Research Reports
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Reports are separately-published records of research findings, research still in progress, policy developments and events, or other technical findings, usually bearing a report number and sometimes a grant number assigned by the funding agency. Also, an official record of the activities of a committee or corporate entity, the proceedings of a government body, or an investigation by an agency, whether published or private, usually archived or submitted to a higher authority, voluntarily or under mandate. (URI: http://purl.org/coar/resource_type/c_93fc)
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Browsing Research Reports by Subject "Education"
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Item College and university graduate retention in New Brunswick: 2010 - 2018(2021-03) McDonald, Ted; Bhuiyan, Erfan; Daigle, Bethany; Miah, PabloNew Brunswick (NB) invests substantially in educating post-secondary students. When qualified graduates leave the province, much of that investment is lost, as they take their human capital (and potential earnings) with them when they relocate. Understanding what kinds of graduates are leaving and what kinds of graduates are staying can help inform targeted policies that encourage graduates to stay and contribute to the local economy, and estimating graduate retention rates can help determine if NB is seeing a high or low return on its investments. The objective of this report is to present a statistical description of individuals who have graduated from the following publicly funded colleges and universities in NB*: The University of New Brunswick (UNB) Université de Moncton (UdeM) Mount Allison University (MTA) St. Thomas University (STU) New Brunswick Community College (NBCC) Collège communautaire du Nouveau-Brunswick (CCNB) The New Brunswick College of Craft and Design (NBCCD) *The Maritime College of Forest Technology is excluded from this study.Item Comparisons of high school equivalency and high school diplomas in NB(New Brunswick Institute for Research, Data and Training, 2019) Leonard, Philip; McDonald, Ted; Balzer, AndyIs getting a GED as “good” as getting a high school diploma? New Brunswickers who drop out of high school but later complete their high school education commonly receive a General Equivalency Diploma – otherwise known as a GED. Some may assume that having a GED or other equivalency degree is comparable to having a high school diploma. Meanwhile, others ask if having a GED is better than having no degree at all. To shed light on this issue, researchers at NB-IRDT look at the evidence surrounding labour market outcomes. This report uses data from the New Brunswick Institute for Research, Data and Training (NB-IRDT) from the 2016 General Social Survey to examine labour market outcomes – including employment and average income – for New Brunswickers possessing a high school equivalency diploma, a traditional high school diploma, or less than a high school education. New Brunswickers with levels of education beyond high school are not included in this comparison. Findings show that while employment rates and average incomes for individuals with an equivalency diploma are not as high as for those with a high school diploma, they are considerably higher than those of individuals who did not complete a high school education. At the time of the survey, 51% of individuals with an equivalency diploma were employed, versus 60% with a high school diploma and 31% without a high school education. Individuals with an equivalency diploma were earning approximately $31,742 a year, compared to $32,381 for those with a high school diploma and $19,893 for those without a high school education. Previous studies have asked whether there is any advantage to getting a GED over not getting one at all. The results suggest the answer is “yes” – in the labour market, at least.Item Differentiated Instructional Practices for High School French as an Additional Language Classes(Canadian Association of Second Language Teachers, 2024) Garrett, Melissa Dockrill; Le Bouthillier, JoséeItem “Expect Nothing; Appreciate Everything”: The impact and implications of immigration, demographic changes, and increasing ethnocultural diversity on teachers, administrators, and students in a New Brunswick high school context(2020) Hamm, Lyle; Massfeller, Helen; McLoughlin, John; Bragdon, Marc; Hamm, LaurenItem Flourishing Leadership in Turbulent Times: The Critical Roles and Service of New Brunswick Principals(2024-03-04) Hartnett, Katherine; Garner, Andrea; Cole, Tina; Razavi, Zeinab; Kinney, Krysta; Hamm, SteamerItem Graduate retention in New Brunswick: 2019 and 2020 cohort update(New Brunswick Institute for Research, Data and Training, 2023-01) Balzer, Andy; McDonald, Ted; Miah, Pablo; Mokhtar, RawiaThis report is the first in a series of annual updates on post-secondary graduates’ retention in New Brunswick (NB) that will be released by the New Brunswick Institute for Research, Data and Training (NB-IRDT) each year. These reports provide an overview of NB graduates’ retention patterns since the previous reporting period, and these periodic updates on graduates’ retention trends can help guide public policy discussions around education and training strategies to attract youth to study, work, and live in NB. The current study, which looks at 2019 and 2020 graduate cohorts, updates the graduate retention results published by Bhuiyan et al. (2020), which considered individuals who graduated as recently as 2018. However, two changes in methodology used in this report mean that results presented here are not directly comparable to the previous results (Bhuiyan et al., 2020). The first change is that in this report, the data on university graduates come from the Maritime Provinces Higher Education Commission (MPHEC), rather than the universities themselves. Though