Indigenous-Education-Review_DRAFT
Indigenous-Education-Review_DRAFT
Indigenous-Education-Review_DRAFT
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<strong>Review</strong> of <strong>Indigenous</strong> <strong>Education</strong> in the Northern Territory<br />
Bruce Wilson<br />
Figure 14 – Northern Territory Government Schools, 2012 NAPLAN Results – Numeracy 14<br />
600<br />
500<br />
Mean Scale Score<br />
400<br />
300<br />
200<br />
Other NAPLAN data confirm that the level of numeracy achievement for <strong>Indigenous</strong> students<br />
is generally higher than that for literacy (especially writing) and the gap between very<br />
remote <strong>Indigenous</strong> students and other students is materially narrower. While these results<br />
are still unsatisfactory, it is clear that the problem is much less urgent than for literacy. It is,<br />
however, our view that once the literacy initiatives are bedded down and showing<br />
improvement, a similar approach should be taken to numeracy:<br />
<br />
<br />
<br />
<br />
100<br />
0<br />
Year 3 Year 5 Year 7 Year 9<br />
+AANMS<br />
Very Remote <strong>Indigenous</strong><br />
Provincial <strong>Indigenous</strong><br />
‐AANMS<br />
Remote <strong>Indigenous</strong><br />
NT Total Non <strong>Indigenous</strong><br />
<strong>DRAFT</strong><br />
use data to identify the key area or areas of weakness;<br />
select the most practical, evidence‐based and easy‐to‐use means of addressing<br />
those areas and monitoring progress;<br />
mandate one or more approaches for all bush schools; and<br />
encourage town schools to innovate around those key interventions.<br />
Consistent with the pace of effective change and the need for strategic focus, however, it<br />
will not be feasible to start implementation of the numeracy process for a period of about<br />
two years. Preliminary research should be conducted during this period to map areas of<br />
weakness in numeracy achievement and identify intervention programs with a proven<br />
record of success for at‐risk students.<br />
14 +AANMS represents the line above which students are achieving results above national minimum standards.<br />
‐AANMS represents the line below which students are failing to achieve national minimum standards.<br />
Results between –AANMS and +AANMS indicate achievement at national minimum standards.<br />
68