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.

The work is focused on influence of schools on pupil's self-concept formation at primary school. It captures the different influences of the school and the school surrounding at shaping of the self-concept of the pupil. The theoretical part maps the internal and external that influences at pupils at school. It deals with defining of self- concept as one of the special feature of personality self development, focusing on the pupils at primary schools, which influances at success at school and self-concept formation. This work presents the various effects of schools and school surrounding that are important for the development of pupils' self-concept. At the same time the work shows the possibility of the development of a healthy self-concept of pupils at elementary school. The practical part explores the self-concept of pupils at the end of the third and fifth year. The practical tries to determine the relationship between success at school and self-concept of the pupil in the primary school. There is information about pupils' maening of success at school, if success at school is important for them. It also researches which of the various influences of school is the most important and how it differ self-consept of the pupils of the third and fifth grade.