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
Identifying and definitional attributes
|Metadata item type:||Indicator|
|Short name:||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|
|Registration status:||Indigenous, Archived 01/07/2012|
|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 (2011) Indigenous, Archived 01/07/2012|
|Outcome area:||Indigenous students meet basic literacy and numeracy standards and overall levels of literacy and numeracy are improving Indigenous, Endorsed 21/07/2010|
Collection and usage attributes
Confidence intervals are to be calculated.
Presentation: Percentage of participation rate; below national minimum standard, at national minimum standard, above national minimum standard, and at or above national minimum standard.
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.
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:|
For each year level (3, 5, 7 and 9— reported individually) by learning domain (reading, writing and numeracy— reported individually):
National and state/territory by:
Geo-location and Indigenous status
|Disaggregation data elements:|
Most recent data available for 2011 CRC report is 2009.
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 in the 2010 baseline CRC report. Equivalent disaggregations for non-Indigenous students were reported for the 2011 report.
Absent and withdrawn students will be reported separately in future reporting.
Baseline year for this indicator is 2008; target year is 2018.
|Unit of measure:||Person|
Indicator conceptual framework
|Framework and dimensions:||Socioeconomic Factors|
Data source attributes
|Reporting requirements:||National Indigenous Reform Agreement.|
|Organisation responsible for providing data:||Australian Curriculum, Assessment and Reporting Authority (ACARA).|
|Further data development / collection required:||Specification: Long-term.|
|Related metadata references:|
Supersedes 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 Community Services (retired), Superseded 04/04/2011
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, 2012 Indigenous, Archived 13/06/2013