2 Bridging the Gap: Ensuring Equal Opportunities for All Students in Kamloops

Introduction

In the scenic city of Kamloops, nestled in the heart of British Columbia, the community’s vibrancy is mirrored in its diverse educational landscape of elementary schools. This chapter explores the disparities in elementary education across the city, aiming to engage community members and spark meaningful dialogue. This investigation is driven by a critical question: Does the location of a school within different neighbourhoods influence the educational opportunities available to its students? Given Canada’s commitment to equitable access to quality education, this inquiry is not only relevant but essential.

Literature Review

Quality education, particularly within elementary schools, provides benefits that ripple through secondary and eventually post-secondary or vocational schools, enhancing not just academic outcomes but the community at large (Patrinos, 2016). Investing in educational quality, both in public and independent schools, not only fosters better student performance but also cultivates civic engagement, reduces crime rates, and strengthens the local economy (Breton, 2008; Patrinos, 2016). This exemplifies the concept of positive externalities, where the benefits of education extend far beyond the classroom. These external benefits are not captured by the market, and education would be severely under-provided without government interference, which supports the sector through subsidies and mandates that all children receive elementary (primary) schooling.

Furthermore, educational researchers like Ansari and Pianta (2018) have demonstrated that high-quality school environments are crucial for sustaining the benefits of early educational investments. This highlights the importance of maintaining exemplary educational settings throughout elementary schooling. Kamloops is host to several elementary education options managed by School District 73, encompassing 29 unique schools (British Columbia Government, 2024). These range from traditional English neighbourhood public schools (19) to specialized ‘public schools of choice’ (5) that focus on arts, science, French immersion, and Montessori methods. Studies, including those by the Heritage Foundation and the Cato Institute, suggest that these specialized programs significantly enhance student outcomes (Schwalbach, 2019; DeAngelis. 2018). This chapter seeks to understand how these findings translate into the educational landscape of Kamloops, examining if such specialized education systems can truly level the playing field across diverse neighbourhoods.

Moreover, the presence of independent schools (5) — private, non-public schools that are not part of the public school district — adds another layer to the study. Despite their lower numbers, these schools have a high success rate in educational outcomes, as discussed by research from Lefebvre & Merrigan (2022) and Hazeltine and Hernandez (2015). This aspect of the research will explore whether the perceived academic advantages of private schooling hold true in the context of Kamloops, providing a comprehensive view of the educational dynamics at play. The primary tool for this exploration is the Fraser Institute School Scores, which incorporates results of the Grade 4 and 7 Foundation Skills Assessment (FSA) (Fraser Institute, 2022). This annual evaluation offers insights into student abilities across the province in key areas such as numeracy and literacy. Alongside these scores, we will consider socioeconomic factors like parental involvement and household income, which have been extensively shown to influence educational success (American Psychological Association, 2010; Li et al., 2019; Simard‐Duplain & St‐Denis, 2020; Sartor, 2022).

This research aims to bridge the educational divide in Kamloops by suggesting strategies that counteract socioeconomic disparities and promote educational excellence across all schools. By examining the interplay between demographic characteristics, socioeconomic status, and educational quality, we seek to develop recommendations that ensure equitable educational opportunities for every child in the community. The success of this endeavour will require the dedicated commitment of local leaders, educators, and policymakers to champion and implement community school strategies, turning schools into centres of community life that support student and community well-being.

Methodology

We obtained school performance scores from the Fraser Institute’s 2022 report for this study (Fraser Institute, 2022). These scores provided a quantitative measure of school effectiveness across Kamloops, serving as a foundational component of the analysis. To enrich the understanding of the factors influencing these scores, we examined a variety of school population and neighbourhood characteristics. This included a focus on the percentage of English Language Learners (ELL) and the percentage of students with special needs, aimed at understanding how educational strategies and resources support their learning and enhance school performance. Additionally, we utilized the 2021 Population Census data, which offered a detailed breakdown of neighbourhood demographics across Kamloops (Statistics Canada, 2023). This allowed us to analyze key socioeconomic indicators, focusing on the median after-tax income of economic families with children. Such metrics are vital for understanding the broader socioeconomic environment in which students and their families reside.

The school district’s website proved to be a valuable resource in classifying educational establishments into three categories: public schools, schools of choice, and independent schools (British Columbia Government, 2024). This classification helped in further segmenting the analysis, enabling an exploration of educational diversity within the community. To deepen the insights into the educational experiences within these schools, we conducted a personal interview with the principal of the highest-performing school, as ranked by the Fraser Institute (2022). This conversation was pivotal in uncovering the unique challenges and successes encountered by the school, providing firsthand perspectives on operational excellence and areas ripe for community support. Complementing this, we engaged directly with the community through a parent perspectives survey. This survey was designed to gauge parental involvement and gather their concerns regarding their children’s education. Distributed via social media platforms such as Facebook and specifically targeting neighbourhood groups across Kamloops, the survey reached a broad audience and gathered 260 responses with 222 complete responses.

