Auditor general Paul Martin has released a report on student literacy, highlighting persistent gaps in literacy achievement and weaknesses in how the Department of Education and Early Childhood Development measures, monitors and responds to literacy results.
Martin's audit examined literacy assessments, programs and supports for students from kindergarten to Grade 12 in both the anglophone and francophone sectors. The report found that, while the department collects literacy data, inconsistent monitoring and followup have limited its ability to make timely adjustments to improve student outcomes.
"Literacy is foundational to student success, yet our work found large and persistent gaps between literacy results and provincial targets," said Martin. "When these gaps are not consistently monitored or acted upon, students may not receive the support they need."
The report notes that no provincial literacy assessment target was met in any year of the audit period; that some provincial literacy targets are not currently assessed; and that achievement gaps are not always driving timely, targeted intervention. In addition, not all literacy programs and student-level supports are consistently evaluated to determine their effectiveness.
"Data should be used to trigger action," said Martin. "Without clear thresholds, aligned targets and documented remediation plans, there is a risk that known literacy challenges will persist."
The auditor general made a series of recommendations aimed at strengthening target-setting, monitoring, intervention and evaluation to better support improved literacy outcomes for students across the province.
