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High School Graduation and Postsecondary Enrolment of Black, Latin American and Other Population Groups: What Explains the Differences? Economic and Social Reports. Catalogue No. 36-28-0001

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Title: High School Graduation and Postsecondary Enrolment of Black, Latin American and Other Population Groups: What Explains the Differences? Economic and Social Reports. Catalogue No. 36-28-0001
Language: English
Authors: Aneta Bonikowska, Tomasz Handler, Marc Frenette, Statistics Canada
Source: Statistics Canada. 2024.
Availability: Statistics Canada. 150 Tunney's Pasture Driveway, Ottawa, ON K1A 0T6, Canada. Tel: 800-307-3382; Fax: 613-951-4441; e-mail: educationstats@statcan.gc.ca; Web site: http://www.statcan.gc.ca
Peer Reviewed: N
Page Count: 25
Publication Date: 2024
Sponsoring Agency: Women and Gender Equality (WAGE) (Canada)
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Postsecondary Education
Higher Education
Descriptors: Postsecondary Education, College Enrollment, Blacks, Latin Americans, Minority Groups, High School Students, Graduation Rate, Grades (Scholastic), Family Income, Immigrants, Asians, Gender Differences, Standardized Tests, Scores, Foreign Countries
Geographic Terms: Canada
ISSN: 2563-8955
Abstract: Given the large differences in educational attainment observed across non-Indigenous population groups in Canada, understanding when these differences emerge and what may explain them is an important first step in informing policy discussions on the issue. Using the British Columbia kindergarten to Grade 12 dataset, the Postsecondary Student Information System, the 2016 Census of Population, and the T1 Family File tax data, this study follows several cohorts of Grade 9 students in British Columbia over time to explore differences between population groups, by gender, in the probability and timing of high school graduation and enrolment in academic postsecondary programs. The analysis assesses the extent to which differences in high school course marks (Grade 10 English, science and math) and other factors, such as adjusted parental income and immigrant status, account for differences in these outcomes between population groups. On-time high school graduation rates varied by upwards of 10 percentage points across population groups for each gender, with lower rates registered by Latin American, Black and West Asian students, and higher rates by Japanese, Korean, Chinese and South Asian students. In all population groups, girls were more likely than boys to graduate high school on time. Given an extra year, the graduation rate increased among all groups, most notably among Black boys. For boys and girls, enrolment rates in postsecondary programs were lowest among Latin American, Black and White students, and highest among Chinese, Korean and South Asian students. Differences in Grade 10 course marks explained a substantial share of the gaps in education outcomes between many of the population groups and White students. By contrast, adjusted parental income differences explained smaller shares of the gaps than differences in course marks did, in most cases. Comparing the standardized test scores for literacy of Latin American and Black students with those of White students in grades 4 and 7, and provincial exam marks in Grade 10 English, showed that skill gaps implied by the lower (relative to White students) course marks obtained by Latin American and Black students in Grade 10 may have existed at least as early as Grade 4. Parental income may have exerted an indirect effect on educational outcomes through its influence on academic performance (though this study cannot shed light on this).
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672961
Database: ERIC
FullText Text:
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  Data: High School Graduation and Postsecondary Enrolment of Black, Latin American and Other Population Groups: What Explains the Differences? Economic and Social Reports. Catalogue No. 36-28-0001
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  Data: Statistics Canada. 150 Tunney's Pasture Driveway, Ottawa, ON K1A 0T6, Canada. Tel: 800-307-3382; Fax: 613-951-4441; e-mail: educationstats@statcan.gc.ca; Web site: http://www.statcan.gc.ca
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  Data: Given the large differences in educational attainment observed across non-Indigenous population groups in Canada, understanding when these differences emerge and what may explain them is an important first step in informing policy discussions on the issue. Using the British Columbia kindergarten to Grade 12 dataset, the Postsecondary Student Information System, the 2016 Census of Population, and the T1 Family File tax data, this study follows several cohorts of Grade 9 students in British Columbia over time to explore differences between population groups, by gender, in the probability and timing of high school graduation and enrolment in academic postsecondary programs. The analysis assesses the extent to which differences in high school course marks (Grade 10 English, science and math) and other factors, such as adjusted parental income and immigrant status, account for differences in these outcomes between population groups. On-time high school graduation rates varied by upwards of 10 percentage points across population groups for each gender, with lower rates registered by Latin American, Black and West Asian students, and higher rates by Japanese, Korean, Chinese and South Asian students. In all population groups, girls were more likely than boys to graduate high school on time. Given an extra year, the graduation rate increased among all groups, most notably among Black boys. For boys and girls, enrolment rates in postsecondary programs were lowest among Latin American, Black and White students, and highest among Chinese, Korean and South Asian students. Differences in Grade 10 course marks explained a substantial share of the gaps in education outcomes between many of the population groups and White students. By contrast, adjusted parental income differences explained smaller shares of the gaps than differences in course marks did, in most cases. Comparing the standardized test scores for literacy of Latin American and Black students with those of White students in grades 4 and 7, and provincial exam marks in Grade 10 English, showed that skill gaps implied by the lower (relative to White students) course marks obtained by Latin American and Black students in Grade 10 may have existed at least as early as Grade 4. Parental income may have exerted an indirect effect on educational outcomes through its influence on academic performance (though this study cannot shed light on this).
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: College Enrollment
        Type: general
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: Latin Americans
        Type: general
      – SubjectFull: Minority Groups
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Family Income
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Asians
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: High School Graduation and Postsecondary Enrolment of Black, Latin American and Other Population Groups: What Explains the Differences? Economic and Social Reports. Catalogue No. 36-28-0001
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