By synthesizing data from these diverse sources, our methodology not only quantifies school performance but also integrates community and administrative insights, ensuring a well-rounded analysis of the educational landscape in Kamloops. This approach allows us to identify leverage points where interventions could be most effective, paving the way for targeted recommendations that address both observed disparities and community concerns.

Results & Discussion

In the examination of the elementary education landscape in Kamloops, we discovered a notable interplay among socioeconomic status, neighbourhood demographics, and community engagement, all of which significantly influence educational outcomes. The analysis of the 2022 Fraser Institute scores revealed variations in performance among different types of schools: public, public schools of choice, and independent (Fraser Institute, 2022). However, these variations were not statistically significant. In contrast, a more detailed analysis revealed that the variations in school performance by type were particularly pronounced and significant in neighbourhoods with lower median incomes, as detailed in Table 1.

Table 1: Average 2022 Frasier Institute Score in Kamloops, BC by Neighbourhood

Note. Kamloops has 19 traditional English neighbourhood public schools, five specialized ‘public schools of choice’ focusing on arts, science, French immersion, and Montessori methods, and five independent schools that are private, non-public schools and not part of the public school district. Data from Fraser Institute (2022).

Furthermore, the analysis revealed a moderate negative correlation between the percentage of English Language Learners (ELL) at schools and their performance scores. This suggests that language barriers may be subtly undermining academic success, highlighting the need for enhanced language support in these schools. Additionally, in the survey of parents’ perspectives, 25% of respondents expressed concerns about the insufficient resources available to ELLs. Another notable result from this study was the relationship between the median after-tax income of families and the educational performance across Kamloops. Schools located in higher-income areas consistently showed better performance scores, highlighting the strong link between economic stability and educational success. This correlation indicates the significant role of socioeconomic factors in shaping educational outcomes. Interestingly, independent schools appear to be an exception to this trend (see Figure 1).

In the interview, Karen Currie, the principal of the currently highest performing school (located on the North Shore), which happens to be an independent school — Kamloops Christian School — highlighted the distinctive nature of their institution, saying, “Our school is faith-based and does not cater to a certain socioeconomic class” (K. Currie, personal communication, March 11, 2024) She further explained the broad catchment area of their school, noting, “There are students from all around Kamloops and even outside Kamloops. Some families drive 45 minutes to bring their kids to this school.” This suggests that independent schools, such as the one led by Principal Currie, manage to draw a diverse student body, transcending the typical boundaries set by neighbourhood economic statuses.

Parental Invovlvement

Building on the diverse student body attracted by schools, such as the one led by Principal Currie, another critical factor that enhances educational quality is parental involvement (K. Currie, personal communication, March 11, 2024). At her school, parents are described as “highly motivated” and play significant roles not just in classroom activities but also in governance, serving on the “Board of Directors” and “Parent Advisory Council.” Importantly, this pattern of involvement extends beyond just independent schools; the survey reflects widespread parental engagement across all Kamloops’ elementary schools. According to the findings, 53% of respondents volunteer at their child’s elementary school, with the commitment averaging 7.4 hours per month and ranging from one to 60 hours. Additionally, parents across the district spend an average of 4.7 hours per week helping with homework, with time spent ranging from 0.25 to 25 hours per week.

To further understand the impact of this involvement, we quantified the economic value of parental contributions. The term economic value here refers to the monetary equivalent of the time parents dedicate to school-related activities based on average wage rates. This calculation helps illustrate the substantial financial equivalent of voluntary efforts. Parents’ efforts in homework assistance are estimated to have an economic value of approximately $273 per week (i.e., ~$2,730 per school year) while volunteering at school events translates to an economic value of about $429 per month (i.e., ~$4,290 per school year). These figures not only highlight the tangible financial aspect of parental involvement but also the depth of commitment that parents across Kamloops are willing to make to enhance their children’s educational experiences (see Table 2). This substantial investment in time and resources across the city demonstrates a community-wide dedication to supporting education, showing how vital family engagement is to fostering successful educational outcomes.

Table 2: Parent’s Level of Involvement in Their Child’s Education

Community Communication

Following the economic valuation of parental involvement across Kamloops’ schools, the interview with Principal Currie gave depth to these statistics. The principal emphasized the importance of a united community working toward the shared goal of educational excellence. One of the reasons behind the success of their school, she detailed, is rooted in parental engagement and a strong community ethos. Effective communication was identified as a crucial strategy to enrich the educational environment. The school employs several communication tools, including a “school-wide app,” “Seesaw,” a classroom-specific app, and an “engagement coordinator” tasked with ensuring that parents stay well-informed and involved.

