Unfinished business: PISA shows Indigenous youth are being left behind

The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-year-olds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling. This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice

What sort of schools have the best access to teachers?

The most recent Australian report from the Programme for International Student Assessment (PISA) presented evidence that socioeconomically disadvantaged students in Australia were achieving at a level about three years behind their socioeconomically advantaged peers. In terms of proficiency, 57 per cent of disadvantaged students were not achieving at the National Proficient Standard (set by ACARA as the minimum expectation of student achievement), compared to 21 per cent of advantaged students

Financing the future: Australian students’ results in the PISA 2012 Financial Literacy assessment

This report reveals that Australia is in the top five in the world’s first international assessment of young people’s financial literacy. Conducted in 2012 as part of the Programme for International Student Assessment (PISA) of the OECD with support from the Australian Securities and Investments Commission as the Australian Government agency responsible for financial literacy, the supplementary PISA financial literacy assessment measured 15-year-olds’ knowledge of personal finances and ability to apply it to financial problems. A total of 29 000 students from 18 countries and economies participated in the assessment, including approximately 3300 Australian students from 768 schools. According to the ACER report, Australian students achieved an average score of 526 points, significantly above the OECD average of 500 points

Students who like to read – what does the research say?

What do Year 4 students think about reading? Is it fun? Do they think they learn anything? Sue Thomson explores these questions in her first Teacher column

School resourcing: What hinders quality instruction?

It was recently reported in the media that, in a survey of about 1000 parents, 88 per cent rated the level of resources available at their children’s school as at least adequate. Of course, parents’ views are only one perspective

Assessing social and emotional skills

In this edited version of her presentation at ACER’s Research Conference Dr Sue Thomson looks at the assessment of social and emotional skills in an increasingly fast-changing and diverse world

Lifting Australian performance in mathematics

One in five Australian 15-year-old students was found to be failing to achieve what the OECD describes as a basic level of mathematical literacy to enable students to actively participate in 21st century life. In many cases, these students are also unmotivated and disengaged with schooling, perceive their school experience in a negative light, and have low aspirations for the future. In a disproportionate number of cases, low-achieving students come from low socio-economic backgrounds, have an Indigenous background, and live in rural areas. This paper investigates the relationship of these and other demographic and educational background variables with being a low achiever, using data from PISA 2012. Lifting achievement in mathematics may also improve motivation and engagement

Pathways from school to further education or work : examining the consequences of year 12 course choices

Particular subjects or subject combinations are traditionally more likely to act as gateways to higher education or to vocational education and training, while other combinations are more likely to lead to the workforce or perhaps to unemployment. In general, tertiary or vocational qualifications facilitate the transition to work, and graduates earn significantly more than those who enter the workforce directly from school. However, some groups of students are less likely to participate in further education and training, including low achievers and those from lower socioeconomic backgrounds. The literature has pointed to differences in curriculum participation according to background variables such as social background and gender. If these choices lead to different but equal outcomes then there is no problem: there are just different choices. If, however, such differences lead to better or poorer outcomes for particular groups, then it is important that such issues be explored and exposed. Some subject groups may just appeal more to males or females, but is it likely that some subject groups would appeal more to those from high socioeconomic backgrounds than low socioeconomic backgrounds? Do some schools provide better opportunities for their students, and if so, which schools and how? These are the types of questions this study has addressed. [p.vii

The making of modern motherhoods: Storying an emergent identity

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