The Attendance Debate: Are Ontario's New Education Policies a Step Forward or a Misstep?

Ontario’s recent proposal to tie high school attendance to grades and mandate final exams has sparked a fiery debate. On the surface, it seems like a straightforward attempt to address chronic absenteeism and improve academic rigor. But as someone who’s spent years analyzing education policies, I can’t help but dig deeper. What’s really at play here? And more importantly, will these measures actually solve the problems they’re meant to address?

The Attendance Conundrum: A Band-Aid on a Bullet Wound?

Let’s start with attendance. Personally, I think the idea of linking attendance to grades is a double-edged sword. On one hand, it’s hard to argue against the importance of showing up. As one student, Bilal Rahimi, pointed out, attendance is crucial for mastering the material. But here’s where it gets tricky: what many people don’t realize is that chronic absenteeism is often a symptom of deeper issues—mental health struggles, family responsibilities, or disengagement from the school system itself.

From my perspective, penalizing students for not attending feels like treating the symptom rather than the cause. Kelly Gallagher-Mackay, an education policy expert, hit the nail on the head when she said this approach could worsen achievement gaps. Students who are already struggling will now face additional penalties, while those who attend regularly get a “bonus” they didn’t necessarily earn through academic merit.

If you take a step back and think about it, the real question is: why are students skipping school in the first place? The pandemic normalized absenteeism, yes, but it also exposed systemic issues like underfunded mental health resources and overcrowded classrooms. Martha Hradowy, president of the Ontario Secondary School Teachers' Federation, rightly pointed out that smaller class sizes and more support services would likely do more to improve attendance than punitive grading policies.

The Exam Dilemma: A One-Size-Fits-All Approach?

Now, let’s talk about the return of mandatory final exams. The government claims this will better prepare students for post-secondary education and provide clarity in grading. But in my opinion, this is a classic case of misunderstanding the purpose of assessment.

What makes this particularly fascinating is the assumption that exams are the gold standard of learning. Tests and exams are stressful, high-stakes moments that judge students on a single day’s performance. For some, this works. For others, especially those with learning disabilities or test anxiety, it’s a recipe for failure. Jennifer Engels, a Toronto parent, raised a valid concern: what about kids who don’t perform well on exams? Are we setting them up to fail?

One thing that immediately stands out is the lack of flexibility in this approach. During the pandemic, many schools embraced alternative assessments—projects, portfolios, and continuous evaluations. These methods not only reduce stress but also provide a more holistic view of a student’s abilities. Doubling down on exams feels like a step backward, not forward.

The Bigger Picture: Symbolic Gestures vs. Real Solutions

Here’s the thing: education policies should be about more than just optics. Gallagher-Mackay’s critique that these measures are “symbolic” and “relatively cheap” ways to appear proactive resonates deeply with me. If the goal is to improve attendance and academic outcomes, why not invest in evidence-based strategies? Outreach programs, mental health support, and engaging classroom practices have proven track records.

What this really suggests is that the government might be prioritizing quick fixes over long-term solutions. It’s easier to mandate attendance and exams than to address the root causes of absenteeism and disengagement. But as any educator will tell you, real change requires investment—in resources, in training, and in trust.

Final Thoughts: A Missed Opportunity?

In my opinion, Ontario’s new policies are a missed opportunity. They tackle surface-level issues without addressing the underlying problems. Attendance and exams are important, but they’re not the whole story. If we want to create a more equitable and effective education system, we need to think bigger.

What many people don’t realize is that education policies are never just about grades or test scores—they’re about shaping the future of our society. By focusing on punishment rather than support, we risk alienating the very students who need help the most.

If you ask me, the real challenge isn’t getting students to show up or ace exams. It’s creating a system where they want to show up, where they feel valued, supported, and inspired. Until we address that, no amount of grading policies will make a lasting difference.