ANGLOPHONE WEST INDIAN STUDENTS IN THE QUEBEC SCHOOL SYSTEM: CHARACTERISTICS AND EDUCATIONAL EXPERIENCE ( cohorts) Marie Mc Andrew Director Chair in Ethnic Studies University of Montreal May 11 th 2006

PLAN Overview of the research Social and educational characteristics of anglophone West Indian students Educational mobility Academic performance Conclusion

SOCIAL AND EDUCATIONAL CHARACTERISTICS OF ANGLOPHONE WEST INDIAN STUDENTS

Table 1 Mother tongue, region of origin and geographical distribution, students from Black communities (1994, 1995, 1996 cohorts) a)French sector b)English sector PopulationWhole of Quebec Montreal region Laval/Montérégie regions Students from Black communities* Caribbean (English mother tongue) Africa (English mother tongue) Students of immigrant origin Entire population * 12 students were not attributed to either of these groups, since their parents were born in two different countries from the different groups. * 6 students were not attributed to either of these groups, since their parents were born in two different countries from the different groups. PopulationWhole of Quebec Montreal region Laval/Montérégie regions Students from Black communities* Caribbean (French mother tongue) Caribbean (English mother tongue) Caribbean (Creole mother tongue) Africa (French mother tongue) Africa (English mother tongue) Students of immigrant origin Entire population

Table 2 Gender and place of birth, Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) Population GenderPlace of birth Boys (%)Girls (%) Born in Quebec (%) Born outside Quebec (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population

Table 3 Level of entry into the Quebec school system, Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) 1 :Students graduating from primary school) 2 :Students entering into secondary 1 3 :Students entering into secondary 2, 3, 4 and 5 Population Former 1 secondary 1(%) New 2 secondary 1 (%) During secondary schooling 3 (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population

Table 4 Socioeconomic rank index, Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) PopulationDecile ranks 1 to 7 (%)Decile ranks 8 to 10 (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population

Table 5 Contrasting West Indian anglophone students with other Black students (French sector) Language of students Born in Quebec (%) Arrived at the primary level (%) With low socioeconomic rank index ( = middle or high ses) (%) West Indian African a)French sector b)English sector Language of students Born in Quebec (%) Arrived at the primary level (%) With low socioeconomic rank index ( = middle or high ses) (%) West Indies Francophones Anglophones Creolophones Africa Francophones Anglophones

EDUCATIONAL MOBILITY

Table 6 Age upon entry into high school, Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) Population Normal age 1 (T+1) (%) With lag 2 (> T+1) (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population :Up to one year of school lag 2 :Two or more years of school lag

Table 7 School lag accumulated in secondary 3, Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) Population Students entering at normal age, secondary 1 Students entering with lag, secondary 1 With no lag in sec. 3 (%) With lag or absent in sec. 3 (%) With no extra lag in sec. 3 (%) With extra lag or absent in sec. 3 (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students *20.0* Students of immigrant origin Entire population * :Total number of students less than 10.

Table 8 Anglophone West Indian students declared SHSMLD*, integrated or non-integrated (1994, 1995, 1996 cohorts) (whole of Quebec) Population Declared SHSMLD (%) Integrated (%) Non integrated (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population * SHSMLD: Students with Handicaps, Social Maladjustments or Learning Difficulties.

Table 9 High school graduation rate of Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) Population After five years (%) After six years (cumulative) (%) After seven years (cumulative) (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population

Table 10 Sector attended and type of diploma, Anglophone West Indian students with a high school diploma (1994, 1995, 1996 cohorts) (whole of Quebec) Population Youth sectorAdults sector General (%) Professional (%) General (%) Professional (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students X Students of immigrant origin Entire population X :Total number of students less than 10.

Table 11 CEGEP access and language of instruction, Anglophone West Indian students (1994, 1995, 1996 cohorts) (whole of Quebec) Population CEGEP attendance (%) Language of instruction French (%)English (%)Bilingual (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students 51.5X97.3X Students of immigrant origin Entire population X :Total number of students less than 10

Table 12 CEGEP graduation rate and type of training, Anglophone West Indian students (1994, 1995, 1996 cohort) (whole of Quebec) Population Graduates from initial cohort (%) Graduates having reached CEGEP (%) Type of training General (%) Technical (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population

Table 13 Contrasting Anglophone West Indian students with other Black students Language of students Enter high school at normal age (%) Do not accumulate more delay (%) Never identified as «at risk» students (%) Get a high school diploma (%) Get a college diploma (%) West Indies Francophones Anglophones Creolophones Africa Francophone Anglophones a)French sector Origin of students Enter high school at normal age (%) Do not accumulate more delay (%) Never identified as «at risk» students (%) Get a high school diploma (%) Get a college diploma (%) West Indian African b)English sector

French sector (%)English sector (%) Place of birth Born in Quebec Born outside Quebec Level of entry Former secondary 1 (students graduating from primary school) New secondary 1 (students entering into sec. 1) During secondary schooling (students entering into sec. 2,3,4, 5) X 27.8 Table 14 Factors positively linked to high school graduation among Anglophone West Indian students Gender Boys Girls Socioeconomic rank index Decile ranks 1 to 7 Decile ranks 8 to Age at arrival into high school Normal age (T + 1) (up to one year’s lag) With school lag (> T + 1) (over two years’ lag) X

Table 14 (con’t.) Factors positively linked to high school graduation among Anglophone West Indian students School lag in secondary 3 Students entering at normal age, secondary 1 Students entering with lag, secondary 1 With no lag, secondary 3 (%) With lag or absent, secondary 3 (%) No extra lag, secondary 3 (%) With extra lag or absent, secondary 3 (%) French sector Anglo West Indian students English sector Anglo West Indian students XX X: Total number of students less than 10

ACADEMIC PERFORMANCE

Table 15 Presence of Anglophone West Indian students at secondary 4 and 5 Ministerial exams, youth sector (1994, 1995, 1996 cohorts) (whole of Quebec) French-language exams History (%) Physical science (%) Written French, language of instruction (%) Written English, second language (%) Anglo West Indian students Students of immigrant origin Entire population English-language exams History (%) Physical science (%) Written English, language of instruction (%) Written French, second language (%) Anglo West Indian students Students of immigrant origin Entire population

Table 16 Success rate and average of Anglophone West Indian students at secondary 4 and 5 Ministrial exams, youth sector (1994, 1995, 1996 cohorts) (whole of Quebec) Secondary 4 HistoryPhysical science % success rate Average (%)% success rateAverage (%) French sector Anglo West Indian students Students of immigrant origin Entire population English sector Anglo West Indian students Students of immigrant origin Entire population

Table 16 (con’t.) Success rate and average of Anglophone West Indian students at secondary 4 and 5 Ministrial exams, youth sector (1994, 1995, 1996 cohorts) (whole of Quebec) Secondary 5 Written French, language of instruction Written English, second language % success rate Average (%)% success rateAverage (%) Anglo West Indian students Students of immigrant origin Entire population Written English, language of instruction Written French, second language % success rate Average (%)% success rateAverage (%) Anglo West Indian students Students of immigrant origin Entire population

CONCLUSION