The Collège des Compagnons in Quebec has something to be proud of: among institutions that receive a high proportion of young people in difficulty, it is the “largest” public school where students achieve the best results.
Public French-speaking school
Quorum of Companions
3643, Avenue des Compagnons, Quebec
| number of students | 1293 |
| Delay depending on age | 11.7% |
| EHDAA | 30.5% |
| Results (%) | 2022 | Tend. |
|---|---|---|
| language of education | 67.0 | even |
| second language | 81.0 | even |
| science and technology | 79.1 | even |
| mathematics | 82.0 | even |
| Error rate | 9.4 | even |
| Other factors (%) | 2022 | Tend. |
|---|---|---|
| Overestimation | 2.1 | even |
| Gender differences: language | Q4.4 | even |
| Gender differences: mathematics. | Q1.2 | even |
| Progress – delay | 6.6 | even |
The ranking of public schools that receive more than 30% of students with disabilities or learning or adaptation difficulties (EHDAA) is again dominated this year by small institutions: the Sainte-Anne secondary school in Daveluyville and the Horizon Blanc secondary school in Fermont, each of which has fewer than 130 students.
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However, the Collège des Compagnons follows closely behind them, despite having ten times more students: 1,293 young people pass through its doors every morning.
The success of this secondary school, typical of the comprehensive schools built in the early 1970s, is instead based on some unique ingredients that have allowed students to develop a strong sense of belonging over the years.
“We will remain a mainstream school with the resources we have. But there is still a sense of pride associated with our school,” says principal Maxim Pilote.
An innovative program
In the Quebec region, this secondary school is best known for its PROTIC program, which has been in existence for more than 20 years. Today, half of the school’s students are enrolled in this special program.
The PROTIC program focused on new technologies and collaborative approaches and was one of the first to focus on the daily use of a computer. In the early 2000s, a team of researchers from Laval University demonstrated the positive impact of this program on the success of students, particularly boys.
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Students complete their course in the same room, with the same classmates. They are followed by a smaller team of teachers, as the teachers teach two subjects and not just one.
To be admitted to this program, students must complete placement tests that measure their motivation and personality. “The first admission criterion is the ability to work in a team” and not academic results, says Mr. Pilote.
This program makes it possible to accommodate students with special needs and help them succeed, he assures.
Philippe Bernière teaches mathematics and science to fifth secondary school students in the PROTIC program at the Collège des Compagnons in Quebec. Photo Stevens LeBlanc/JOURNAL DE QUEBEC
Science for everyone
The school’s other students are enrolled in a science program open to all, which has replaced the regular program.
From the first to the third secondary school, the students always live in the same room with the same classmates, which also contributes to the sense of belonging, says Mr. Pilote.
All students are also provided with 30 minutes of learning time every day after the four lessons.
Sport to promote success
In addition to computer science and science, all students have the opportunity to include a sports focus in their subject grid, which can make a crucial difference for struggling students, the director adds.
Certain sports are subject to selection due to limited space. Youth wishing to enroll must successfully complete all courses and obtain a positive recommendation from a teacher.
“We use sport as a success factor. This makes students a little more responsible for their learning,” says Mr. Pilote.
For her part, Jade Leclerc-Tremblay, co-chair of the student council, also wants to emphasize the extent to which teachers make the crucial difference.
“The teachers here are very present and attentive, which helps a lot. We don’t feel like we’re in a big school, quite the opposite.”
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