graduation numbers are very close between the two sources, data matching rates are lower with the new source. Second, a more conservative definition of retention is adopted in this report, whereby changes in Medicare status prior to an individual’s graduation date are used to assess retention post-graduation. These methodological changes are discussed in more detail in the report, but the net result is that estimated retention rates in this report are somewhat lower than comparable results in the previous report. We therefore present the full historical series of retention rates so that changes over time can be assessed using a consistent methodology.Item Graduate retention in New Brunswick: Supplementary report on graduates in social work(New Brunswick Institute for Research, Data and Training, 2023-05) Jones, Bethany; McDonald, Ted; Miah, PabloIn January 2023, the New Brunswick Institute for Research, Data and Training released a report called Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al.), 1 which gave an overview of post-secondary graduates’ retention patterns, disaggregated by their field of study. While this provided many valuable insights into graduates’ education and mobility decisions, the fields of study examined were purposely broad. This allowed for comparison between graduates of programs in arts, science, business, and healthcare, for instance, but it did not allow for a narrower focus on the outcomes of graduates of specific fields of interest. In New Brunswick, social work is one such field of interest. The retention of social work graduates 2 is an important topic in the public sphere, as social work has been identified as the second highest profession in need of a recruitment and retention strategy in New Brunswick, and pre-pandemic projections suggest the province could have a shortage of 272 social workers by 2030 (New Brunswick Association of Social Workers [NBASW], 2022). Given the increased demand for social workers since the start of COVID-19, this shortage could be even greater (NBASW, 2022). This study focuses on the retention of social work graduates in New Brunswick and acts as a supplement to the earlier work by Balzer et al. (2023), using the same data and methodology but further breaking down the field of study category to examine social work specifically. The findings in this report provide an overview of social work graduates’ demographic backgrounds and mobility decisions and can help guide public policy discussions around education and training strategies to retain social workers in NB. 1 Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al., 2023) 2 In this report, we refer to graduates of university social work programs and college social service community worker programs as “social work graduates.”Item Identifying requirements and gaps in French as a second language (FSL) Teacher Education: Recommendations and guidelines(Canadian Association of Second Language Teachers (CASLT), 2023) Arnott, Stephanie; Smith, Cameron W; Battistuzzi, Amanda; Culligan, Karla; Dicks, Joseph; Kristmanson, Paula; Masson, Mimi; Spiliotopoulos, Valia; Wernicke, MeikeItem La lecture dans un contexte d’acquisition du français langue seconde en immersion au primaire(Association canadienne des professionnels de l'immersion, 2023) LeBouthillier, JoséeItem Les séances franco : Améliorer les compétences linguistiques et la confiance des futurs enseignants(Association canadienne des professionnels de l'immersion, 2022) LeBouthillier, Josée; Michaud, LisaItem Mobility and retention of labour market training program participants(New Brunswick Institute for Research, Data and Training, 2022-02) Balzer, Andy; Bhuiyan, Erfan Mahmood; Leonard, Philip; McDonald, TedThis report measures the retention in New Brunswick of participants in programs designed and implemented by the Government of New Brunswick’s Department of Post-Secondary Education, Training and Labour (PETL) to help individuals prepare for, obtain, and maintain employment in New Brunswick. Information pertaining to these programs and their participants is captured in the ContactNB database, housed on the secure platform at the New Brunswick Institute for Research, Data and Training (NB-IRDT). These programs – also referred to as “interventions” – were analyzed to determine whether trained individuals remained in New Brunswick after program completion. 1-year, 3-year, and 5-year retention rates are presented for individuals who completed these interventions between 1999 and 2018, inclusive.Item ‘New Canadian’ Minority, Immigrant, and Refugee student leadership in New Brunswick and Alberta: “It’s more than just a tour”(2019) Hamm, LylePurpose: The federal Canadian government and its provincial counterparts have welcomed thousands of refugee and new immigrant families seeking safety from war and economic opportunities to help them get their lives back together. Most newcomers have settled in larger cities across Canada; however, rural regions and smaller “rurally-influenced” cities are also seeing large numbers of newcomers increasing the cultural, linguistic, religious and socio- economic diversity of their communities. This article examines ways that educators are including newcomer ‘new Canadian’ refugee and immigrant students and helping them adjust to their new social environments through leadership opportunities in their schools. Research Design and Methods: This comparative case study draws data from two projects that involved two large high schools – one school is in western Canada, and one was in New Brunswick. Both communities experienced sharp increases in immigration the past 10 years, which impacted the schools. Data were collected through surveys, semi-structured interviews and focus groups. The author used an iterative approach when constantly comparing the data and several key themes emerged in the process. Findings: Significant findings include: