The tables displayed on the following pages identify those indicators that are sufficient to meet Ministry expectations in relation to evidence presentation. These indicators, while they may be readily available, cannot generate the complete picture of a school. Teachers and other members of the school community know that additional, more qualitative information is also necessary. Moreover, it is also the case that the judgment of educators and other members of the school community is necessary for either quantitative or qualitative data to be useful.
All information needs to be examined in the context of the specific school.
Schools should be encouraged to explore these wider issues. Additional information may be added where staff, school administration and parents are in agreement that doing so would increase the value of the review. However, we do not yet have enough years of data to determine whether performance on FSA is improving, decreasing or staying about the same in the school. The educational importance of FSA results for the school should be based on a discussion using additional information and guiding questions outlined in the FSA Interpretation Guide for Schools. In addition to displaying provincial examination results as trend data over time, schools should always report student participation rates and success rates when reporting grade 12 exam results.