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Social Infrastructure and Vulnerability in the Suburbs examines how the combination of the low-density, car-centric geography of outer suburbs and neoliberal governance in the past several decades has affected disadvantaged populations in North American metro areas.

Toronto does not provide a level 'playing field' for its newly arrived inhabitants, and, in failing to recognize the particular needs of new communities, fails to ensure a growth that would be of immense benefit to the city as a whole.

Most Canadian parents have had to assume a larger share of the financial costs of their children's post-secondary education because of declining government funding and changing loans and bursary programs. Preparing for Post-Secondary Education considers the impact of increased private support and the planning strategies parents use based on information from a 1999 Statistics Canada national survey of 34,000 households. The contributors begin by examining changes to national and international educational funding policies and the relationship between public and private costs. They focus on the role of families in marshaling the necessary resources, demonstrating that access to post-secondary education is also determined by social capital. The authors conclude that new partnerships between parents, the state, and schools are redefining the various players' roles and commitments to the educational futures of Canadian children. Contributors include the late Stephen Bell (York University), Scott Davies (McMaster University), Ross Finnie (Queen's University), George Frempong (York University), Dianne Looker (Acadia University), Nancy Mandell (York University), Sheila Marshall (University of British Columbia), Hans Schuetze (University of British Columbia), Victor Thiessen (Dalhousie University), Jim White (University of British Columbia), and Jamie Wood (University of British Columbia).

This study assesses whether characteristics relating to ethnic identity and social inclusion influence the earnings of recent immigrants in Canada. Past research has revealed that relevant predictors of immigrant earnings include structural and demographic characteristics, educational credentials and employment-related characteristics. However, due to the unavailability of situational and agency variables in existing surveys, past research has generally been unable to account for the impact of such characteristics on the economic integration of immigrants. Drawing on data from Statistics Canada's Ethnic Diversity Survey, this paper builds on previous research by identifying the relative extent to which sociodemographic, educational and ethnic identity characteristics explain earnings differences between immigrants of two recent cohorts and native-born Canadians. The results indicate that immigrants are disadvantaged in the labor market in terms of characteristics relating to sociodemographics and ethnic identity, but are advantaged in terms of human capital.

While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students' secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particular, we use multivariate analysis to examine whether predictors (including gender, race, parental education, household income, suspension, academic achievement, special education needs, and Grade 9 absenteeism) are significant by cohort of students and if there are gaps in secondary school success between subgroups. Findings demonstrate that high school completion is increasing over time and that there is a diminishing importance of parental education and neighbourhood household income as a predictor of high school graduation. However, we do find evidence of persistent under-achievement among students of certain racial backgrounds, lower academic streams, and those with high rates of absenteeism. We argue that additional data infrastructure in Ontario and beyond are necessary to identify how our findings generalize to the province as a whole.

While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students’ secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particular, we use multivariate analysis to examine whether predictors (including gender, race, parental education, household income, suspension, academic achievement, special education needs, and Grade 9 absenteeism) are significant by cohort of students and if there are gaps in secondary school success between subgroups. Findings demonstrate that high school completion is increasing over time and that there is a diminishing importance of parental education and neighbourhood household income as a predictor of high school graduation. However, we do find evidence of persistent under-achievement among students of certain racial backgrounds, lower academic streams, and those with high rates of absenteeism. We argue that additional data infrastructure in Ontario and beyond are necessary to identify how our findings generalize to the province as a whole.

The contributors begin by examining changes to national and international educational funding policies and the relationship between public and private costs. They focus on the role of families in marshaling the necessary resources, demonstrating that access to post-secondary education is also determined by social capital. The authors conclude that new partnerships between parents, the state, and schools are redefining the various players' roles and commitments to the educational futures of Canadian children.

Bien qu'il ait déjà été démontré qu'un certain nombre de facteurs influencent les variations des taux d'obtention de diplôme chez les élèves au Canada, peu de recherches se sont penchées sur les conséquences de ces facteurs sur l'achèvement des études secondaires des élèves ontariens au fil du temps. La présente recherche repose sur des données recueillies auprès de la Commission scolaire du district de Toronto concernant deux promotions de 9e année (2006 et 2011) et vise à déterminer comment les indicateurs relatifs à l'obtention des diplômes d'études secondaires évoluent au fil du temps. Plus particulièrement, nous recourons à une analyse multivariée pour déterminer si les indicateurs (notamment le sexe, la race, le niveau d'éducation des parents, le revenu du ménage, la suspension, le rendement scolaire, les besoins en matière d'éducation spécialisée et l'absentéisme en 9e année) sont significatifs par groupe d'élèves et s'il y a des écarts en matière de réussite au secondaire entre les sous-groupes. Les résultats obtenus prouvent que le taux d'achèvement des études secondaires augmente au fil du temps et que l'importance de l'éducation des parents et du revenu moyen des ménages du quartier en tant que facteurs prédictifs de l'obtention du diplôme d'études secondaires diminue. Cependant, nous observons la persistance de mauvais résultats chez les élèves de certaines minorités raciales, dans les classes inférieures et chez ceux qui ont un taux d'absentéisme élevé. Nous estimons que des infrastructures de données supplémentaires sont nécessaires en Ontario et ailleurs pour savoir si les résultats que nous avons obtenus s'appliquent à l'ensemble de la province. Mots clés : diplôme d'études secondaires, réussite scolaire, longitudinale While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students' secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particular, we use multivariate analysis to examine whether predictors (including gender, race, parental education, household income, suspension, academic achievement, special education needs, and Grade 9 absenteeism) are significant by cohort of students and if there are gaps in secondary school success between subgroups. Findings demonstrate that high school completion is increasing over time and that there is a diminishing importance of parental education and neighbourhood household income as a predictor of high school graduation. However, we do find evidence of persistent under-achievement among students of certain racial backgrounds, lower academic streams, and those with high rates of absenteeism. We argue that additional data infrastructure in Ontario and beyond are necessary to identify how our findings generalize to the province as a whole. Keywords: high school graduation, academic achievement, longitudinal