Beyond the Numbers: BC Schools Show Improvement Possible Despite Challenges

By Debra Allen

November 13, 2025

VANCOUVER – The Fraser Institute’s annual report card on British Columbia’s elementary schools, released today, offers a familiar snapshot of academic performance. But beneath the rankings, a more nuanced story is emerging: improvement is possible, even for schools facing significant challenges. While the report consistently sparks debate about the merits of standardized testing and school comparisons, this year’s data reveals gains in schools serving diverse student populations, challenging long-held assumptions about achievement gaps.

The report, ranking 1015 public and independent elementary schools based on eight academic indicators derived from province-wide Foundation Skills Assessments (FSAs), provides parents with a comparative tool. However, experts caution against interpreting these scores as the sole measure of a school’s success. The rankings consistently highlight a correlation between socioeconomic status and academic performance, raising questions about equity and access.

Challenging the Narrative of Inevitable Gaps

This year's report spotlights schools like Fruitvale Elementary in Kootenay-Columbia and William Bridge Elementary in Richmond, demonstrating significant score improvements between 2020 and 2024. William Bridge, notably, achieved this despite nearly half its students being English Language Learners (ELLs). These gains, the Fraser Institute argues, prove improvement is achievable regardless of a school’s demographic challenges.

However, a deeper look reveals a complex picture. While improvements are encouraging, it’s crucial to understand how these schools achieved gains. “It’s easy to point to rising scores and declare victory,” says one education researcher, “but we need to know what specific strategies were implemented. Was it increased funding for specialized programs? Targeted teacher training? Community involvement? Simply looking at the numbers doesn’t tell the whole story.”

The Debate Over Standardized Metrics

The Fraser Institute's methodology relies heavily on FSA scores in literacy and numeracy. Critics argue this narrow focus fails to capture the breadth of a quality education. “Schools are about more than just test scores,” says a former school trustee. “They’re about fostering creativity, critical thinking, social-emotional learning, and a sense of belonging. These qualities aren't easily measured by a standardized test.”

The reliance on FSAs also exacerbates existing inequities. Schools serving disadvantaged communities often face systemic challenges, including limited resources, larger class sizes, and students facing significant social and economic barriers. These factors can negatively impact test scores, creating a self-fulfilling prophecy of low performance.

“The rankings essentially penalize schools for serving students who need the most support,” explains a local education advocate. “It's like judging a marathon runner who started 100 meters behind everyone else. It's not a fair comparison.”

The Role of Socioeconomic Factors

The correlation between socioeconomic status and academic performance is well-documented. Schools in affluent areas consistently outperform those in lower-income communities, due to factors such as access to resources, parental involvement, and opportunities for enrichment. “The rankings consistently reinforce this pattern,” notes one education policy analyst. “They show that schools serving privileged students are more likely to succeed, while those serving disadvantaged students continue to struggle.”

This disparity raises questions about equity and access. “If we truly believe in providing equal opportunities for all students,” says a former teacher, “we need to address the underlying systemic issues that contribute to these achievement gaps. Simply ranking schools doesn’t solve the problem.”

Beyond the Numbers: What Makes a Great School?

While the Fraser Institute’s report provides a snapshot of academic performance, it’s crucial to consider a more holistic view of school quality. What factors contribute to a thriving learning environment? What sets great schools apart?

Experts point to several key elements, including: strong leadership, dedicated teachers, a supportive school culture, parental involvement, access to resources, and a focus on student well-being. “Great schools aren’t just about test scores,” says a school principal. “They’re about creating a safe, inclusive, and engaging learning environment where all students can thrive.”

One former school trustee emphasized the importance of strong leadership. “A principal who fosters a collaborative culture and empowers teachers is essential.” Another expert highlighted the importance of providing teachers with ongoing professional development. “Teachers need to be equipped with the skills and knowledge to meet the diverse needs of their students.”

A Call for Nuance and Systemic Change

The Fraser Institute’s report card serves as a reminder of the ongoing challenges facing the BC education system. While celebrating improvements is important, it’s crucial to avoid simplistic interpretations and address the underlying systemic issues that contribute to achievement gaps. A truly equitable education system requires a commitment to providing all students with the resources and support they need to succeed. This means investing in early childhood education, providing targeted support for disadvantaged students, and creating a more inclusive and equitable learning environment for all.

“We need to move beyond simply ranking schools and focus on creating a system that truly serves all students,” concludes one education advocate. “It's not about finding the ‘best’ schools, it’s about ensuring that all schools have the resources they need to provide a quality education for every child.”