Why we’re reviewing student progress

We’re taking action to build a stronger, modern education system that puts students first and prepares them for the jobs of tomorrow. Current EQAO results in reading, writing and math show that we must do more.

Since 2021–2022, EQAO results across the province have stalled. There are still achievement gaps among some student groups and across school boards.

We need to act now so that students:

  • don’t fall behind
  • gain foundational skills critical for lifelong success
  • are ready for postsecondary education and the workforce

We want teachers to have the resources and tools they need to help students succeed.

This is why we are appointing a new advisory body to review how our public education system supports and measures student achievement.

About the review

Independent experts will look at how our school system teaches students and measures their success.

The review will assess:

  • why student outcomes are not improving
  • if the curriculum and learning resources are clear, consistent and easy to use
  • how well teachers are being prepared and supported
  • if students have the tools they need to succeed

It will also examine:

  • if EQAO tests reflect what is being taught and are fair for all students
  • how data can guide better teaching, policy and funding decisions
  • if supports for students who need extra help are working
  • how to better prepare students before standardized tests
  • how EQAO tests are designed and delivered to ensure students can show what they’ve learned

Scope of the review

The review will look at the following areas.

Curriculum, professional learning and supports

Determine if our curriculum and instructional supports are:

  • clear and accessible
  • consistently delivered by well-prepared educators
  • helping students achieve in reading, writing and math
Data and analytics

Review how our school system uses data-driven insights to:

  • inform action to raise student achievement
  • understand what is working
  • apply successful approaches across the public education system
Focused interventions

Review effectiveness of programs and supports for groups of students who are struggling.

Student assessment

Review how we:

  • measure student achievement
  • can more effectively and equitably:
    • measure student achievement
    • support educators
    • reflect curriculum expectations without unintended barriers

About the advisory body

Independent experts will carry out the review and report directly to the Minster of Education.

The advisory body will have a chair and an advisory member. We will provide the advisory body with planning and delivery support.

Chair responsibilities

The chair:

  • is accountable to the Minister of Education
  • delivers the final report with the review’s recommendations and findings
  • leads the review process
  • ensures the advisory body completes all tasks and products
  • is responsible for the quality, accuracy and timeliness of the report
  • acts as the main liaison between the advisory body and the Minister of Education

Advisory body chair: William (Bill) Robson

William Robson is President and CEO of the C.D. Howe Institute, a role he has held since July 2006. He previously served as the Institute’s Senior Vice President and Director of Research. From 2000 to 2008, Mr. Robson served as a board member of the Postsecondary Education Quality Assessment Board, overseeing the development of certification procedures for postsecondary programs and institutions, and making recommendations on certification to the government.

An accomplished economist and public policy expert, Mr. Robson has authored more than 280 monographs, articles, chapters, and books on issues including government budgets, pensions, healthcare financing, inflation, and currency policy. His work has received awards from the Policy Research Secretariat, the Canadian Economics Association, and the Donner Canadian Foundation. He is a Senior Fellow at Massey College, holds the ICD.D designation from the Institute of Corporate Directors and is a member of the ifo World Economic Survey expert group.

Mr. Robson has taught undergraduate public finance and public policy at the University of Toronto and a master’s-level course in public finance at the University of Toronto’s Munk School of Global Affairs and Public Policy.

Advisor responsibilities

The advisor to the chair:

  • uses their expertise, research and analysis of findings to support the review and draft of the report
  • works under direction from the chair

Advisor to the chair: David R. Johnson

David R. Johnson is an emeritus professor of economics at Wilfrid Laurier University, where he taught from 1985 to 2022. Earlier in his career, he worked at the Bank of Canada from 1983 to 1985. He earned his Ph.D. from Harvard University in 1983, following a Master’s degree from the University of Western Ontario and a BA from the University of Toronto.

Since the publication of Signposts of Success: Interpreting Ontario's Elementary School Test Scores in 2005, Professor Johnson’s research has focused on the economics of education, including student achievement, access to and persistence in postsecondary education and the impacts of labour disruptions on learning outcomes. His more recent work examines variation in grading practices across high schools in Alberta and its implications for student assessment and postsecondary transitions.

Timelines and reports

The advisory body will serve for up to 12 months. It will provide the Minister of Education with:

  • a report with interim findings
  • a final diagnostic report including:
    • key findings
    • root causes of stalled results
    • recommendations for action related to key findings
  • briefings and discussions on the report’s findings and recommendations with the Minister of Education and the ministry

We will make the final recommendations to the Minister of Education public.

Updates will be posted on this page when available.