The SSTA supports the shared approach to education equity is Saskatchewan described in the policy framework entitled Our Children, Our Communities and Our Future: A Policy Framework. This policy framework was developed and is endorsed by each of the following organizations in Saskatchewan:
- Saskatchewan League of Educational Administrators, Directors and Superintendents
- , and the
Our Association is committed to working collaboratively to provide an educational system where all people have the opportunity to experience success, to enjoy human dignity and to develop the skills, knowledge and attitudes necessary to contribute meaningfully to society. While much has already been accomplished for equity in education, we recognize that more can and must be done.
SSBA Research Centre Reports
SSBA Research Centre Report#13-02: Funding Model Equity? A Perspective of Saskatchewan School Divisions (2013). This report is based on responses from Saskatchewan school divisions regarding education equity.
SSBA Research Centre Report#11-01: Responding to Diversity: Examining Education Equity in Saskatchewan (2011). This resource was commissioned by the Education Equity Working Advisory Group of the SSBA.
SSTA Research Centre Report #00-09: For Education Equity (2000) How effective is administrator preparation in ensuring educational equity for the increasing Aboriginal population?
SSTA Research Centre Report #96-01: 1996 Education Equity Seminar: Looking To the Future – Building On the Past (1996) This report reviews education equity efforts in Saskatchewan and outlines directions for the future. The focusing question is ‘Are We Making Progress in Education Equity?’
SSTA Research Centre Report #94-10: The Recruitment and Retention of Aboriginal Teachers in Saskatchewan Schools (1994) What Can School Systems Do To Recruit and Retain Teachers of Aboriginal Ancestry?
SSTA Research Centre Report #94-04: Female Student Career Aspirations In Science (1994) This summary of a graduate thesis explores female grade 12 high school students’ perceptions of the factors that influenced their non-traditional or traditional science career aspirations. What factors influence female students’ science career aspirations?
SSTA Research Centre Report #92-05: Racial Incidents: Policy Development Guidelines (1992) This resource outlines a process to assist boards of education and their administrators to develop policy for handling racial incidents. What Should School Policy on Racial Incidents Include?
SSTA Research Centre Report #91-10: Education Equity: A Significant Investment (1991) This summary of a graduate thesis describes the resources expended by school divisions to develop and implement an education equity program.What Resources Are Needed to Support an Education Equity Program? Why have some school divisions not developed an approved education equity plan?
SSTA Research Centre Report #90-06: Programs and Services For Indian and Metis Students In The Northern Lights School Division: Overview and Recommendations For Research (1990) What are the English / French as a Second Language Needs of Indian and Metis Students?
For sample school board policies and information from across Canada see: