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Figure 6.3.4 Proportion of year 3 students who achieved the writingbenchmark, by State and Territory, 2005a, b, c, d10080Indigenous studentsAll studentsPer cent6040200NSW Vic Qld WA SA Tas ACT NT Austa The achievement percentages reported in this table include 95 per cent confidence intervals, for example,80 per cent ± 2.7 per cent. b Students who were absent or withdrawn from testing are not classified asassessed students and are not included in the benchmark calculations. The proportion of absent andwithdrawn students varies across jurisdictions, as shown in table 6A.3.49. Readers are urged to be cautiouswhen comparing results. c Some movements in the results over time might have occurred because ofState/Territory equating processes, and may not reflect actual improvements in student performance. d Themethods used to identify Indigenous students varied across jurisdictions.Source: MCEETYA (2007); table 6A.3.45.• The proportion of Indigenous students who achieved the writing benchmarkvaried significantly across states and territories in 2005 (figure 6.3.4).• Nationally in 2005, 26.0 per cent of Indigenous students did not achieve thewriting benchmark compared to 7.2 per cent of all students (table 6A.3.45).Students who do not achieve the writing benchmark standard will have difficultymaking sufficient progress at school.EARLY SCHOOLENGAGEMENT ANDPERFORMANCE6.15