Identifying and definitional attributes
|Metadata item type:||Indicator|
|Short name:||Percentage of students at or above the national minimum standard in reading, writing and numeracy for years 3,5,7 and 9, 2010|
|Description:||Proportion of students who achieved at or above the national minimum standard, by Indigenous status (for reading, writing and numeracy, in years 3, 5, 7 and 9).|
|Rationale:||Early educational experiences are important as they influence future academic performance. Students who do not attain the national reading, writing and numeracy benchmark standards are less likely to progress from Year 9 to Year 12 or equivalent attainment, to enter higher education and have lower employment prospects. Indigenous students have lower literacy and numeracy attainment than non-Indigenous students. This is a key indicator in measuring the closing the gap target of halving the gap for Indigenous students in reading, writing and numeracy within a decade.|
|Indicator set:||National Indigenous Reform Agreement (2010)|
Community Services (retired), Superseded 04/04/2011
|Outcome area:||Indigenous students meet basic literacy and numeracy standards and overall levels of literacy and numeracy are improving|
Indigenous, Standard 21/07/2010
|Quality statement:||National Indigenous Reform Agreement: P15-Percentage of students at or above the national minimum standard in reading, writing and numeracy for years 3,5,7 and 9, 2010 QS Community Services (retired), Superseded 04/04/2011|
Collection and usage attributes
|Computation description:||There is no discrete numerator and denominator for this measure. See National Assessment Program - Literacy and Numeracy (NAPLAN) reports for more detail.
Participation rates are presented for: below national minimum standard, at national minimum standard, above national minimum standard, and at or above national minimum standard.
|Computation:||Proportions are calculated using an interpolation process. They are not simply the numerator ÷ denominator as the computation is more complex than this. See NAPLAN reports for more detail.|
|Numerator data elements:|
|Disaggregation data elements:|
|Comments:||Required disaggregation: For each year level (3, 5, 7 and 9) by learning domain (reading, writing and numeracy): National, state/territory and geo-location by Indigenous status
Available disaggregation: For each year level (3, 5, 7 and 9) by learning domain (reading, writing and numeracy): National, state/territory and MCEEDYA geo-location for Indigenous students and all students
Most recent data available for 2010 CRC baseline report: 2008
Geo-location is determined based on the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) geographical location classification.
Disaggregation by geo-location was reported for Indigenous students and all students. Equivalent disaggregations are a priority for non-Indigenous students.
|Unit of measure:||Person|
Indicator conceptual framework
|Framework and dimensions:||Socioeconomic Factors|
Data source attributes
Ministerial Council on Education, Employment, Training and Youth Affairs
|Organisation responsible for providing data:||Curriculum Corporation will hold this role until the end of 2009. The Australian Curriculum, Assessment and Reporting Authority (ACARA) will take over this responsibility in 2010.|
|Further data development / collection required:||Specification: Long-term|
|Other issues caveats:||Absent and withdrawn students will be reported separately in future reporting.|
|Related metadata references:|
Has been superseded by National Indigenous Reform Agreement: PI 15-Percentage of students at or above the national minimum standard in reading, writing and numeracy for years 3,5,7 and 9, 2011