National Report on Schooling in Australia 2010

Aboriginal and Torres Strait Islander education

7.4 Literacy and numeracy (Second Page)

Continued from previous page... 

 

Table 7.10 shows the national percentages by Indigenous status of Years 3, 5, 7 and 9 students whose results place them at or above the minimum standard for Numeracy and the mean scale scores for Numeracy, by Indigenous status. 

Key Performance Measure 2(a)

Proportion of students achieving at or above the national minimum standard for Numeracy

Key Performance Measure 2(b)

NAPLAN mean scale scores for Numeracy

 

Table 7.10    Achievement in Numeracy for Years 3, 5, 7 and 9 at or above minimum standard and mean scale scores by
                       Indigenous status, Australia, 2010

Status

 

Percentage of students at or above national minimum standard (%)

Mean scale score

Standard
deviation

Year 3

Indigenous

76.6

325.3

71.2

 

CI±

1.7

3.1

 

Non-Indigenous

95.3

399.0

69.8

 

CI±

0.2

0.9

 

All students

94.3

395.4

71.8

 

CI±

0.2

1.0

 

Year 5

 

 

 

Indigenous

71.4

416.9

70.5

 

CI±

1.9

3.1

 

Non-Indigenous

95.0

492.6

67.8

 

CI±

0.2

   1.0

 

All students

93.7

488.8

69.9

 

CI±

0.2

     1.0

 

Year 7

 

 

 

Indigenous

77.0

477.5

66.6

 

CI±

1.5

 2.6

 

Non-Indigenous

96.1

551.4

70.8

 

CI±

0.2

 1.5

 

All students

95.1

547.8

72.4

 

CI±

0.2

     1.6

 

Year 9

 

 

 

Indigenous

70.4

515.2

64.7

 

CI±

1.9

    2.8

 

Non-Indigenous

94.3

588.5

68.8

 

CI±

0.3

     1.8

 

All students

93.1

585.1

70.4

 

CI±

0.3

     1.8

 


Notes:

Exempt students were not assessed and are deemed not to have met the minimum standard.

 
CI = Confidence Interval
The percentages reported in this table include 95 per cent confidence intervals.
 
Confidence intervals should be used to compare data within 2010 only.
 
Sources: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2010; ACARA (unpublished)
 
 

 

In 2010, Numeracy achievement was the highest for Year 7 Aboriginal and Torres Strait Islander students, with 77.0 per cent achieving at or above the national minimum standard. Year 9 Aboriginal and Torres Strait Islander students had the lowest achievement, with 70.4 per cent achieving at or above the national minimum standard.
 

Further information about student achievement in Numeracy, by Indigenous status, is available from the 2010 NAPLAN National Report. Specific achievement data for Numeracy are included for Year 3 (p. 48), Year 5 (p. 112), Year 7 (p. 176) and Year 9 (p. 240).

Closing the Gap

The targets for the Closing the Gap strategy are to halve the gap in Reading, Writing and Numeracy achievement between Aboriginal and Torres Strait Islander students and non-Indigenous students by 2018 and to increase Aboriginal and Torres Strait Islander student participation rates in the National Assessment Program – Literacy and Numeracy (NAPLAN).
 
Figures 7.6 to 7.9 depict the gaps between the proportions of Indigenous and non-Indigenous students achieving the minimum standards in each of the NAPLAN key domains in 2010. The number shown between the plot points for each domain is the percentage point difference or ‘gap’ between non-Indigenous and Indigenous achievement.
 
Figure 7.6    Achievement of Year 3 students at or above minimum standard, by NAPLAN key domains, by Indigenous status,
                      Australia, 2010
Figure 7.6 Achievement of Year 3 students at or ab
 

 Note: The number shown between the plot points for each domain is the percentage point difference or ‘gap’ between non-Indigenous and Indigenous achievement.

 
Source: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2010
 
Figure 7.7     Achievement of Year 5 students at or above minimum standard, by NAPLAN key domains, by Indigenous status,
                       Australia, 2010
Figure 7.7 Achievement of Year 5 students at or ab
Note: The number shown between the plot points for each domain is the percentage point difference or ‘gap’ between non-Indigenous and Indigenous achievement.
 
Source: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2010
 
Figure 7.8     Achievement of Year 7 students at or above minimum standard, by NAPLAN key domains, by Indigenous status,
                       Australia, 2010

Figure 7.8 Achievement of Year 7 students at or ab

Note: The number shown between the plot points for each domain is the percentage point difference or ‘gap’ between non-Indigenous and Indigenous achievement.

