The Ontario government recently introduced Bill 101, the Putting Student Achievement First Act that the province says intends to move “Ontario toward a more accountable, consistent and modern model of high-quality education.”

Given that I was a member of the faculty advisory group that helped develop Ontario’s current assessment, evaluation and reporting policies, I was naturally interested in seeing what this new bill entails and the implications for our provincial education system.

Unfortunately, the bill in its current form is likely to create new challenges with implications both for public schools serving children and youth as well as for university Faculties of Education aiming to prepare the next generations of teachers.

Read more: What Ontarians need to know about ‘student achievement’ reforms that will run school boards like businesses

More, not less, data needed

Effective teaching and learning are dependent on having timely data related to how students are doing and the working conditions of educators. My own research has demonstrated that education systems that collect and monitor detailed data on their students are better positioned to track learning outcomes and respond accordingly.

Effective teaching and learning depend on having timely data, but Ontario plans to scrap the requirement for boards to administer surveys that gauge important issues such as students’ sense of belonging.

Under Ontario reforms, school boards would no longer be legally required to administer the school climate survey — surveys that gauge students’ sense of belonging in schools, reported bullying and engagement in extra-curricular activities.

They often ask questions........

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