How well are Richmond’s public schools preparing our children for further education, meaningful work and a changing world?

As a parent and school trustee candidate, I believe our community’s development and competitiveness depend on how well we develop every student’s potential. Reading, writing and mathematics provide foundations that young people need wherever life takes them.

Whether students choose university, college, trade school, an apprenticeship or direct entry into employment, these skills help them learn, communicate, solve problems and make informed decisions.

Reading helps students understand and exercise judgment. They need to interpret instructions, evaluate evidence and recognize misleading information. An apprentice must understand technical manuals and safety procedures. In everyday life, everyone needs to understand contracts, financial information and instructions that affect their health and safety.

Writing helps students express ideas and communicate effectively. Whether writing an academic essay, preparing a quotation, documenting a repair or emailing a customer, young people need to organize their thoughts and explain themselves clearly. These abilities also help them ask for assistance and speak up for themselves.

Mathematics helps students work accurately and solve practical problems. Tradespeople use measurement, fractions, ratios and geometry. Business owners calculate costs, prices and budgets. All of us need to understand interest, compare financial choices and interpret statistics.

Choosing a trade is a skilled and demanding educational pathway. It requires technical knowledge, precision, sound judgment and continued learning. Students pursuing trades deserve strong foundations, just as university-bound students do.

How is Richmond doing?

Provincial Foundation Skills Assessment (FSA) data—which assesses literacy and numeracy in Grades 4 and 7—shows that Richmond’s participating students performed above the B.C. public-school average and several neighbouring districts in 2025–26. Literacy combines reading and writing; numeracy involves applying mathematical knowledge.

Our progress over time deserves attention, too. In the provincial dataset, Richmond’s literacy results improved from the previous year but remained below 2021–22 levels. Numeracy results were close to their 2021–22 levels, with a decline from the preceding year. Participation rates and differences between student populations must be considered when interpreting these comparisons.

Internationally, the Programme for International Student Assessment (PISA) examines how well 15-year-olds apply their knowledge in reading, mathematics and science. It is organized by the Organisation for Economic Co-operation and Development (OECD).

In PISA 2025, B.C. performed above the OECD average in reading and mathematics. Higher-performing education systems also offer opportunities to learn, particularly in mathematics. These provincial findings do not establish Richmond’s international ranking, and small score differences should be interpreted cautiously.

I believe we should build on our strengths while taking improvement seriously. As a trustee, I would advocate for five priorities:

1. Identify difficulties early and follow through.
Connect assessment with timely support and regular checks on progress. Students with learning gaps need continued assistance through secondary school.

2. Support effective teaching.
Work with educators to strengthen access to evidence-informed approaches, appropriate resources, specialist support and professional learning. Examine successful practices elsewhere and assess how they could serve Richmond’s students.

3. Help every student progress.
Provide appropriate assistance for students who are struggling and meaningful challenges for those ready to go further. A family’s ability to pay for tutoring should not determine a child’s opportunities.

4. Connect learning with future pathways.
Strengthen partnerships with post-secondary institutions, trades, employers and community organizations. Practical projects, mentorship and career exploration can help students see how reading, writing and mathematics connect with their interests and ambitions.

5. Set clear goals and report results.
Use classroom work, teachers’ observations and assessment data to track improvement. Communicate clearly with families about what students can do, where support is needed and whether our investments are making a difference.

As a former English language learner, a parent and someone with an engineering background, I value strong expectations supported by practical help.

Reading, writing and mathematics belong alongside creativity, collaboration, practical skills and well-being. Together, they give young people the capacity to keep learning as technology and employment change.

A stronger Richmond begins with young people who have the knowledge, confidence and opportunities to build their futures—and contribute to ours.

Parents, students and educators: what would help our schools prepare young people more effectively for the paths ahead?

