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7 results found


Bridging the gap: who takes a gap year and why?

This report looks at the characteristics of those taking a gap year, the activities undertaken in the gap years and subsequent study and employment outcomes. The report also investigates whether there is any evidence that young people were taking a gap year in order to...

School completion: what we learn from different measures of family background

This paper quantifies the impact of different dimensions of socioeconomic disadvantage on Year 12 completion by employing a comparative analysis of one data set that has been used extensively to study this issue – the Longitudinal Surveys of Australian Youth (LSAY) – with another less...

2006 cohort derived variables

This technical paper details the derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. These variables fall into categories of education, employment and social, and help to simplify the use of the data by providing useful indicators for analysis. This...

Early post-school outcomes of Indigenous youth: the role of literacy and numeracy

Using data from the Longitudinal Surveys of Australian Youth (LSAY), this briefing paper explores the impact of literacy and numeracy levels on the educational gap between Indigenous and non-Indigenous youth. The paper focuses on the early post-school outcomes of Indigenous and non-Indigenous young people between...

Lost talent? The occupational ambitions and attainments of young Australians

Among other findings, this report highlights the importance of young people, particularly young women, having occupational plans. This study, which defines the lowering of educational or occupational ambitions by high school students as 'lost talent', looks at the extent to which talent loss occurs among...

The factors affecting the educational and occupational aspirations of young Australians

The authors examine factors that influence young people's plans to complete Year 12, their aspirations to commence university study in the first year after leaving school and their expected occupation at age 30. They also examine the extent to which the occupational aspirations of teenagers...

Do schools influence student engagement in the high school years?

The report looks at whether school characteristics can influence the emotional and cognitive engagement of 15-year-olds with school. It finds that at age 15 school characteristics, such as school sector and demographics, resourcing, competition and academic orientation, school leadership and teacher quality, and overall school...