An annual Quebec education survey has scored three private Montreal schools a perfect 10, while several public English-language institutions showed marked improvements.
The Montreal Economic Institute and the Fraser Institute published their annual survey of Quebec high schools in l'Actualité, a French-language news magazine.
|The survey bases school scores on a number of factors, including:
The Collège Jean-de-Brébeuf, Collège Jean-Eudes and Herzliah High School-Snowdon, all in Montreal, tied for first place, earning perfect grades.
The Collège Jean de la MennaisandCollège Sainte-Anne tied for fourth, both earning 9.9 in the survey.
The École d'éducation internationale in McMasterville was the highest ranked public school in the survey with a grade of9.7.
Ten schools tied for 10th place, including three public high schools in the greater Montreal area:the École d'éducation internationale in Laval, the Collège Saint-Louis in Montreal, and the École internationale de Montréal in Westmount.
Nine of the 10 schools that showed the biggest improvement in performance in the last five years are public institutions, five of which are English-language schools.
The survey also reports on schools that have declined in performance in the same time period. Among the 10 schools in greatest decline are the École publique Sainte-Anne de Daveluyville, and the Collège Champagneur, a private francophone school.
The Montreal Economic Institute and the Fraser Institute have come under fire in the eight years they have published their survey, which critics say is biased because it doesn't account for the fact that bright students tend to end up in private schools.
The editor of l'Actualité— Carole Beaulieu— said critics can rage on, but parents appreciate the survey.
"Evaluating schools is a rather new product in Quebec. It's a new phenomenon. But I can tell you that the readers want it," she said on Thursday.
Schools boards, teachers and parents' committees across the province have refused to comment on the survey, which they say is unproductive and doesn't do justice to efforts made by schools to improve students' performance.