High School Graduation Rates and Student Achievement Statistics

Successful Grade 9 Credit Attainment

Grade 9 Credit Attainment Dashboard

 

First-Time Grade 9 Enrolment
School Year Provincial Female Male Non-
Indigenous		 Indigenous Urban Rural Northern French
Immersion
Program		 Français
Program		 English
Program
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
2022/2023 15,436 7,532 7,904 12,139 3,297 9,292 5,260 884 1,727 401 13,308
2023/2024 15,956 7,834 8,122 12,570 3,386 9,671 5,329 956 1,676 383 13,897
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: Each year, parents/caregivers of new or continuing students are given the opportunity to declare their child’s Indigenous identity for the first time, update previously declared identity, or confirm an existing declaration.

 

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
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%
2022/2023 87.5% 86.7% 88.2% 93.2% 66.4% 89.8% 88.2% 58.0% 98.2% 96.8% 85.8%
2023/2024 86.9% 86.2% 87.7% 93.2% 63.9% 89.1% 88.6% 55.9% 97.7% 96.6% 85.4%

 

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
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%
2022/2023 89.0% 88.9% 89.1% 94.5% 69.0% 91.3% 90.3% 56.9% 98.5% 97.8% 87.5%
2023/2024 87.7% 87.6% 87.7% 93.4% 66.5% 89.6% 89.5% 57.9% 97.9% 98.2% 86.1%