By working together with the Ministries of Health, Education, Citizenship and Youth, and Family Services and Housing, this repository includes information on all children born in the province. This information has been used to track educational outcomes over a length of time that is long enough to follow children from kindergarten to graduation. One of the key areas these studies focus on are the grade twelve Provincial Standards Exams in both English Language Arts and Mathematics.

Upon first glance, the differences in outcomes between low socioeconomic and high socioeconomic status students appear not to be that substantial. It is only when one examines the difference between reviewing all students who should be writing grade twelve provincial standards exams with those who are actually writing the exams during the scheduled year of graduation that the true disparity stands out. There are, the report suggests, far greater socioeconomic disparities in educational outcomes than have been previously realized and reported.

The work in this thesis attempts to examine a study of principals perspectives on the relationship between poverty and school success, school practices that can promote student success, and their role in creating increased student success. Highlighting the fact that students that come from more affluent communities perform better in academic areas than their less affluent peers on its own is not surprising.