National Report on Schooling in Australia 2011

Aboriginal and Torres Strait Islander education

7.4 Literacy and numeracy (Second Page)

Continued from previous page... 
 

Table 7.12 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 7.12    Achievement in Numeracy for Years 3, 5, 7 and 9 at or above minimum standard and 
                      
mean scale scores by Indigenous status, Australia, 2011

Status

 

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

Mean scale score

Standard
deviation

Year 3

Indigenous

83.6

334.4

65.0

 

CI±

1.3

2.4

 

Non-Indigenous

96.4

401.7

69.1

 

CI±

0.1

0.9

 

All students

95.6

398.1

70.6

 

CI±

0.2

0.9

 

Year 5

 

 

 

Indigenous

75.2

421.1

64.0

 

CI±

1.5

2.7

 

Non-Indigenous

95.5

491.3

66.4

 

CI±

0.2

   1.0

 

All students

94.4

487.8

68.2

 

CI±

0.2

     1.1

 

Year 7

 

 

 

Indigenous

76.5

474.8

65.8

 

CI±

1.4

 2.4

 

Non-Indigenous

95.5

548.5

72.1

 

CI±

0.2

 1.6

 

All students

94.5

544.6

73.7

 

CI±

0.2

     1.6

 

Year 9

 

 

 

Indigenous

72.0

515.8

62.2

 

CI±

1.6

    2.3

 

Non-Indigenous

94.1

586.7

70.8

 

CI±

0.3

     1.9

 

All students

93.0

583.4

72.1

 

CI±

0.3

     1.9

 


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 2011 only.

Sources: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2011; ACARA (unpublished)

 

In 2011, Numeracy achievement was the highest for Year 3 Aboriginal and Torres Strait Islander students, with 83.6 per cent achieving at or above the national minimum standard and across the three key domains. Year 9 Aboriginal and Torres Strait Islander students had the lowest achievement, with 72.0 per cent achieving at or above the national minimum standard.

Further information about student achievement in Numeracy, by Indigenous status, is available from the 2011 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 7.5 to 7.8 depict the gaps between the proportions of Indigenous and non-Indigenous students achieving the minimum standards in each of the NAPLAN key domains in 2011. The number shown between the plot points for each domain is the percentage point difference or ‘gap’ between non-Indigenous and Indigenous achievement.

 

 

Figure 7.5    Achievement of Year 3 students at or above minimum standard, by NAPLAN key domains,
                     by Indigenous status, Australia, 2011
Achievement of Year 3 students
 

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 2011

 

 
Figure 7.6     Achievement of Year 5 students at or above minimum standard, by NAPLAN key 
                      domains, by Indigenous status, Australia, 2011

Achievement of Year 5 students


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 2011
 
 


Figure 7.7     Achievement of Year 7 students at or above minimum standard, by NAPLAN key domains,
                      by Indigenous status, Australia, 2011

Achievement of Year 7 students 

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 2011

 
 


Figure 7.8     Achievement of Year 9 students at or above minimum standard, by NAPLAN key domains,
                      by Indigenous status, Australia, 2011
 
Achievement of Year 9 students
 
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 2011
 


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 18.6 percentage points for the Years 3 and 7 cohorts to 26.5 percentage points for the Year 5 cohort. In Reading, relative to the equivalent gaps in 2010, the gaps for all year levels have decreased or remained the same in 2011.
The gap between the Aboriginal and Torres Strait Islander and non-Indigenous students achieving at or above the national minimum standard in Writing ranged from 16.3 percentage points for the Year 3 cohort to 31.4 percentage points for Year 9 cohort.

Although in 2011 the gap increased in the Writing domain with respect to each of the cohorts except Year 3, it should be noted that the 2011 NAPLAN program included assessment in Persuasive Writing, whereas in 2010 Narrative Writing was assessed. Because there is a difference in the way the narrative and persuasive tasks function across year levels, Persuasive Writing scores should not be compared with Narrative Writing scores from previous years.

The gaps between the proportions of Aboriginal and Torres Strait Islander and non-Indigenous students achieving the national minimum standard in Numeracy ranged from 12.8 percentage points for the Year 3 cohort to 22.1 percentage points for the Year 9 cohort. In Numeracy, relative to the equivalent gaps in 2010, the gaps for all year levels have decreased in 2011.

Overall, the gap between Aboriginal and Torres Strait Islander and non-Indigenous students was larger in Year 9 Writing (31.4 per cent) than the gap in any other year level in any of the key domains, with the smallest gap being in Year 3 Numeracy (12.8 per cent).

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 2008–11 in Chapter 4 of the report: Indigenous Reform 2010–11: Comparing performance across Australia.¹
 
Furthermore, in its 2011 report to COAG on the National Education Agreement, the COAG Reform Council includes the following key finding:
 

There were some significant improvements from 2008 to 2011 in the proportion of Indigenous students reaching minimum standards of reading and numeracy – notably both improved in Year 3.²

NAPLAN participation

Key Performance Measure 7(i) in the Measurement Framework for Schooling in Australia relates to NAPLAN participation rates. Table 7.13 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

12,973

90.1

12,940

89.8

12,819

89.0

Non-Indigenous

243,104

96.2

242,873

96.1

242,514

95.9

Year 5

           

Indigenous

12,822

90.8

12,807

90.7

12,667

89.7

Non-Indigenous

248,117

96.7

247,988

96.6

247,240

96.3

Year 7

           

Indigenous

12,568

88.8

12,591

89.0

12,396

87.6

Non-Indigenous

249,432

96.5

249,769

96.6

248,597

96.2

Year 9

           

Indigenous

9,992

79.0

10,040

79.4

9,857

78.0

Non-Indigenous

235,699

93.7

236,693

94.1

234,604

93.2

 

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 are provided by Indigenous status.

Source: ACARA, National Assessment Program: Literacy and Numeracy – Achievement in Reading, Writing, Language Conventions and Numeracy, 2011
 

 

Participation rates in NAPLAN in 2011 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 2011 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, Indigenous Reform 2010–11: Comparing performance across Australia, COAG Reform Council, Sydney, 2012
² COAG Reform Council, Education 2011: Comparing performance across Australia, COAG Reform Council, Sydney, 2012, p. xv