The parent perspective survey — drawing on responses from a broad cross-section of parents and guardians from every corner of Kamloops, not solely the independent school — echoed the importance of communication, revealing that ~63% of respondents had concerns about the quality of communication between them and the school. Moreover, communication was one of the primary concerns in the open-ended survey comments.

Students With Special Needs or Diverse Abilities

Another main concern was the need for attention to students with special needs or diverse abilities. Concerns were raised about resources being “stretched too thin” and funding for special needs students entering a “melting pot” rather than being appropriately allocated. Indeed, 63% of survey respondents voiced concern over the availability of resources for students with special needs. Addressing these needs, Principal Currie described how independent schools like hers uniquely manage such considerations:

She noted that approximately 20% of their student population have diverse abilities or special needs, underscoring their capability to effectively provide necessary resources to these students at the school level. Despite the advantage of autonomy, however, she also noted that such autonomy comes with its limitations, such as not being able to directly hire a psychologist — a cost that falls to parents, unlike in the district where funds are combined to cover such positions.

The parent feedback is represented in Figure 2 as a word cloud capturing the most frequently mentioned concepts and concerns from the survey comments. The prominent words in this visualization reflect the community’s collective voice on the integral role of communication and the need for well-distributed resources to support all students, including those with special needs.

Extracurricular Activities

Alongside the critical role of communication and resource allocation highlighted in Figure 2, extracurricular activities emerge as another pivotal aspect of the educational experience. The survey, reflecting sentiments from parents and guardians across the entire Kamloops district, revealed that ~44% had concerns about the scarcity of extracurricular opportunities. Although activities are available for students in Grades 4 to 7, the competitive nature and limited availability of these programs restrict many students from participating. This concern contrasts with the offerings at the high-performing independent school we studied.

During the interview, the principal detailed their rich extracurricular programs, noting, “the school has specialized physical education teachers, music teachers, [and] art teachers,” all contributing to a well-rounded educational experience. The school’s “outdoor learning program,” which collaborates with city and district coordinators, exemplifies their commitment to an education that extends beyond the traditional classroom setting. This approach not only enhances students’ physical and artistic development but also fosters a connection with the broader Kamloops community, further solidifying the shared pursuit of educational excellence that resonates throughout the district.

Interestingly, the district’s spirit of inclusivity also extends to these independent institutions as well. The principal shared that independent schools are often invited to participate in district-wide extracurricular events when space allows, providing students with additional avenues to broaden their experiences and skills. This gesture of collaboration demonstrates a commitment to an educational environment where opportunities for enrichment are as widely accessible as possible, bridging the gap between different school types and reinforcing the unity within Kamloops’ educational community.

With the diverse extracurricular opportunities highlighted previously, community engagement stands out as a key contributor to the educational success in Kamloops. The independent school we engaged with demonstrates this through its students’ involvement in community service initiatives like supporting the Salvation Army, providing Christmas hampers to community members in need, and visiting seniors’ homes. Similar initiatives are echoed throughout the public school district, fostering a culture of civic engagement and responsibility. Many schools encourage student leadership programs, where students spearhead community charity fundraising, participate in school spirit days, and lead recycling and healthy-living events. It is important to note that such programs, often orchestrated by volunteer teachers, rely on the availability of time and resources, which may not be uniformly possible across all schools.

At the independent school, the commitment to community extends beyond current students and teachers to its alumni network, which actively contributes to the school’s continuous improvement through roles such as guest speakers and donors. The school’s investment in a community coordinator also illustrates the value placed on sustained community relationships. In addition, the survey highlighted the impact of these community links, revealing a strong correlation between a sense of belonging to the school community and satisfaction with the quality of the school. This data not only reflected satisfaction with the schools but also speaks volumes about the power of community engagement in enriching the educational experience and fostering satisfaction among families.

Through this detailed exploration of Kamloops’ educational landscape, we have pinpointed critical areas where targeted interventions can significantly influence outcomes. Table 3 provides a summary of the recommendations to improve the quality of education across all neighbourhoods.

Table 3: Summary of the Recommendations to Improve the Quality of Education Across All Neighbourhoods in Kamloops, B.C.

Note. Data compiled by author.

