Author Description

This study examines the grade 9 cohort of 1991 in Toronto Board of Education schools. The students were followed for five years, until fall 1996, using the Board's student identification number. Tracking outcomes are presented and discussed according to such demographic variables as academic level, gender, parents' socio-economic status, home language, and birthplace; other student-related variables such as hours of homework, hours worked, post-secondary plans, and extracurricular activity. Changes from the 1987 grade 9 cohort are also noted with respect to dropout rates, graduation rates, and numbers of students still in the education system. Other results presented and discussed include credit accumulation, absenteeism, intake status, internal secondary school mobility, completion of Ontario Academic Credits, subject completion patterns, and leaving the Toronto Board.