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

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Table F4 Results for student-level predictors <strong>of</strong> university enrolment Student attribute Categories df Joint Wald χ 2 Model 3 (Final model, n = 5651) Student demographics Gender Male [R] 1 3.78 3.83 6.57 Indigenous status Length <strong>of</strong> incountry residence Model 1 Model 2 Wald χ 2 Coeff. SE Odds Ratio Female 0.248 0.097 1.28 Indigenous [R] 1 0.13 d Not indigenous Australian-born [R] 2 1.46 2.76 First-generation Foreign-born Home language English [R] 1 1.88 2.05 Not English SES Continuous 1 1.97 2.13 Academic achievement Acad. achievement Y12 completion status Continuous 1 37.56 43.03 44.06 0.506 0.076 1.66 Not completed [R] 1 15.89 17.11 20.11 Completed 1.293 0.288 3.64 TER quartile No TER [R] 4 355.44 391.64 409.28 Aspirations and perceptions Educ. aspirations Perceptions <strong>of</strong> schooling TER Q1 (lowest) 0.994 0.15 2.70 TER Q2 2.493 0.158 12.10 TER Q3 3.241 0.234 25.56 TER Q4 (highest) 4.348 0.329 77.32 Other unspecified [R] 3 74.58 90.89 112.97 No tertiary study -0.259 0.225 0.77 Apprenticeship -0.644 0.247 0.53 University 0.98 0.142 2.66 Continuous 1 13.86 9.99 13.73 0.208 0.056 1.23 54 <strong>The</strong> <strong>impact</strong> <strong>of</strong> <strong>schools</strong> on young people’s transition to university
Table F5 Results for school-level predictors <strong>of</strong> university enrolment School attribute Categories df Joint Wald χ 2 Model 3 (Final model, n = 352) School sector Government [R] 2 4.73 7.64 9.97 Model 1 Model 2 Wald χ 2 Coeff. SE Odds Ratio Catholic 0.505 0.161 1.66 Independent 0.164 0.226 1.18 School location Not metropolitan [R] 1 2.30 1.10 School demographics Metropolitan Size Continuous 1 0.56 d SES Continuous 1 1.48 6.55 11.16 0.278 0.083 1.32 Acad. achievement Continuous 1 1.42 d Gender mix Co-ed [R] 2 0.88 0.81 All male All female LBOTE quartile No LBOTE students 4 12.21 13.06 42.93 Resources and capacity LBOTE Q1 (lowest) 0.247 0.230 1.28 LBOTE Q2 0.458 0.163 1.58 LBOTE Q4 0.423 0.225 1.53 LBOTE Q4 (highest) Class size Large (> 20) [R] 1 0.85 d Student–teacher ratio Degree <strong>of</strong> teacher shortage Prop. certified teachers Prop. highlyqual. teachers Primary resource base Quality <strong>of</strong> educ. materials Continued next page Small (≤ 20) Continuous 1 0.50 d Continuous 1 0.55 d Continuous 1 0.30 d Continuous 1 0.60 d Government [R] 1 0.81 d Non-government Continuous 1 0.04 d 1.117 0.173 3.06 NCVER 55
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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 and 36: Table 8 Geographic distribution <st
Page 37 and 38: Figure 10 Components of</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: School attribute Categories df Join
Page 59: Appendix G: Information on the Logi
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The impact of schools on young people's transition to university

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