Indigenous-Education-Review_DRAFT

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Review of Indigenous Education in the Northern Territory Bruce Wilson The largest gaps are for the very remote Indigenous cohort. Here the variations are dramatically negative. To give a rough sense of the significance of these numbers, and taking the writing results as the sample case, a difference of 113 points at Year 3 is a difference equivalent to more than two years of schooling. A difference of 137 points at Year 9 is equivalent to about five years of schooling. So very remote Indigenous Year 9 students are five years behind very remote Indigenous students in the rest of Australia in development of their writing. Figure 9 – NAPLAN data by geolocation, Indigeneity, Year level and NAPLAN domain, comparing Northern Territory with the rest of Australian minus Northern Territory Domain Geolocation Indigenous Status Year Level Reading Writing Spelling G&P Numeracy Provincial Indigenous 3 ‐10 ‐20 ‐8 ‐23 ‐12 Provincial Indigenous 5 ‐13 ‐16 ‐12 ‐15 ‐14 Provincial Indigenous 7 ‐10 ‐15 ‐22 ‐11 ‐13 Provincial Indigenous 9 ‐38 ‐37 ‐49 ‐33 ‐30 Remote Indigenous 3 ‐22 ‐33 ‐17 ‐33 ‐20 Remote Indigenous 5 ‐15 ‐10 ‐16 ‐8 ‐8 Remote Indigenous 7 ‐26 ‐58 ‐41 ‐28 ‐23 Remote Indigenous 9 ‐25 ‐39 ‐32 ‐20 ‐9 Very Remote Indigenous 3 ‐86 ‐113 ‐72 ‐123 ‐54 Very Remote Indigenous 5 ‐93 ‐97 ‐92 ‐95 ‐48 Very Remote Indigenous 7 ‐79 ‐120 ‐121 ‐88 ‐54 Very Remote Indigenous 9 ‐76 ‐137 ‐120 ‐65 ‐36 Provincial Non‐Indigenous 3 ‐13 ‐12 ‐7 ‐16 ‐10 Provincial Non‐Indigenous 5 ‐11 ‐3 ‐8 ‐12 ‐10 Provincial Non‐Indigenous 7 ‐8 7 ‐6 ‐4 ‐7 Provincial Non‐Indigenous 9 ‐5 1 ‐10 ‐7 ‐6 Remote Non‐Indigenous 3 17 7 12 17 6 Remote Non‐Indigenous 5 30 20 21 27 17 Remote Non‐Indigenous 7 13 9 8 16 8 Remote Non‐Indigenous 9 16 15 11 14 14 Very Remote Non‐Indigenous 3 14 4 11 10 25 Very Remote Non‐Indigenous 5 32 35 22 33 31 Very Remote Non‐Indigenous 7 9 ‐1 ‐1 6 10 DRAFT Very Remote Non‐Indigenous 9 14 ‐3 ‐10 ‐2 16 The bottom half of the graphic shows results for non‐Indigenous students. On balance, Northern Territory non‐Indigenous students in provincial settings (i.e. Darwin) are slightly behind their national counterparts, while remote and very remote non‐Indigenous Northern Territory students are mostly somewhat ahead of their national counterparts. This snapshot of data about enrolment, attendance and achievement provides a summary of the evidence that the Northern Territory has two systems of education, broadly broken down into town schools, which are not doing badly by comparison with the rest of Australia, 33
Review of Indigenous Education in the Northern Territory Bruce Wilson and bush schools which are doing dramatically worse. When the data discussed here are compared with Programme for International Student Assessment (PISA) data, it is clear that very remote Indigenous students in the Northern Territory would perform below the bottom of the PISA scale, in achievement territory that would normally be seen only in third world countries (ACER, 2011). Socio‐economic disadvantage Northern Territory schools are disproportionately represented in the lower ranges of scores on the Index of Community Socio‐Educational Advantage (ICSEA). The graph below indicates that over 50% of schools as a whole are in the bottom category (below 800) by comparison with a national proportion of about 2%. This is principally the result of the fact that 93% of very remote schools in the Northern Territory fall into this category. In addition to the other factors already discussed, very remote schools in the Northern Territory are dealing with Australia’s most disadvantaged population. Per cent of schools 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 10 – Northern Territory versus Rest of Australia, % of schools in ICSEA bands =1000 NT DRAFT =1000 Total Provincial Remote Very Remote ICSEA Score =1000 =1000 Conclusion Why is the argument about two systems important? The answer is provided by a significant report released by McKinsey & Company in 2010. This was an attempt to identify how to improve education systems. It examined 20 education systems from around the world, seeking how to ‘raise the bar and close the gap’ for all students (Mourshed et al, 2010: 6). 34
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