Abstract
The Canadian provinces have implemented various strategies aimed at improving kindergarten through 12th-grade mathematics performance. There is no clear evidence which, if any, of these strategies improve achievement scores. We apply hierarchical linear modelling to the 2012 Program for International Student Assessment data to isolate the effects of policy interventions. We find that efforts to improve learning conditions can be worthwhile, but their effects are not as substantial as a school’s socio-economic status composition, which elevates or depresses the academic achievements of all students. As barriers to school choice come down, ambitious parents will resort to active school choice, a strategy that may reduce social equity.
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