This paper looks at past research and recent data on ATAR with respect to university admissions, completions and attrition, with a particular focus on the growing category of students admitted on a non-ATAR basis.

This report discusses AERO’s 2022 analysis of student writing data. Overall, the research suggests that students’ writing skills have declined over 7 years (2011 to 2018), with many high school students significantly behind the expectations outlined in curriculum documents.

This paper aims to provide insights to policy-makers and various education stakeholders, to initiate a discussion on the use and misuse of indicators in education, and to guide future actions towards a better contribution of indicators to education policy implementation.

This paper discusses Australia’s and NSW’s performance in the Program for International Student Assessment (PISA). It also discusses recent proposals for reform of NSW school education.

High performing systems invest relentlessly in their teachers. They focus on the same things Australian governments do – recruiting the best, training teachers well and giving them practical support and development.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date.

This report questions the role of the traditional end of semester school report, after finding most provide little indication of students’ learning growth and are increasingly becoming superseded by newer communication technologies that allow for continuous reporting.

This position paper articulates an ambition for improving the education journeys of 15-19 year olds. It proposes three inter-locking proposals to improve the experience and life outcomes of all young people.

Uncertain goals and doubts about effectiveness have prompted a major reappraisal.

The NAPLAN Reporting Review was commissioned by the Education Council of COAG. It was conducted by Emeritus Professor Bill Louden, and endorsed by the Education Council in June 2019.

Life can stressful, but it is how we see this stress that creates anxiety. Adults could do well helping your people believe they are not passive recipients of stress, but can decide how they view challenges.

NAPLAN is a national asset. With 12 years of data, gathered four times during the course of every student’s schooling, it provides vital insight into how schools and students are performing. In this submission to the 2019 NAPLAN Reporting Review, Peter Goss and Julie Sonnemann...

The National Report on Schooling in Australia 2017 is the annual report on Australia’s school education sector. It has been produced by the Australian Curriculum, Assessment and Reporting Authority (ACARA) on behalf of the Education Council.

This edition of the SDG 4 data digest builds on last year’s report, which proposed a conceptual framework and tools to help countries improve the quality of their data and fulfil their reporting requirements. This report presents the wide range of national and cross-national learning...

This national report card on NAPLAN school results reveals big differences between the states on the rate of progress students make over the course of their schooling.

The National Report on Schooling in Australia 2016 addresses the eight areas of commitment to action specified in the Melbourne Declaration. It describes the national policy and reporting context for school education in Australia and reports against the nationally agreed key performance measures (KPMs) for...

This inquiry examined teachers and teaching, including the importance of ongoing teacher education, ‘measurements of gain’ in schools, government programs designed to support young people to gain the skills and work experience they need to get and keep a job and particular issues facing students...

This resource argues that Australian taxpayers invest more than $50 billion per year in the school system. NAPLAN is an important measure of the return on this investment, and provides valuable information for schools, teachers, parents and students.

This report reveals Australia’s NAPLAN testing regime is failing the nation’s students and is quite possibly contributing to declining performance standards across the nation.

This second report in the Global Education Monitoring (GEM) Report series continues its assessment of progress towards the Sustainable Development Goal on education (SDG4) and its ten targets, as well as other related education targets in the SDG agenda.

It is widely understood that Australia’s school performance (as measured by international test scores) has been falling. What’s less understood is that this headline buries a stark, unpalatable fact: our international test results show that kids at the bottom of the performance distribution are falling...

Only one in four domestic undergraduate students were admitted to courses based on their ATAR in 2016, down from one in three in 2014. This is at odds with the message reinforced by schools, families and the media – that the ATAR is everything.

NCEA completion rates have been increasing, with more children than ever earning an NCEA diploma. However, New Zealand’s performance on international benchmarks in numeracy and literacy has been flat or declining.

The recommendations in this report will raise expectations and equity by creating a safety-net of core subjects all students must master. They will reduce teachers’ workloads and the volume of assessment, reduce the opportunities and incentives to teach to the test, and improve teaching and...

The Indonesian government hopes to develop a ‘world-class’ education system by 2025. However, numerous assessments of the country’s education performance suggest that it has a long way to go before it will achieve that goal.