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Figure 6.3.6 Proportion of year 3 students who achieved the numeracybenchmark, 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 b Students who were absent or withdrawn from testing are not classified asassessed students and are not included in the benchmark calculations.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.3.54. 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.3.50.• The proportion of Indigenous students who achieved the numeracy benchmarkvaried significantly across states and territories (figure 6.3.4).• Nationally in 2005, 19.6 per cent of Indigenous students did not achieve thenumeracy benchmark compared to 5.9 per cent of all students (table 6A.3.50).Students who do not achieve the numeracy benchmark standard will havedifficulty making sufficient progress at school.6.4 Future directions in dataPreschool and early learningIn 2007, the National Preschool Census (formerly the National IndigenousPreschool Census) will collect attendance data for Indigenous and non-Indigenouschildren in non-government preschools. The data should be available by 2008.School attendance (year 1 to year 3)The Steering Committee has identified school attendance as an important area forfuture reporting. Attendance at school has a significant impact on later academicEARLY SCHOOLENGAGEMENT ANDPERFORMANCE6.17