Our Research
This study presents the hypothetical economic costs of funding Ontario’s independent schools, if the province were to fully fund the sector or apply any of the existing partial-funding models in Canada.
This report explores how learning continued in Ontario’s independent schools during the continuous and disruptive school closures of the 2020–21 school year. It also investigates the financial, promotional, and business impact of these disruptions.
The heart of democratic education lies in preparing the next generation to join the community of citizens. Indeed, state-funded public education developed out of the imperative to inculcate the civic knowledge, skills, and attachment necessary for democratic governance.
But what is the role of independent schools in the process of civic formation and social cohesion? Do they help or hinder the development of democratic citizenship? What oversight should governments exercise over them? And should governments fund such schools as part of public education writ large?
Imagine Canada like a car: we’ve just had the rare experience of smashing our economy, culture, and society into a brick wall at high speed—whether through the disease itself or our response to it. And like crash-test engineers, we now have to perform the analysis.
What did we learn? How did we fare? What performed better than expected, and what worse? And, most importantly, where do we go from here?
The social, emotional, academic, and economic implications of the global COVID-19 pandemic will be studied for years to come. This paper reports how these schools pivoted from offering face-to-face education to remote learning from March to June 2020.
Dr. Beth Green delivered the following remarks on October 6, 2017 at the Kuyers Institute for Christian Teaching and Learning’s conference “Christian Teaching and Learning: Pathways and Possibilities,” at Calvin University in Grand Rapids, Michigan. The text has been lightly adapted to appear in print.
Mild reforms were recently introduced to Alberta’s charter-school policy, but a most unaccommodating prohibition remains: Charter schools cannot be religious.
This paper is the final edition of a three-part, pan-Canadian series investigating the perceptions of independent-school parents. Using the same research question and methodology as the British Columbia (BC) and Ontario versions, this paper examines the findings in Alberta.
Click here to read a one-page summary of this report.
Embracing Innovation and Diversity in Ontario K–12 Education
A Case Study of Pacific Academy
A Case Study of Our Lady of Lourdes Elementary School
A Case Study of Woodland Christian High School
What can schools do to promote environmental education?
Researchers went on site in search of promising practices and excellence in Christian education. This is what they found. Read on.
What can schools do to promote indigenous education and reconciliation?
Researchers went on site in search of promising practices and excellence in Christian education. This is what they found. Read on.
What can schools do to promote civic engagement?
Researchers went on site in search of promising practices and excellence in Christian education. This is what they found. Read on.
The United States is ready for a more inclusive definition of public education. Based on a decade’s worth of research, Rethinking Public Education: Including All Schools that Contribute to the Public Good, argues that private schools contribute to American public education in tangible and measurable ways. Read on to learn why a modern, inclusive, and pluralistic public education system would take those contributions into account and include all types of schools – public and private.
This report from the 2018 Cardus Education Survey examines the school sector effect on how graduates of nongovernmental and public schools in the U.S think about their experiences in high school, including an assessment of their high school’s quality and climate, the relationships they formed there, and how well they felt prepared for key dimensions of adulthood, including university, career, and personal relationships. It is based on a representative survey of 1500 randomly selected American high school graduates (ages 24-39). The Cardus Education Survey includes a large number of controls for many factors in student development such as parental education, religion, and income, to isolate a school sector's particular impact.
Ontario's independent school sector is growing at a remarkable pace. Who chooses independent schools in Ontario and why? What is the demographic profile of families who are choosing independent schools? What are the reasons behind their choices? This is the first study in over a decade to answer those questions.
To read the full report, click here.
Ontario's independent school sector is growing at a remarkable pace. Who chooses independent schools in Ontario and why? What is the demographic profile of families who are choosing independent schools? What are the reasons behind their choices? This is the first study in over a decade to answer those questions.
To read a summary of the report, click here.
This report from the 2018 Cardus Education Survey examines the school sector effect on the social ties of graduates of nongovernmental and public schools in the U.S. It is based on a representative survey of 1500 randomly selected American high school graduates (ages 24-39). The Cardus Education Survey includes a large number of controls for many factors in student development such as parental education, religion, and income, to isolate a school sector's particular impact. This report measures the strength and diversity of the social ties held by American graduates and the influence of the various school sectors on these social outcomes.