Limitations

The Fraser Institute (2022) generates overall ratings for schools on a scale of one to ten by combining and weighting multiple indicators, including large-scale provincially-administered test scores (such as Foundation Skills Assessments in British Columbia at Grades 4 and 7), the difference between male and female students’ scores on assessments like literacy and numeracy, the percentage of test outcomes that fell below provincially acceptable norms, and the percentage of tests that were not written by eligible students or did not receive a “meaningful” response (Raptis, 2012). While the Fraser Institute’s methodology for evaluating elementary schools has faced criticism for potentially oversimplifying the complex nature of education and focusing predominantly on academic performance (Whitcombe, 2023), it remains a valuable tool for several reasons. Primarily, these Fraser Institute scores emphasize literacy and numeracy — crucial skills that are foundational to student success across various aspects of education and life. By providing standardized metrics on these skills, the school evaluation report cards enable parents, educators, and policymakers to assess and compare the academic quality of schools in a consistent manner. This comparison can foster a competitive environment that motivates schools to strive for excellence and improvement in these fundamental areas.

The importance of literacy and numeracy was also underscored in our survey, where 53% of respondents expressed concerns about numeracy skills, and 49% indicated concerns about weak literacy skills. Furthermore, in our interview with Principal Currie, she highlighted that the COVID-19 pandemic has significantly impacted these skills, emphasizing the need for a focused approach to enhance literacy and numeracy education (personal communication, March 11, 2024). In addition, our survey of parents’ perspectives provided further insights, revealing a strong correlation (0.67 correlation coefficient) between the Fraser Institute scores and parents’ satisfaction with the quality of education their children receive. This finding implies that the quality of schools, as rated by the Fraser Institute, aligns with the quality of education from the parents’ perspective, affirming the value of these scores as a measure of educational quality as perceived by parents (see Table 4). This alignment suggests that the Fraser Institute’s evaluations resonate with the experiences and observations of parents regarding their children’s schools. It is important to note, however, that the relatively low response rates from some neighbourhoods may affect the robustness of this correlation. Overall, despite their limitations, these evaluations play a significant role in shaping public opinion and influencing policy decisions concerning educational practices and resource allocation, making it essential to acknowledge their value while considering their shortcomings.

Table 4: Satisfaction With the Quality of Education.

Note: Juniper and Valleyview were grouped together as this is how the census categorizes them. Data compiled from survey by author.

Conclusion

This study highlights the important impact of socioeconomic status on educational outcomes within Kamloops. A clear pattern has emerged: the Fraser Institute scores correlate positively with the median after-tax income of families, pointing to an intrinsic link between financial well-being and academic performance across various school types. From the insights gathered at a top-performing school and from parents district-wide, it is evident that educational success is a complex tapestry woven from various threads that surpass mere economic considerations. Our findings advocate a comprehensive strategy that prioritizes parental involvement, ensures equitable resource distribution, especially in underfunded areas, and supports the diverse needs of students, including those with special requirements and English Language Learners.

The parent survey conducted across the district has shed light on the spectrum of family engagement. It is clear that the investment of time and money by parents is more than just support — it creates a network that strengthens the educational community, contributing significantly to high-performing schools. We have drawn a narrative that interlinks economic, communal, and educational factors, all pivotal to student success in Kamloops. The dedication of parents reflects the economic sacrifices they are willing to make to ensure quality education for their children. These sacrifices should not be borne by families alone; they underscore the need for targeted policy action to address the inequities present, affirming the right of every Kamloops child to high-quality education and equal opportunity. The disparity in performance between public and independent schools becomes most pronounced in low-income neighbourhoods, signalling a pressing need to channel community resources into these areas.

Education acts as a positive externality: investing in it benefits not only individual students or schools but society at large. Each child in Kamloops is a facet of our collective human capital and deserves every opportunity for success. Whether it’s advocating for increased funding or mobilizing community support, our goal should be to provide equitable educational opportunities for all. Ultimately, this research calls for comprehensive policies that tackle the root causes of educational inequality in Kamloops head-on. Policymakers and educators must strive to cultivate an inclusive educational landscape, one that provides equal opportunities for every student, independent of their socioeconomic standing. Initiatives may include early intervention programs, community engagement efforts, and a curriculum tailored to the diverse tapestry of student needs. By embracing such initiatives, Kamloops can progress towards the Canadian ideal of universally accessible, high-quality education.

Media Attributions

Figure 1: “Average 2022 Frasier Institute Score in Kamloops, BC by neighbourhood graph” [with data from Fraser Institute (2022)] by the author is under a CC BY-NC-SA 4.0 license.

Figure 2: “Word Cloud from survey” by the author is under a CC BY-NC-SA 4.0 license.

Figure 3: “Alaa Awad’s poster presentation at the 19th TRU undergraduate research and innovation conference during March 2024″ by the author is under a CC BY-NC-SA 4.0 license.

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