Details

Subject(s)

• Student mobility—Canada—Statistics [Browse]
• Indigenous peoples of North America—Education—Canada—Statistics [Browse]
• Academic achievement—Canada—Statistics [Browse]
• Indigenous Studies [Browse]

Author

• Thompson, Amanda [Browse]

Issuing body

• Statistics Canada [Browse]

Library of Congress genre(s)

• Statistics [Browse]

Series

• Microlog ; 2015-3164. [More in this series]
• Microlog ; 2017-4558. [More in this series]

Summary note

The aim of this paper is to understand how changing schools for reasons other than regular progression is related to the academic outcomes of off-reserve First Nations students. This study examines the reasons students in Grades 1 to 6 and in Grades 7 to 12 last moved schools. Then, the characteristics of movers and non-movers are compared: student characteristics; family characteristics; and school support characteristics. Finally, movers' and non-movers' school outcomes are compared to determine if having one "non-regular" progression school move was negatively related to academic success. Separate analyses are conducted for students in Grades 1 to 6 and those in Grades 7 to 12.--Document.

Notes

"Release date: March 31, 2015."

Bibliographic references

Includes bibliographical references (page 13).

Reproduction note

• Microfiche. Ann Arbor, Mich. : ProQuest, 2015. 1 microfiche : negative ; 11 x 15 cm. (Microlog ; 2015-3164).
• Microfiche. Ann Arbor, Mich. : ProQuest, 2017. 1 microfiche : negative ; 11 x 15 cm. (Microlog ; 2017-4558).

Source of description

Description based on microfilm image of original print version; title from cover.

Other format(s)

Also available via the World Wide Web.

ISBN

• 9781100247632
• 1100247637

SuDoc no.

89-653-X2015006 {Statistics Canada}

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