 
Source: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2010
 
Figure 7.9     Achievement of Year 9 students at or above minimum standard, by NAPLAN key domains, by Indigenous status,
                       Australia, 2010
Figure 7.9 Achievement of Year 9 students at or ab
 
Note: The number shown between the plot points for each domain is the percentage point difference or ‘gap’ between non-Indigenous and Indigenous achievement.
 
Source: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2010
 
The gaps between the proportions of Aboriginal and Torres Strait Islander students and non-Indigenous students achieving at or above the national minimum standard in Reading ranged from 19.3 percentage points for the Year 7 cohort to 28.0 percentage points for the Year 9 cohort.
 
The gap between the Aboriginal and Torres Strait Islander and non-Indigenous student cohort for Year 3 Writing at 17.6 percentage points was the smallest of the gaps any each year level in any of the key domains.
 
The gap (29.7 per cent) between Aboriginal and Torres Strait Islander and non-Indigenous students was larger in Year 9 Writing than the gap in any other year level in any of the key domains.
 
The gaps between the proportions of Aboriginal and Torres Strait Islander and non-Indigenous students achieving the national minimum standard in Numeracy ranged from 18.7 percentage points for the Year 3 cohort to 23.9 percentage points for the Year 9 cohort.
 
Progress towards halving the gap in literacy and numeracy achievement is monitored against indicative trajectories for each State and Territory and is reported for the period 2008–10 in The National Indigenous Reform Agreement: Supplement on literacy and numeracy achievement 2010.¹
 
In its 2010 report to COAG on the National Education Agreement, the COAG Reform Council includes the following key finding:
 

Based on three years of data, the COAG targets to halve the gap in literacy and numeracy achievement by 2018 are generally on track for Years 3, 5 and 7 – but at risk for Year 9.²

NAPLAN participation

Key Performance Measure 7(i) in the Measurement Framework for Schooling in Australia relates to NAPLAN participation rates. Table 7.11 reports this KPM by Indigenous status.

 

Key Performance Measure 7(i)

Proportion of students participating in NAPLAN for Years 3, 5, 7 and 9 for Reading, Writing and Numeracy

 

Table 7.11      Number and proportion of students participating in Year 3, 5, 7 and 9 NAPLAN Reading, Writing and Numeracy, by
Indigenous status, Australia, 2010

Status

              Reading

               Writing

            Numeracy

 

No.

%

No.

%

No.

%

Year 3

 

 

 

 

 

 

Indigenous

11,272

89.9

11,322

90.3

11,170

89.1

Non-Indigenous

225,078

96.1

224,938

96.0

224,498

95.8

Year 5

           

Indigenous

12,710

91.2

12,685

91.0

12,547

90.0

Non-Indigenous

249,232

96.6

249,157

96.5

248,465

96.3

Year 7

           

Indigenous

11,953

89.1

12,002

89.5

11,876

88.6

Non-Indigenous

248,611

96.5

248,785

96.5

247,812

96.2

Year 9

           

Indigenous

10,366

79.7

10,431

80.2

10,253

78.8

Non-Indigenous

246,035

93.7

246,688

94.0

244,950

93.3

 

Notes:

Participation rates are calculated as all assessed and exempt students as a percentage of the total number of students in the year level, as reported by schools, which includes those absent and withdrawn.
 
Students for whom ‘Indigenous status’ was not stated are not included in the data which is provided by Indigenous status.
 
Source: ACARA, National Assessment Program: Literacy and Numeracy – Achievement in Reading, Writing, Language Conventions and Numeracy, 2010
 

 

Participation rates in NAPLAN in 2010 were consistently lower for Aboriginal and Torres Strait Islander students than for non-Indigenous students across all cohorts and key domains.
 
Further information on the participation rates of Year 3, 5, 7 and 9 students in Reading, Writing and Numeracy, by Indigenous status, is available in the 2010 NAPLAN National Report. Specific participation data for Reading, Writing and Numeracy are included for Year 3 (p. 58), Year 5 (p. 122), Year 7 (p. 186) and Year 9 (p. 250).
 

 



¹ COAG Reform Council, The National Indigenous Reform Agreement: Supplement on literacy and numeracy achievement 2010, COAG Reform Council, Sydney, 2011
² COAG Reform Council, Education 2010: Comparing performance across Australia, COAG Reform Council, Sydney, 2011, p. ix