High School Graduation Rates and Student Achievement Statistics

Successful Grade 9 Credit Attainment

Grade 9 Credit Attainment Charts

 

First-Time Grade 9 Enrolment
School Year Provincial Female Male Non-
Indigenous		 Indigenous Urban Rural Northern French
Immersion
Program		 Français
Program		 English
Program
2011/2012 14,674 7,084 7,590 11,913 2,761 8,866 4,979 829 1,171 346 13,157
2012/2013 14,767 7,219 7,548 11,877 2,890 8,797 5,092 878 1,154 371 13,242
2013/2014 14,706 7,142 7,564 11,744 2,962 8,867 4,939 900 1,261 355 13,090
2014/2015 14,746 7,135 7,611 11,824 2,922 8,976 4,859 911 1,203 371 13,172
2015/2016 14,577 7,149 7,428 11,724 2,853 8,872 4,883 822 1,323 387 12,867
2016/2017 14,605 7,014 7,591 11,704 2,901 8,885 4,903 817 1,343 340 12,922
2017/2018 14,675 7,151 7,524 11,703 2,972 9,002 4,853 820 1,350 385 12,940
2018/2019 14,588 7,063 7,525 11,685 2,903 8,920 4,796 872 1,439 353 12,796
2019/2020 14,568 7,179 7,389 11,578 2,990 8,805 4,931 832 1,466 327 12,775
2020/2021 14,580 7,063 7,517 11,563 3,017 8,928 4,854 798 1,513 437 12,630
2021/2022 15,170 7,436 7,734 11,878 3,292 9,266 4,969 935 1,631 416 13,123
Note 1: Includes students from public and funded independent schools as well as First Nations schools administered by Frontier School Division under educational agreements.

Note 2: Every year, parents of new or continuing students are given the opportunity to indicate if they are declaring their child's Indigenous identity for the first time, or altering their child's previously declared identity, or confirming that a previous declaration has been made.

 

Grade 9 Mathematics
Percentage of first-time Grade 9 students who attained a Mathematics credit by year-end
School Year Provincial Female Male Non-
Indigenous		 Indigenous Urban Rural Northern French
Immersion
Program		 Français
Program		 English
Program
2011/2012 86.6% 87.4% 85.9% 91.6% 65.3% 88.7% 87.4% 59.6% 95.1% 92.2% 85.7%
2012/2013 87.1% 87.5% 86.8% 92.4% 65.6% 89.0% 88.3% 61.5% 95.0% 94.9% 86.2%
2013/2014 87.8% 87.9% 87.7% 92.2% 70.2% 90.1% 87.3% 67.9% 93.1% 95.8% 87.0%
2014/2015 87.2% 87.8% 86.6% 92.4% 66.3% 89.5% 88.5% 57.0% 95.8% 94.3% 86.2%
2015/2016 88.3% 89.2% 87.4% 92.8% 69.5% 89.9% 89.7% 61.6% 97.2% 96.4% 87.1%
2016/2017 88.0% 88.5% 87.4% 93.0% 67.6% 90.1% 88.9% 58.9% 96.9% 94.4% 86.9%
2017/2018 87.7% 88.5% 87.1% 92.8% 67.8% 89.6% 89.1% 59.8% 96.9% 97.7% 86.5%
2018/2019 86.9% 87.1% 86.7% 92.2% 65.7% 88.5% 89.2% 57.8% 96.6% 97.7% 85.5%
2019/2020 89.4% 90.0% 88.8% 94.2% 70.6% 91.4% 91.1% 57.6% 98.8% 96.3% 88.1%
2020/2021 86.6% 86.5% 86.6% 92.3% 64.3% 88.4% 88.6% 53.3% 97.5% 95.7% 84.9%
2021/2022 87.2% 87.3% 87.2% 93.2% 65.8% 89.8% 88.1% 57.2% 97.2% 94.7% 85.8%

 

Grade 9 English Language Arts
Percentage of first-time Grade 9 students who attained an English Language Arts credit by year-end
School Year Provincial Female Male Non-
Indigenous		 Indigenous Urban Rural Northern French
Immersion
Program		 Français
Program		 English
Program
2011/2012 89.4% 90.6% 88.2% 93.6% 71.2% 90.6% 91.1% 65.7% 97.2% 94.5% 88.5%
2012/2013 88.9% 90.0% 87.9% 93.5% 70.2% 90.3% 90.9% 63.0% 97.1% 93.8% 88.1%
2013/2014 89.0% 89.7% 88.3% 93.2% 72.1% 90.9% 89.6% 66.2% 94.7% 97.5% 88.2%
2014/2015 89.3% 90.4% 88.3% 93.8% 71.0% 90.7% 92.2% 59.9% 96.8% 98.4% 88.4%
2015/2016 90.2% 91.3% 89.2% 94.3% 73.6% 91.5% 92.1% 65.8% 97.8% 98.7% 89.2%
2016/2017 89.7% 90.7% 88.7% 94.2% 71.4% 91.2% 90.7% 67.3% 97.8% 95.0% 88.7%
2017/2018 89.5% 90.5% 88.5% 94.0% 71.8% 90.7% 91.3% 65.4% 97.6% 98.4% 88.4%
2018/2019 88.8% 89.5% 88.3% 93.6% 69.9% 90.5% 91.2% 58.6% 98.0% 98.9% 87.5%
2019/2020 90.0% 90.7% 89.3% 94.4% 72.7% 91.7% 92.5% 56.7% 98.9% 96.3% 88.8%
2020/2021 88.4% 89.0% 87.9% 93.7% 68.3% 90.0% 90.8% 56.0% 97.9% 95.9% 87.0%
2021/2022 88.6% 88.8% 88.5% 94.4% 68.0% 91.3% 89.6% 56.9% 97.9% 98.3% 87.2%