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Figure 7.1.8 Proportion of year 7 students who achieved the readingbenchmark, 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 b Students who were absent or withdrawn from testing are not classified asassessed students and are not included in the benchmark calculations.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.3.44. 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.3.42.• In 2005, there was significant variation across states and territories in theproportion of year 7 Indigenous students who achieved the reading benchmark(figure 7.1.8).• In 2005, the national proportion of year 7 Indigenous students who did notachieve the reading benchmark was 36.2 per cent compared to 10.2 per cent ofall students (table 6A.3.42). Students who do not achieve the reading benchmarkwill have difficulty progressing through school.7.14 OVERCOMINGINDIGENOUSDISADVANTAGE 2007