perspective of current elementary teachers in Ontario. Lastly, this research presents findings regarding the ways that parents of elementary school children use and understand the Fraser Institute’s school ratings.

Isn’t the report card just a way to distinguish the “have” schools from the “have not” schools? This is the ninth in a series of frequently asked questions that can be found on the school performance section of the Fraser Institute’s website. Importantly, the report cards in question are both produced and published by the Fraser Institute, an independent public policy research group that ranks Canadian elementary schools on a set of indicators gleaned from the results of provincial standardized testing. While the Fraser Institute answers this question with a simple No, the thesis research presented here uses a mixed methods approach to examine the accuracy of this simplistic answer. Using socioeconomic data and regression analysis, this research endeavors to uncover if standardized test results can indeed stand independently of class and other demographic factors to produce a valid point of school comparison. This research also provides an in depth exploration of the Fraser Institute’s annual elementary school report card from the perspective of current elementary teachers in Ontario. Lastly, this research presents findings regarding the ways that parents of elementary school children use and understand the Fraser Institute’s school ratings.