Chilliwack – Laurie Throness announced that he will run in the upcoming by-election for School Board to fill the vacancy left by Heather Maahs, the new MLA for Chilliwack.

Throness was the MLA for Chilliwack-Hope and Chilliwack-Kent for 7.5 years until 2020. Prior to that he was Chief of Staff to MP Chuck Strahl in three federal departments in Ottawa, and in the 1980s worked for MLA Harvey Schroeder in Chilliwack. He also has strong academic credentials, with a PhD in History from Cambridge, a Masters Degree in Public Administration from Queen’s, and several other degrees.

‘I spent my entire elementary and secondary education in the public system and almost all of my post-secondary education as well, so my commitment to the public system and to academia in general is unquestioned,’ said Throness. ‘I would like to dedicate my energy and experience to improving public education in School District 33.’

Throness noted his priorities: academic excellence (which is, shockingly, not a core value of the District), fiscal responsibility, enhanced classroom attendance and discipline, and enhancing the warmth of relationships between parents and the system.

He also noted that Heather Maahs was a moderate socially-conservative Board member, providing a much-needed perspective to the rather radical left-leaning majority on the Board. ‘I think it’s important that Heather’s seat be filled with another moderate social conservative. I hope to continue providing that balance,’ remarked Throness.

From the Framework for Enhancing Student Learning (FESL) Report 2024

The core values of SD 33 are: equity, inclusion, collaboration, kindness, and innovation. Shockingly, ‘academic achievement’ is not among them. While student graduation rates are good at 91%, are graduating students ready and equipped with the skills to function successfully in the marketplace or further study?

Consider the following from the FESL report:

▪ Consistently half of students in grades 3-8 are not on track for comprehension and thinking reading assessment. In all but Grade 7, their scores have deteriorated from the prior year.

▪ In a writing assessment that each school completes at least once a year, student achievement is at the 55% proficiency mark as an average score across grades 1 – 8, which is down from the prior year.

▪ In Grades 4, 7, 10 and 12, students demonstrate 70% proficiency or less in language arts.

▪ On all of the above measures, indigenous children, those of diverse abilities, and children in care scored much lower than the total.

▪ Students are tested on the Student Numeracy Assessment & Practice (SNAP) test. In Grades 2 to 7, all demonstrated proficiency of less than 63%. Grade 6 was 45%.

▪ In their report cards on mathematics, students are falling short. Grades 4, 7, 10 and 11 demonstrate proficiencies between 68 and 72%. The report concludes: ‘Based on our numeracy data, we have work to do.’

▪ The report does not appear to test Grade 12 students broadly – the crucial year of graduation.