The impact of schools on young people's transition to university

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Figure 9 Components <strong>of</strong> total TER effect by cluster Figure 10 shows results for the university enrolment outcome. As before, the binary nature <strong>of</strong> the university enrolment variable complicates the interpretation <strong>of</strong> results. For statistical reasons, the <strong>impact</strong> <strong>of</strong> the different school and student factors on university enrolment is expressed on a logistic scale on the X-axis <strong>of</strong> the two graphs. It is not possible to convert the <strong>impact</strong> <strong>of</strong> the individual components from a logistic to a probability scale, and so figure 10 needs to be interpreted visually. 28 As with TER, <strong>schools</strong> generally have a positive <strong>impact</strong> on university enrolment in high-performing <strong>schools</strong>, with an increasingly negative <strong>impact</strong> as school performance diminishes. Overall, however, figure 10 demonstrates that young people’s individual characteristics play a much stronger role in relation to university enrolment than the characteristics <strong>of</strong> their <strong>schools</strong>, regardless <strong>of</strong> the performance cluster. 28 Additional information on the logistic scale is provided in appendix G. 34 <strong>The</strong> <strong>impact</strong> <strong>of</strong> <strong>schools</strong> on young people’s transition to university
Figure 10 Components <strong>of</strong> total university enrolment effect by cluster NCVER 35
Page 1: LONGITUDINAL SURVEYS OF AUSTRALIAN
Page 4 and 5: © Commonwealth of
Page 7 and 8: Contents Tables and figures 6 Execu
Page 9 and 10: 8 Cluster analysis of</stro
Page 11 and 12: can be identified statistically but
Page 13 and 14: Current knowledge about school effe
Page 15 and 16: Analysis Data and sample This study
Page 17 and 18: Academic orientation Academic orien
Page 19 and 20: Results This section first presents
Page 21 and 22: School attribute Categories ß SE J
Page 23 and 24: variance which can be attributed to
Page 25 and 26: School attribute Categories ß SE O
Page 27 and 28: student—teacher ratio, competitiv
Page 29 and 30: Figure 6 Caterpillar plots
Page 31 and 32: Comparing influential school attrib
Page 33 and 34: in over two-thirds of</stro
Page 35: Table 8 Geographic distribution <st
Page 39 and 40: References Australian Curriculum, A
Page 41 and 42: Appendix A: Descriptive statistics
Page 43 and 44: School attribute Categories TER (N
Page 45 and 46: Perceptions of the
Page 47 and 48: Figure C1 Scree plot from SES facto
Page 49 and 50: Figure D1 Scree plot from perceptio
Page 51 and 52: In this paper, the ICC for the cont
Page 53 and 54: Table F2 Results for student-level
Page 55 and 56: School attribute Categories df Join
Page 57 and 58: Table F5 Results for school-level p
Page 59: Appendix G: Information on the Logi

The impact of schools on young people's transition to university

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