the importance of teacher leaders for newcomer students, parental connections with schools, intentionally constructing leadership opportunities, and honoring the dreams of students. Implications for Research and Practice: As schools continue to increase in diversity across Canada, particularly in provinces like New Brunswick where rapid demographic change through increasing immigration is still a recent phenomenon, the author argues that it is important for educators and school based leaders to acknowledge the leadership abilities of minoritized and newcomer students so they can be equally and equitably included in their schools and communities.Item Pending Summative report for School A in collective case study: The impact and implications of immigration, demographic changes and increasing diversity on teachers and administrators in a New Brunswick high school context(2017) Hamm, Lyle; Oulette, KayLee; Hamm, LaurenThis pending summative report is based on approximately seventeen (17) months of qualitative case study research in Eastern Coastal High School (pseudonym). The study was originally conceptualized as a collective case study consisting of four additional high schools within an Anglophone school district in New Brunswick. Recent and on-going global events since we began on April 22, 2015, have affected several planned stages of our data collection and analytical stages in this first inquiry. As a consequence, in February, 2016 when the school welcomed an influx of Syrian students and their families into the school community, our team decided to pull back and pause in the project. This decision was intentional and made in collaboration with our colleagues in the school who were part of and supporting this work. Many of our participants agreed with us that it was important to allow their colleagues abundant time to adjust to the flurry of recent demographic changes in the school. As a result we were unable to collect data from newcomer students. This student data set is an important part of this study, and it is our hope that the school and its administration will extend us one more data cycle in 2017 to acquire the perspectives of newcomer/new Canadian students. Case study research is bounded in time and place (Creswell, 1998; Stake, 1995); as researchers and educators, we are cognizant of the demands placed on educators and respect the reality that they and their students need to proceed with the daily rigor of teaching and learning. We have decided to report on selected data that we have collected in our inquiry in this pending summative report. We will not be able to report on all the data as a portion of it needs to be compared and substantiated with the student data. Further, if we attempt to write a full scale summative report, a monograph of many hundred pages may be produced and we believe it will not serve and support the efforts of the participants and their colleagues in the school. We do believe that our findings to date have the potential to make a valuable contribution to ongoing school and district planning so we report the main thematic findings in this report based on several categories we identified early in the study and developed into the thematic statements as the inquiry progressed.Item Post-graduation earnings of NBCC graduates: 2015 to 2017 graduate cohorts(New Brunswick Institute for Research, Data and Training, 2023-06) Boco, Eton; Emery, Herb; McDonald, TedThis report investigates the post-secondary decisions and outcomes of New Brunswick Community College (NBCC) graduates. The presence of a post-secondary institution can be a valuable contributor to the economy of the region in which it is located. The expenditures and employment of post-secondary institutions directly contribute to local GDP, while the graduates contribute to the growth of the supply of skilled labour available to the regional economy. Put together, these play a role in a region’s economic growth. NBCC is an integral part of New Brunswick (NB), and, once graduated, NBCC students who choose to remain local become an important element in workforce development. Therefore, studying these graduates’ outcomes is not only beneficial to NBCC for designing in-house policies for students but also to the province in determining how to better serve such an important demographic. This study reports on the post-graduation median earnings of NBCC graduates by their demographic and background characteristics. It looks at the median earnings of graduates 1, 2, and 3 years after graduation.Item Post-secondary graduates' province of study post-graduation residence in New Brunswick and labour market outcomes (2011-2016)(New Brunswick Institute for Research, Data and Training, 2023-02) Boco, Eton; Emery, Herb; McDonald, TedAs New Brunswick (NB) continues to invest in the retention and attraction of university and college graduates, it is important to know what proportion of its residents who leave for post-secondary studies are returning to the province and contributing to the local economy. Based on an analysis of registrar data from Canadian post-secondary institutions linked with tax data from T1 tax returns, this report sets out the mobility and earnings patterns of NB residents who leave the province for their post-secondary studies, comparing them to residents who choose to stay and study in NB. Counts, return rates, and median incomes after graduation are presented by gender, field of study, level of study, and region of study for the 2011 to 2016 tax years.Item Promoting Oral Language Production: Pretend Play in Bilingual and Multilingual Classrooms(Canadian Association of Second Language Teachers, 2022) Garrett, MelissaItem Retention and labour market outcomes of registered apprentices in New Brunswick: 2009 to 2017(New Brunswick Institute for Research, Data and Training, 2021-09) Boco, Eton; Emery, Herb; Mokhtar, RawiaAs the second phase of a