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
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, 2012|
|Registration status:||Indigenous, Archived 13/06/2013|
|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 (2012) Indigenous, Archived 13/06/2013|
|Outcome area:||Indigenous students meet basic literacy and numeracy standards and overall levels of literacy and numeracy are improving Indigenous, Endorsed 21/07/2010|
|Quality statement:||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 QS Indigenous, Archived 22/10/2013|
Collection and usage attributes
There is no discrete numerator and denominator for this measure. See National Assessment Program - Literacy and Numeracy (NAPLAN) reports for more detail.
NAPLAN reports the percentage of students who achieved at or above the national minimum standard. The complex process by which student scores are arrived at and distributed across the national achievement bands (using the Rasch model, a recognised analysis model for educational measurement) are agreed by states, territories and the Commonwealth and endorsed by the then NAPLAN Expert Advisory Group. Due to the complexities of the methodology, it is not possible (with the data currently provided) to give a simple computation of the precise number of students at or above the national minimum standard, which is best reported in the bands designed for that purpose.
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 Indigenous status, by geo-location.
|Disaggregation data elements:|
Most recent data available for 2012 COAG Reform Council (CRC) report is 2010.
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 2008-09 baseline CRC report. Disaggregations for non-Indigenous students were reported for 2008 and 2009 in the 2009-10 CRC report (with additional material provided in the CRC’s addendum to the NIRA report).
Baseline year for NIRA target (Halve the gap in reading, writing and numeracy within a decade) is 2008; baseline year for this indicator is 2008; target year is 2018.
The CRC no longer requires the Steering Committee to collate confidence intervals for NAPLAN data. The CRC will separately request significance testing directly from the data provider for its reports.
|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.|
Source and reference attributes
|Steward:||National Indigenous Reform Agreement Performance Information Management Group|
|Related metadata references:|
Has been superseded by National Indigenous Reform Agreement: PI 11-Percentage of students at or above the national minimum standard in reading, writing and numeracy for Years 3, 5, 7 and 9, 2013 Indigenous, Archived 13/12/2013
Supersedes 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 Indigenous, Archived 01/07/2012