Are We Making Progress New Evidence on Aboriginal Education.pdfVIP

Institut C.D. HOWE Institute commentary NO. 408 Are We Making Progress? New Evidence on Aboriginal Education Outcomes in Provincial and Reserve Schools Federal action is required to address the persistently low high-school completion rates of Canada’s First Nation children living on-reserve. Key steps include providing stable and transparent funding for reserve schools, and professionalizing reserve school organization. Jo hn Richards The Institute’s Commitment to Quality About The C.D. Howe Institute publications undergo rigorous external review Author by academics and independent experts drawn from the public and private sectors. John Richards School of Public Policy, The Institute’s peer review process ensures the quality, integrity and Simon Fraser University and objectivity of its policy research. The Institute will not publish any Fellow-in-Residence, study that, in its view, fails to meet the standards of the review process. C.D. Howe Institute. The Institute requires that its authors publicly disclose any actual or potential conflicts of interest of which they are aware. In its mission to educate and foster debate on essential public policy issues, the C.D. Howe Institute provides nonpartisan policy advice to interested parties on a non-exclusive basis. The Institute will