two-part analysis looking at retention rates and labour market outcomes of post-secondary graduates in New Brunswick (NB), this report examines the trends, retention, and incomes of those who receive apprenticeship certificates in the province. Using the Canada Research Data Centre Network’s Education and Labour Market Longitudinal Platform (ELMLP), it analyzes cohorts of trade certificate holders from 2009 to 2017. Highlight of Findings - Roughly 11,000 trades certificates were granted in NB between 2009 and 2019, the majority of which went to males rather than females, apprentices rather than trade qualifiers, and individuals in Red Seal trades rather than non-Red Seal trades. - Compared to 2009, there were 15% more registrations and 8% more certificates granted in 2019. Roughly 60% of these are in one of the following major trade groups: Automotive service technician, Plumber/Pipefitter/Steamfitter, Carpenter, Welder, or Electrician. Two of these trades, Automotive service technician and Plumber/Pipefitter/Steamfitter, have compulsory certification in NB. - The largest increase in registrations was among Heavy duty equipment mechanics (86%), while the largest increase in certifications was in the Exterior finishing (300%) trade group. - Retention is higher among completers than trade qualifiers. A possible reason behind this is the difference in requirements before a certificate is awarded to either group. - Crane operators, Iron workers, or Power line technicians are usually the highest earners (see Table 8). However, data are not always available for these groups. When they are excluded from the equation due to data limitations, the next highest earning groups are the Industrial instrumentation and Control technician trade groups. Meanwhile, income is lowest among the Cook grade group. - More years since certification does not necessarily translate into higher earnings for all trade groups. For instance, Plumbers in the 2010, 2011, and 2012 cohorts of certificate holders had a lower average income five years after certification compared to two years after certification, sometimes by as much as 18%. - The amount of money paid to later cohorts of most trade groups has declined. Two-year post-certification incomes decreased between the earliest and most recent cohorts in the study period.1 The largest decrease in income was among the Construction electrician trade group, while the largest increase in two-year post-certification median income was in the Cook trade group. - Non-Red Seal trade certificate holders earn considerably more on average than Red Seal trade certificate holders for most cohorts. The higher number of Red Seal trade certified tradespersons compared to non-Red Seal Trade tradespersons might mean more competition for jobs among the - Red Seal trades, creating less competitive wages being offered for this group. Income growth is also sometimes higher among cohorts of non-Red Seal trade certificate holders, which means smaller chances of a ‘catch-up’ for Red Seal trade certificate holders. While Red Seal endorsed certificate holders have an average two-year retention rate of 92%, non-Red Seal endorsed certificate holders have an average two-year retention rate of 65%. Red Seal endorsed certificate holders also earn less on average, sometimes by as much as 20%.Item Retention and Mobility of NBCC Graduates: 2017 to 2019 Graduate Cohorts(New Brunswick Institute for Research, Data and Training, 2023-05) Boco, Eton; Emery, HerbMigration from rural and small-town areas to larger urban centers has been a long-standing trend, and as of July 2021, more than half of New Brunswick’s total population lives in either Moncton, Saint John, or Fredericton.This is part of a global migration trend whereby people, mostly young adults, are choosing to leave rural and small towns for larger urban areas. With a median age of 27, New Brunswick Community College (NBCC) graduates comprise the demographic most likely to make this migration decision. The locations of NBCC campuses – three in larger cities and three in small-town areas – also make its graduates a good sample to observe when investigating rural to urban migration decisions. As such, this study reports on the intra-provincial migration trends of NBCC graduates by their campus for the 2017 to 2019 graduation cohorts. Graduate mobility is discussed 1 and 3 years after graduation, showing which NBCC campus’s graduates are more or less likely to remain in or migrate from New Brunswick after graduation.Item Rétention des diplômés collégiaux et universitaires au Nouveau-Brunswick(l’Institut de recherche, de données et de formation du Nouveau-Brunswick, 2021-03) McDonald, Ted; Bhuiyan, Erfan; Daigle, Bethany; Miah, PabloLe Nouveau-Brunswick investit considérablement dans l’éducation des étudiants de niveau postsecondaire. Lorsque les diplômés qualifiés quittent la province, beaucoup de cet investissement est perdu, pendant qu’ils apportent avec eux le capital humain et (les gains potentiels) lorsqu’ils se réinstallent. Comprendre quelles sortes de diplômés partent et quelles sortes de diplômés restent, cela peut éclairer les politiques ciblées qui encouragent les diplômés à rester et à contribuer à l’économie locale. De plus, l’estimation des taux de rétention des diplômés peut permettre de déterminer si le N.-B. voit un rendement élevé ou faible de ses investissements. L’objectif du rapport est de présenter une description statistique des personnes qui ont obtenu un diplôme dans les collèges et les universités publics au Nouveau-Brunswick1 : • L’Université du Nouveau-Brunswick (UNB) • L’Université de Moncton (UdeM) • L’Université Mount Allison (MTA) • L’Université St. Thomas (STU) • Le New Brunswick Community College (NBCC) • Le Collège communautaire du Nouveau-Brunswick (CCNB) • Le New Brunswick College of Craft and Design (NBCCD) *Le Collège de technologie forestière est exclus de l’étude.