The EDI team is excited to announce a new collaboration with the Education Quality and Accountability Office (EQAO) to understand trajectories of student learning and well-being—from early childhood to adolescence.
The collaboration will link EDI and EQAO data to better understand how early development impacts later learning and achievement.
This is not the first collaboration using EDI and EQAO data.
In 2013, research found students on track in kindergarten were much more likely to achieve the provincial standard on Grade 3 EQAO assessment than those students in the vulnerable or at-risk groups.
A 2016 study by researchers at the Offord Centre found all domains of development were associated with academic achievement in Grade 3, not only cognitive domains. The findings suggest that although cognitive skills are crucial for early achievement, non-cognitive abilities also play a role.
Finally, EDI and EQAO data were used to identify behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD).