Abstract
This study examines the academic performance and educational pathways of students who do not speak the language of schooling at home—that is, French in Montreal and English in Toronto and Vancouver. Overall, we discover that these students, who consist of almost exclusively allophones, graduate more or less as other students but, when their personal characteristics are controlled, they appear to succeed much better, especially in Vancouver. However, there are substantial differences in performance between linguistic subgroups of allophones. Further, these subgroups tend to show varied results by city. Educational authorities should therefore pay special attention to the criteria used to allocate funds to schools with a high concentration of these groups, as “one-size fits all” support is not evidence-based.
Bibliographic Notes
The research brief was written by Carmina Ravanera.
Recommended Citation
Ledent, Jacques
(2014)
"Research Brief No. 21 - Academic Performance and Educational Pathways of Allophone Youth: A Comparative Analysis of Montreal, Toronto, and Vancouver,"
Population Change and Lifecourse Strategic Knowledge Cluster Research/Policy Brief: Vol. 1:
No.
5, Article 12.
Available at:
https://ir.lib.uwo.ca/pclc_rpb/vol1/iss5/12