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Indigenous primary school achievement / Australia. Productivity Commission.

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Field name Details
Record Number 17901
Corporate Author Australia. Productivity Commission.
Title Indigenous primary school achievement / Australia. Productivity Commission. [ElectronicResource]
Published Canberra : The Commission, 2016.
Collation 100 pages [PDF]
Series Productivity Commission research paper
Summary Note The key points identified in this report include: "[1] Despite a long history of policy attention, no consistent improvement has been made in the literacy and numeracy achievement of Indigenous Australian primary school students ... [2] Access to newly available national data linking student achievement and demographic characteristics with school characteristics permits analysis of a subset of the characteristics thought to be associated with education achievement. [3] Analysis of these data shows a wide variation in literacy and numeracy achievement among both Indigenous and non-Indigenous primary school students. But Indigenous students are over-represented among low achievers, and under-represented among high achievers. [4] Disparate achievement between Indigenous and non-Indigenous students is also widespread geographically. While greatest in more remote areas, differences also manifest in metropolitan and provincial areas where most Indigenous students attend school. For example, in 2014, Indigenous students in non-remote areas accounted for 55 per cent of the national gap in reading achievement between Indigenous and non-Indigenous year 5 students ... [5] The well-established result that socioeconomic background explains more of the variation in literacy and numeracy achievement than any other characteristic observed in the dataset is confirmed for Indigenous and non-Indigenous primary school students. Other important factors include the general socioeconomic background of students attending a school and, for Indigenous students only, the average school attendance rate and the proportion of Indigenous students in a school’s enrolment. [6] However, characteristics observed in the dataset explain less than one third of the total variation in student achievement. Most of the unexplained variation is due to differences between students (rather than between schools). [7] This meshes with findings from the broader education literature — emphasising that children have individually different learning needs — not readily categorised according to demographic characteristics. The literature suggests that the key to improving achievement, for all students, is individualised instruction. [8] For Indigenous students, the evidence suggests that a culture of high expectations in schools; strong student–teacher, and community, relationships; and support for culture are also particularly important — all underpinned by strong school leadership." - p. 2.
Subject Aboriginal Australians -- Education
Aboriginal Australians -- Academic achievement
Internet Site http://www.pc.gov.au/research/completed/indigenous-primary-school-achievement/indigenous-primary-school-achievement.pdf
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