Ontario Education Debate Highlights Falling Student Test Scores

Falling academic performance in Ontario has intensified debate over teacher training, classroom instruction, and the role of political ideology in schools. In an October 20, 2026, opinion article published by the Toronto Sun, education commentator Zwaagstra argued that professional development should prioritize evidence-based teaching methods as provincial students face substantial declines in mathematics and reading performance. According to the article, Programme for International Student Assessment (PISA) data show that Ontario students' mathematics scores fell by 29 points between 2018 and 2025, while reading scores declined by 30 points.

The article states that a difference of 20 PISA points corresponds approximately to one grade level, placing students roughly one-and-a-half grade levels behind their 2018 performance in both subjects. The commentary also criticized a professional development session at an elementary school in the York Region where teachers were told that the education system was an instrument for maintaining and advancing white supremacy. Zwaagstra argued that such discussions should not displace training designed to improve students' academic skills.

In the article, Zwaagstra called for teacher development programs to rely on peer-reviewed research into effective instruction. The proposed focus includes explicit teaching, regular practice, meaningful feedback, and methods that help students develop foundational knowledge across subjects.

Reading instruction was a central example. The Toronto Sun article cited the Ontario Human Rights Commission's 2022 Right to Read report, which identified widespread use of ineffective approaches, including three cueing, a method that encourages students to infer unfamiliar words from contextual clues rather than systematically decode them. The article argued that inadequate reading instruction can disproportionately affect children from lower-income households because their families may have fewer resources to pay for private tutoring. It also emphasized phonics, which teaches students to connect letters with sounds, as an important component of effective reading education.

Beyond decoding, the commentary highlighted the importance of background knowledge in reading comprehension. Students who possess relevant knowledge about a subject are better positioned to understand written material, according to the research discussed in the article. Mathematics instruction was another area identified for improvement. The article argued that memorizing basic arithmetic facts, including multiplication tables, can help students tackle more advanced problems and recommended that professional development equip teachers to build this knowledge systematically.

Zwaagstra also challenged approaches that position teachers primarily as facilitators of student-led discovery. The commentary advocated direct instruction, structured opportunities to practice new skills, frequent questioning, and feedback that allows teachers to assess students' understanding. As a practical resource, the article cited education researcher Barak Rosenshine's 2012 Principles of Instruction.

His recommendations include introducing new material in small steps, providing practice after each step, asking numerous questions, and checking responses across the classroom. A separate report published by the Swindon Advertiser on October 19, 2026, covered the appeal of former mathematics teacher Kevin Lister, who was dismissed by New College Swindon after a dispute involving a transgender student's chosen name and pronouns. The report said Lister had raised more than £46,000 to support his legal challenge.

The Swindon Advertiser also reported that Lister had been barred from participating in regulated activities with children. His appeal concerns the employment dispute arising from his refusal to address the student by their chosen name and pronouns, a case that has raised questions about workplace treatment of gender-critical beliefs and expectations placed on teachers.