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ate ratios for males decreased for diabetes (4.5 to 4.2), hypertension (5.4 to 3.6)and rheumatic heart disease (4.5 to 3.9) (tables 3A.2.8 to 3A.2.11).• Between 2001-02 and 2004-05, the ratio of Indigenous to non-Indigenoushospitalisation rates for females decreased for diabetes (6.7 to 6.2), hypertension(4.7 to 4.2) and rheumatic heart diseases (7.7 to 6.8), and increased for ischaemicheart diseases (2.5 to 3.0) and end stage renal diseases (18.8 to 21.4)(tables 3A.2.12 to 3A.2.15).3.3 Years 10 and 12 retention and attainmentBox 3.3.1Key messages• In 2006, 21 per cent of 15 year old Indigenous people were not participating inschool education. Only 5 percent of non-Indigenous 15 year olds were notparticipating in school education (table 3A.3.2).• In 2006, Indigenous students were half as likely as non-Indigenous students tocontinue to year 12 (figure 3.3.4).• In 2004-05, a smaller proportion (22.1 per cent) of Indigenous people thannon-Indigenous people (46.6 per cent) had completed year 12 (table 3A.3.18).• The proportion of Indigenous students who achieved a year 12 certificate (afterbeing enrolled in year 11 the previous year) changed little between 2001 and 2005(tables 3A.3.11 and 3A.3.15).There is persistent evidence showing the importance of finishing school rather thanleaving at year 10 (Dusseldorp Skills Forum 2006). Young people who do notcomplete year 12 are less likely to be fully engaged in study or work than youngpeople who do complete year 12. The fewer the years of schooling completed, thegreater the likelihood of being less than fully engaged (Long 2006).When the period of compulsory education ends the proportion of Indigenouschildren who no longer attend school is substantially higher than for non-Indigenousstudents, reducing their chances of academic and vocational success beyond theschool years. Initiatives that have been successful in increasing Indigenoussecondary school participation can be found in box 3.3.2.A large body of research emphasises the pivotal role of education in reducing longterm disadvantage of Indigenous peoples (ACER 2003, 2004a; Buckskin 2000;OECD 2004; WHO 1986). Improving academic performance and completion ofyear 12 are key components to improving the economic and social status ofIndigenous people. School completion is linked to people’s economic and social20 OVERCOMINGINDIGENOUSDISADVANTAGE 2007