Former Chair of Ontario’s Education Quality and Accountability Office Reflects on Challenges and Potential for Growth

The former Chair of the Education Quality and Accountability Office (EQAO), Cameron Montgomery, recently shared his thoughts on the challenges he faced and the potential for growth within the agency in an exclusive interview with The Trillium. Montgomery discussed the unrealistic expectation of single-handedly improving Ontario students‘ math scores and emphasized the need to view EQAO as a research powerhouse to enhance children’s education.

The EQAO is responsible for conducting reading, writing, and math assessments for Ontario students in Grades 3, 6, 9, and the Grade 10 literacy test. Montgomery was appointed to this role by then-education minister Lisa Thompson in 2019 to address declining math scores. However, Montgomery stated that it is impossible for a single person to act as a “savior” and that math scores across the globe have been consistently lacking.

The EQAO’s purpose has been a topic of controversy, with differing opinions on its value. While some argue that the assessments do not consider systemic barriers faced by students or the demographics of schools, others see the EQAO as a tool to identify schools in need of additional support. Liberal Leader Bonnie Crombie has pledged to eliminate the EQAO if she becomes premier, citing stress and the need for a more comprehensive reporting strategy.

Despite the criticism, Montgomery believes that the EQAO can be further developed to provide a holistic understanding of academic performance. He mentioned the National Assessment of Educational Progress (NAEP) in the United States as an example of effectively breaking down assessment findings based on different demographics. Montgomery expressed the need for government and political support to transform EQAO into a research powerhouse, allowing data to be shared publicly while addressing privacy concerns.

Montgomery also highlighted the potential for partnerships with organizations such as the Institute for Clinical Evaluative Sciences (ICES), school boards, TVO, TFO, and Statistics Canada to connect data sets and analyze correlations between mental health and academic performance. He acknowledged the challenges of navigating privacy laws and respecting student identity, but emphasized the importance of collaboration to break down barriers and prioritize children’s needs.