||The key variable can be used to link school information to the student's file.
||Province where the school is located.
||Language of the school system within the province and a stratum variable when applicable.
||Administrator's report on the community population size where the school is located. School location
|Urban/rural status of the area where the school is located as defined by Statistics Canada.
||The number of girls/boys enrolled in the school, the total enrollment, and the percentage of girls.
||SC02Q01:02, SCHLSIZE, PCGIRLS
|School Type (ownership)
||Ownership of the school (public or private) and the funding sources of the school
||SC03Q01, SC04Q01:04, SCHLTYPE
|School Type (religion)
||Whether the school is with or without religious affiliation
||Grade levels offering in the school
||Instructional time for 15-year-old students in the school and derived hours of schooling per year.
||Factors considered when students are admitted to the school.
||Percentage of 15-year-olds in study programs with different destinations towards further education or labor-market
||Importance of factors in determining the study program of grade 10 students in the school.
||Factors may result in the transfer of a grade 10 student in the school to another school.
|Quality of School Physical Infrastructure
||School principals' reports on the extent to which learning by 15-year-olds in their school was hindered by: poor condition of buildings; poor heating and cooling and/or lighting systems; and, lack of instructional space. An index is derived from the above information.
|Quality of Schools' Material Educational Resources
||School principals' reports on the extent to which learning by 15-year-olds in their school was hindered by: lack of instructional material; not enough computers for instruction; lack of instructional materials in the library; lack of multi-media resources for instruction; inadequate science laboratory equipment; and, inadequate facilities for the fine arts. An index of the quality of schools' educational resources is derived after.
||Availability of special courses for gifted students or low achievers, special tutoring and room for doing homework with staff help
||Number of computers in school; the availability of computers to 15-year-old students, teachers, and administrative staff; connection of computers to internet or intranet; and derived indices for each aspect.
||SC13Q01:06, RATCOMP, PERCOMP1:5
|Staffing and Quality of Human Educational Resources
||Full-time and part-time teacher composition, student-teacher ratio, teachers' education level and qualification for each type of course, and professional development of teachers.
||SC14Q01:18, STRATIO, PROPQUAL, PROPCERT, PROPREAD, PROPMATH, PROPSCIE, SC15Q01
|Evaluation of Students
||Type of evaluation used to assess students, frequency of communication on students' performance to parents, principal and administrators and the usage of evaluations of students.
||SC16Q01:05, SC17Q01:03, SC18Q01:06
|Teacher-Related Factors Affecting School Climate
||Principals' reports on the extent to which the learning by 15-year-olds was hindered by: low expectation of teachers; poor student-teacher relations; teachers not meeting individual students' needs; teacher absenteeism; staff resisting change; teacher being too strict with students; and students not being encouraged to achieve their full potential. An index is derived for principals' perceptions of teacher-related factors affecting school climate.
||TEACBEHA, SC19Q01, SC19Q03, SC19Q07, SC19Q08, SC19Q11, SC19Q14, SC19Q16
|Student-related factors affecting school climate
||Principals' reports on the extent to which learning by 15-year-olds in their school was hindered by: student absenteeism; disruption of classes by students; students skipping classes; students lacking respect for teachers; the use of alcohol or illegal drugs; and students intimidating or bullying other students. An index is derived for principals' perceptions of student-related factors affecting school climate
||STUDBEHA, SC19Q02, SC19Q06, SC19Q09, SC19Q10, SC19Q13, SC19Q15
|Teachers' Morale and Commitment
||The extent to which school principals agreed with the following statements: the morale of the teachers in this school is high; teachers work with enthusiasm; teachers take pride in this school; and, teachers value academic achievement. An index was derived for principals' perceptions of teachers' morale and commitment
||The principals' views on how much learning by 15-year-old students was hindered by: shortage or inadequacy of teachers in general and in each type of courses in language, math, and science. An index is derived from these information.
|School Autonomy and Teacher Autonomy
||School principals' reports on the person who had the main responsibility for issues of administration, staffing, compensation, financing, admission, teaching material and course portfolio. A PISA index of school autonomy is derived from the number of categories that principals classified as not being a school responsibility. Also, a index of teacher autonomy was derived from the number of categories that principals classified as being mainly the responsibility of teachers.
||SC22Q01:12, SCHAUTON, TCHPARTI
||Whether the school offers a semestered program to grade 10 students.
|Working Experience Program
||Proportion of enrollment of students in a working related course/program and the selection policy for that program.
||Whether the school offers and focuses on special programs, such as language immersion program, second language program, arts/sports targeted program, trade/vocational program, program targeting low achievers or gifted students, and alternative program.
||SC26Q01a:b, SC26Q02a:b, SC26Q03a:b, SC26Q04a:b, SC26Q05a:b, SC26Q06a:b, SC26Q07a:b, SC26Q08a:b, SC26Q09a:b, SC26Q10a:b, SC26Q11a:b
|Partnership with Business
||Whether school has an ongoing partnership with business and benefits the business provided through the partnership, ranging from learning materials, working opportunities, to funding
||principal reported percentage of last year's gradates went on to university; college, CEGEP or other post-secondary; or other destination
|Efforts to help at risk students and school drop-outs
||Efforts to help at risk students stay in school or encourage dropouts to return to school through various methods: contacting parents, closing monitoring, incentives for better performance, tutoring by teacher and by peer, alternative or flexible program, work education, counselling for personal/academic/career issues, recommendations and referral, childcare, etc.
||S30AQ01:02, S30BQ01a:b, S30BQ02a:b, S30BQ03a:b, S30BQ04a:b, S30BQ05a:b, S30BQ06a:b, S30BQ07a:b, S30BQ08a:b, S30BQ09a:b, S30BQ10a:b, S30BQ11a:b, S30BQ12a:b, S30BQ13a:b, S30BQ14a:b
||The school base weight, which has been adjusted for school non-response. Please see codebook for details.