Introduction: A Long-Delayed Report Sparks New Questions About Student Achievement
After weeks of mounting pressure from educators, school boards, and political opponents, Ontario has finally released its long-awaited EQAO standardized test results. The data paints a familiar picture: while there has been modest progress in some areas, overall improvement — especially in mathematics — remains sluggish and uneven across the province.
In response, Education Minister Paul Calandra announced that Ontario will undertake a comprehensive review of its standardized testing system, signaling that significant changes to how student achievement is measured may be on the horizon.
While literacy rates appear relatively stable and stronger than math scores, the persistent achievement gap in numeracy has once again placed the provincial education system under scrutiny — and reignited debate over the value of standardized testing itself.
Ontario to Review Its Approach to Standardized Testing
Advisors to Be Appointed for Comprehensive Review
On the same day the EQAO (Education Quality and Accountability Office) results were released, Minister Calandra confirmed that the province will appoint two external advisers early next year to review Ontario’s current approach to standardized testing and overall student performance.
According to Calandra, the advisors will be tasked with answering key questions:
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Why is improvement in student achievement so slow, especially in math?
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Is the current curriculum clear and properly structured?
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Are teachers being adequately prepared and supported?
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Do students have access to the necessary learning tools and resources?
“Our responsibility is to do everything possible to boost student success,” Calandra stated. “Students deserve better, and we must do better.”
He acknowledged that while there has been slight progress over the past two years, the numbers remain far below what the government considers acceptable — particularly in numeracy.
Math Performance Remains a Major Concern
Slight Gains, But Still Below Expectations
The newly released results, which reflect testing conducted in the previous academic year, show small increases in math performance across multiple grades. However, the improvement remains minimal and continues to concern policymakers.
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Grade 3 math: 64% of students met the provincial standard, up from 61% and 60% in the previous two years
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Grade 6 math: 51% met the standard, only slightly higher than the 50% recorded in the last two years
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Grade 9 math: 58% of students achieved the benchmark, up from 54%
While any increase is seen as positive, the fact that nearly half of all Grade 6 students are still not meeting the expected level in math has alarmed both government officials and educators.
“Some student groups and school boards continue to face serious gaps in achievement, and this is simply not good enough,” Calandra said.
These ongoing struggles in math reflect a trend that has persisted for years, despite targeted strategies, curriculum revisions, and increased focus on foundational numeracy skills.
Literacy Scores Outperform Mathematics
Reading and Writing Show Stronger Results
In contrast to the lower math outcomes, students performed more strongly in reading, writing, and overall literacy. These areas continue to outperform numeracy every year, suggesting a more effective or consistent approach to language instruction in Ontario schools.
The 2025 EQAO results show:
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Grade 3 reading: 71% of students met the standard
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Grade 6 reading: 86% met the standard
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Grade 3 writing: 65% met the standard
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Grade 6 writing: 85% met the standard
In addition, the Ontario Secondary School Literacy Test (OSSLT), typically administered in Grade 10, saw 85% of first-time eligible students meet the provincial standard.
While these figures are more encouraging, Calandra stressed that improvement is still needed.
“These results are higher than math, but that doesn’t mean we can afford to become complacent. Every student should have the opportunity to succeed at the highest level,” he said.
Significant Differences Between School Boards
Some Districts Excel While Others Struggle
One of the most striking findings of this year’s data is the stark difference in performance between school boards across the province — even though they receive similar funding.
Minister Calandra highlighted two boards in particular:
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Niagara Catholic and Niagara public school boards were identified as leaders, with strong performance across multiple categories
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In the Niagara public board, 71% of Grade 6 students met the math standard — well above the provincial average
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Conversely, the Near North District School Board, which the minister recently took administrative control of, reported only 29% of Grade 6 students meeting the math standard
“These boards have access to the same level of funding,” Calandra explained. “Yet their results are very, very different. That’s what we need to get to the bottom of.”
These inconsistencies have become a central focus of the upcoming review, as the government tries to determine whether curriculum delivery, teacher support, leadership, or community factors are contributing to the disparity.
Why the Results Were Delayed
Minister Claims “Deep Dive” Was Necessary
The release of the EQAO data had been delayed for several weeks, raising concerns among teachers’ unions, researchers, and opposition parties. Calandra explained that he personally requested more time to analyze the data before it was made public.
He described the process as a “deep dive” into the results, which he said uncovered major differences between school districts and highlighted where urgent intervention may be required.
However, critics have questioned whether the delay undermines the independence of EQAO, which is meant to operate at arm’s length from the government.
Opposition Parties Raise Concerns
NDP Criticizes Potential Appointments
Ontario NDP Leader Marit Stiles expressed strong skepticism about the upcoming advisory panel, suggesting that the appointees could have political connections to the Progressive Conservative government.
“A couple more Conservative insiders at $1,500 a day is not going to fix our education system,” Stiles said, referring to the anticipated per diem for expert advisers.
She argued that instead of spending money on consultants and reviews, the government should be directing more funding toward frontline support in schools, including hiring additional staff and reducing class sizes.
Concern is growing among opposition parties that the review could be more about optics than actual reform.
Teachers’ Federation Calls for End to EQAO Testing
Educators Say Students and Teachers Are Overburdened
The Elementary Teachers’ Federation of Ontario (ETFO) went even further, calling on the province to eliminate EQAO testing entirely. In a strongly worded statement, president David Mastin criticized the government’s continued reliance on standardized test scores.
“Educators are struggling with large class sizes, increasing workloads, and rising violence in schools,” Mastin said. “Yet the government remains fixated on meaningless EQAO results.”
He also questioned the independence of the EQAO process, pointing out that the minister’s involvement in delaying the release of results raises serious governance concerns.
“If EQAO is supposed to be at arm’s length, why is the minister intervening in decisions around when results are published?” Mastin asked.
The union’s stance reflects a long-standing argument among educators that standardized testing creates unnecessary stress for students and does not accurately reflect real learning or classroom performance.
What Happens Next: A System Under Review
Pressure to Deliver Real Change
The announcement of a provincewide review marks a critical moment for Ontario’s education system. Parents, teachers, and policymakers alike will be watching closely to see whether this process leads to tangible improvements — or simply another round of recommendations without real action.
The key areas expected to be examined include:
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Curriculum clarity and relevance
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Teacher training and support
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Access to learning materials and technology
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Early intervention strategies for struggling students
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The future role of standardized testing in Ontario schools
As learning loss from the pandemic continues to affect classrooms and gaps widen among different student populations, the stakes are higher than ever.
Conclusion: A Turning Point for Educational Accountability in Ontario
The release of the delayed EQAO results has once again exposed the deep challenges facing Ontario’s education system — particularly in mathematics. While small improvements offer a glimmer of hope, they are not enough to satisfy a province striving for excellence and equity in education.
With a new advisory review on the horizon, the government now has an opportunity to reexamine not only how students are tested, but how they are taught, supported, and prepared for the future.
Whether this marks the beginning of real reform or simply another chapter in a long-standing debate remains to be seen. However, one thing is clear: parents, students, teachers, and communities across Ontario will be looking for results that go far beyond standardized test scores.