列治文的公立學校，是否正幫助孩子做好準備，迎接升學、就業，以及不斷轉變的世界？

作為家長和學務委員候選人，我相信，社區未來的發展與競爭力，取決於我們能否讓每一位學生發揮潛能。閱讀、寫作和數學，是孩子無論選擇哪一條人生道路，都需要具備的基本能力。

無論他們將來入讀大學、學院、技職學校，參加學徒培訓，或直接投入職場，這些能力都能幫助他們學習、溝通、解決問題，以及作出明智的決定。

閱讀，讓孩子理解資訊，建立判斷力。
他們需要讀懂指示、分析證據，以及辨別誤導資訊。學徒需要理解技術手冊和安全程序；在日常生活中，我們也需要看懂合約、財務資料，以及與健康和安全有關的說明。

寫作，讓孩子清楚表達，有效溝通。
無論是撰寫學術文章、準備報價、記錄維修工作，還是向客戶發送電郵，都需要整理思路，把事情說明白。良好的表達能力，也能幫助年輕人提出問題、尋求協助，以及表達自己的需要和立場。

數學，讓孩子準確做事，解決實際問題。
技術工種需要運用量度、分數、比例和幾何知識；經營生意需要計算成本、定價和預算。我們每個人也需要理解利息、比較理財選項，以及判讀統計數字。

技職教育是一條需要專業知識、精確操作、良好判斷和持續學習的道路。選擇技職的學生，與準備升讀大學的學生一樣，都值得擁有扎實的學習根基。

那麼，列治文目前的表現如何？

卑詩省的基礎技能評估（Foundation Skills Assessment，簡稱 FSA），評估四年級和七年級學生的讀寫及數學應用能力。省級數據顯示，在2025至2026學年，列治文參與評估的學生，在這些指標上的表現，高於卑詩省公立學校平均水平，以及數個鄰近校區。

我們也需要檢視自身的進步。根據省級數據，列治文的讀寫能力評估結果較上一學年改善，但仍低於2021至2022學年的水平。數學應用能力則與2021至2022學年相若，但較上一學年有所回落。解讀這些比較時，也必須考慮參與率及學生群體的差異。

在國際層面，學生能力國際評估計劃（Programme for International Student Assessment，簡稱 PISA），評估15歲學生如何運用閱讀、數學和科學知識。這項評估由**經濟合作暨發展組織（Organisation for Economic Co-operation and Development，簡稱 OECD）**主辦。

在2025年的PISA評估中，卑詩省的閱讀和數學表現高於OECD平均水平。同時，一些表現更佳的教育體系，尤其在數學方面，也值得我們研究和借鑑。這些是省級結果，不能視為列治文的國際排名；細微的分數差距，也需要審慎解讀。

我相信，我們應該在現有優勢上繼續進步，並認真回應需要改善的地方。如果當選學務委員，我會倡議以下五個方向：

一、及早發現困難，持續跟進支援。
評估之後，應有適時的協助，並定期檢視成效。對於仍有學習困難的學生，支援必須延續至中學階段。

二、支持有效的教學。
與教育工作者合作，增加有研究和實證支持的教學資源、專業支援及進修機會。研究其他地方的成功經驗，評估如何配合列治文學生的需要。

三、讓每一位學生都能進步。
為學習有困難的學生提供適切協助，也讓有能力進一步發展的學生獲得更深入的學習機會。家庭是否有能力支付補習費，不應決定孩子能獲得多少機會。

四、把課堂學習與未來出路連結。
加強與大專院校、技職培訓機構、僱主及社區組織的合作。透過實作項目、導師指導和職業探索，讓學生看見閱讀、寫作和數學，如何與自己的興趣和志向相連。

五、訂立清晰目標，公開交代進展。
結合課堂表現、教師觀察和評估數據，追蹤學生的進步。讓家長清楚知道孩子已掌握甚麼、需要哪些支援，以及教育資源的投入是否帶來實際改善。

作為曾經需要學習英語的新移民學生、家長，以及具有工程背景的人，我重視對學生抱有期望，也重視幫助他們實現期望的具體支援。

閱讀、寫作和數學，應與創意、協作、實作能力及身心健康一起發展。這些能力能幫助年輕人在科技和就業環境不斷轉變之中，繼續學習、適應和成長。

讓列治文更有活力、更具競爭力，就要讓年輕人擁有知識、信心和機會，建設自己的未來，也為我們共同的未來作出貢獻。

各位家長、學生和教育工作者：你認為學校還可以怎樣做，才能更有效地幫助年輕人為未來做好準備？