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Educational achievement

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Student achievement
Achievement tests
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Learning and teaching
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Educational achievement
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Position paper

University for people with intellectual disability - a national position paper

Mary Folland, Elicia Ford, Emma Geelen, Kate Jerogin, Lizzie Knight, Isabel Osuna-Gatty, Martin Raffaele, Kirby Templeton, Matthew Turnbull, Annmaree Watharow, Nadia Willis, Liza Seubert, Michelle Wakeford, Kerry Watson, Lizzie Knight

This project analyses the only two Australian programs which include people with intellectual disabilities in higher education. The results aim to inform how Australia can implement higher education programs for people with intellectual disabilities.
Report

Collapse and recovery: how the COVID-19 pandemic eroded human capital and what to do about it

Joana Silva, Andres Yi Chang

Worldwide, the COVID-19 pandemic has been an enormous shock to mortality, economies and daily life. This report estimates the impacts of the pandemic on the human capital of young children, school-age children and youth, and discusses the urgent actions needed to reverse the damage.
Report

Tackling under-achievement: why Australia should embed high-quality small-group tuition in schools


The authors of this report argue that high-quality, small-group tuition should be embedded in all Australian schools, as part of a national drive to close the learning gap between struggling and high-achieving students.
Report

Review of the National School Reform Agreement: study report


This report examines how well national policy initiatives by the Australian, State and Territory Governments have achieved the objectives and outcomes set out in the National School Reform Agreement, and makes recommendations to inform the design of the next school reform agreement.
Report

High Stakes High School: the experiences of South Australian Year 12 students


This research finds that young people value the importance of an inclusive and welcoming school environment where Year 12 students feel trusted, respected and as though they belong. Having more opportunities to ‘have a say’ and to ‘demonstrate leadership’ were considered fundamental to fostering a supportive school environment and key to maintaining positive student wellbeing...