Identifying and definitional attributes
|Metadata item type:||Indicator|
|Short name:||PI 13-Attendance rates Year 1 to Year 10, 2020|
|Registration status:||Indigenous, Endorsed 23/08/2019|
There are three measures for this indicator:
Main Measure (a) Overall attendance rates for students in Year 1 to Year 10, by Indigenous status.
Supplementary Measure (b) Proportion of students in Year 1 to Year 10 who attend school 90% or more of the time, by Indigenous status.
Supplementary Measure (c) Number and proportion of schools achieving 90% or greater average school attendance for both Indigenous and non-Indigenous students.
Improvements in attendance rates can lead to improvement in Year 12 attainments.
|Indicator set:||National Indigenous Reform Agreement (2020) Indigenous, Endorsed 23/08/2019|
|Outcome area:||Schooling promotes social inclusion and reduces the educational disadvantage of children, especially Indigenous children Indigenous, Endorsed 01/07/2016|
Collection and usage attributes
Measure (a) as a per cent of possible days of attendance
Measure (b) as a proportion of students
Measure (c) as a number and proportion of schools
100 x (Numerator ÷ Denominator)
Numerator ÷ Denominator
Numerator ÷ Denominator
Aggregate number of actual days in attendance in the collection period, for children in Years 1–10 by Indigenous status (children enrolled full time only) (Section 6.7; ACARA 2015).
Sum of possible school days for students attending more than or equal to 90% of possible days in the collection period, for children in Years 1–10 by Indigenous status (children enrolled full time only) (Section 6.7; ACARA 2015).
Indigenous: Aggregate number of schools for which the average attendance rate for Indigenous students in Years 1–10 is 90% or more.
Non-Indigenous: Aggregate number of schools for which the average attendance rate for non-Indigenous students in Years 1–10 is 90% or more.
|Numerator data elements:|
Aggregate number of possible days for attendance in the collection period, for children in Years 1–10 by Indigenous status (children enrolled full time only) (Section 6.3; ACARA 2015).
Sum of possible school days (the days each student is expected to attend) for all students in the collection period, for children in Years 1–10 by Indigenous status (children enrolled full time only) (Section 6.3; ACARA 2015).
Indigenous: Aggregate number of schools reporting Indigenous student attendance rates for Years 1–10.
Non-Indigenous: Aggregate number of schools reporting non-Indigenous student attendance rates for Years 1–10.
|Denominator data elements:|
National and state/territory, by Indigenous status, by:
National and state/territory, by Indigenous status, by
National and state/territory, by Indigenous status, by
|Disaggregation data elements:|
Most recent data available for the 2020 National Indigenous Reform Agreement (NIRA) Report (2018–19 reporting cycle) are for 2019.
Data are available from 2014 onwards for Measure (a) and from 2015 onwards for Measures (b) and (c).
Measure (a) 2019 (Semester 1).
Measures (b) and (c) 2019 (Semester 1).
Data are also collected for Term 3, but not reported in the National Indigenous Reform Agreement (NIRA) performance report.
Baseline year for the Council of Australian Governments' (COAG) Closing the Gap target (Close the gap between Indigenous and non-Indigenous school attendance within 5 years) is 2014 (Semester 1); target year is 2018 (Semester 1 2019).
In May 2014, the COAG agreed to a new target to close the gap between Indigenous and non-Indigenous school attendance within 5 years (by the end of 2018). COAG also agreed that the main measure to monitor the target would be the overall attendance rates for Year 1 to Year 10 by Indigenous status and remoteness.
Prior to 2014, no national school attendance rates were published for Indigenous and non-Indigenous students, nor were overall rates published for each jurisdiction. Data were published for each year level (1 to 10) for each jurisdiction for the three sectors (government, Catholic and independent). For practical reasons it was decided that the gap at the overall national level and gap for each of the 8 jurisdictions should be monitored. Under this approach, an overall attendance rate for Years 1 to 10 students needs to be calculated. This approach is consistent with arrangements for the other targets.
It was not previously possible to calculate a national average attendance rate (Measure (a)) as measurement varied by jurisdiction and across sectors; however, now all sectors and jurisdictions have adopted the National Standards for Student Attendance Data Reporting with New South Wales government schools adopting the standards in 2018.
Additional reporting by remoteness areas (within state and territory jurisdiction, and at national level using the education standard categories) provides a useful context for monitoring where gains are being made. Data are reported by remoteness using the Ministerial Council on Education, Early Childhood Development and Youth Affairs (MCEECDYA) geo-location classification for 2014 and 2015 data, and the Australian Bureau of Statistics Australian Statistical Geography Standard 2011 for 2016 to 2018 data, and the Australian Statistical Geography Standard 2016 for 2019 onwards.
While measuring progress against this target using data across Years 1 to 10, it will be important that the existing data by year level continue to be published (that is data for each year level) to allow for an understanding of how attendance at each year level is contributing to progress against the target.
For Measure (b), data for government schools are comparable with data for non-government schools from 2016 onwards.
Measure (c) refers to number and proportion of ‘schools’. Student attendance data are collected at both a campus and/or school level. For NIRA reporting of the total number of schools, it has been agreed to count only head campuses and single campus schools.
Exclusion of certain schools:
Schools where student attendance rates have not been provided by the jurisdictions or Australian Government Department of Education and Training (on behalf of the Catholic and independent sectors), or where rates have been suppressed due to small numbers (that is, based on less than 6 students) are excluded from both the numerator and denominator in the calculation of the percentage of Measure (c). These schools cannot be counted in the numerator as no statement can be made as to whether their attendance rate is under or over 90%.
Similarly, if either of the Indigenous and non-Indigenous attendance rates is based on less than 6 students, then neither rate is collected. The result is that around 30% of schools will not have either rate. As with the total student attendance rate, schools not reporting the Indigenous and non-Indigenous attendance rates will be excluded from both the numerator and denominator for the proportion of schools above 90% attendance rates.
The term ‘Aboriginal and Torres Strait Islander people’ is preferred when referring to the separate Indigenous peoples of Australia. However, the term ‘Indigenous’ is used interchangeably with ‘Aboriginal and Torres Strait Islander’ in this indicator to assist readability.
|Unit of measure:||Time (e.g. days, hours)|
Indicator conceptual framework
|Framework and dimensions:||Socioeconomic Factors|
Data source attributes
|Organisation responsible for providing data:|
Australian Curriculum, Assessment and Reporting Authority
Source and reference attributes
Australian Institute of Health and Welfare
|Steward:||National Indigenous Reform Agreement Performance Information Management Group|
ACARA (Australian Curriculum Assessment and Reporting Authority) 2015. National standards for student attendance data reporting 2015. 2nd edn. Sydney: ACARA. Viewed 22 June 2017, https://acaraweb.blob.core.windows.net/acaraweb/docs/default-source/assessment-and-reporting-publications/2016115-national-standards-for-student-attendance-reporting.pdf?sfvrsn=2
|Related metadata references:|
Supersedes National Indigenous Reform Agreement: PI 13-Attendance rates Year 1 to Year 10, 2019 Indigenous, Archived 23/08/2019