Educational Outcomes for Aboriginal School Students in Tasmania: Is the Achievement Gap Closing?

Autor/inn/en	Stone, Alison; Walter, Maggie; Peacock, Huw
Titel	Educational Outcomes for Aboriginal School Students in Tasmania: Is the Achievement Gap Closing?
Quelle	In: Australian and International Journal of Rural Education, 27 (2017) 3, S.90-110 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Foreign Countries; Indigenous Populations; Minority Group Students; Grade 3; Grade 5; Grade 7; Grade 9; Literacy; Numeracy; Reading Achievement; Mathematics Achievement; Achievement Gap; Academic Achievement; Underachievement; School Policy; Student Needs; Pacific Islanders; Educational Attainment; Attendance; Teacher Student Relationship; Student School Relationship; Teaching Methods; Culturally Relevant Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Performance deficiency; Leistungsschwäche; Schulpolitik; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Bildungsabschluss; Bildungsgut; Anwesenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	A quality education is a basic societal right. Yet for many Aboriginal students that right is not yet a reality. This paper focuses on the situation of Aboriginal/palawa school students in Tasmania and employs a quantitative methodology to examine the comparative educational achievements of Aboriginal school students. State level Grade 3, 5, 7 and 9 numeracy and reading test results from the National Assessment Program of Literacy and Numeracy (NAPLAN) 2008-2016 support the analysis. Results indicate that Aboriginal students remain more likely to be at or below minimum literacy and numeracy standards than their non-Aboriginal counterparts. It is also found that Aboriginal students' academic achievement declines as they move through the schooling system. Further, Aboriginal students are less likely to partake in NAPLAN due to higher absenteeism on test days. These results are discussed in the context of education policy and the broader national and international literature on factors influencing academic achievement for Aboriginal and Torres Strait Islander school students. Despite an increasing awareness and the development of strategic policies to address Aboriginal educational inequality, it is evident that little has changed between 2008 and 2016. It is strongly argued that Aboriginal students' underachievement is more likely tied to schooling and policy environments that do not adequately meet their needs, rather than the students themselves. As such, policies and interventions that create long term, embedded improvement of Aboriginal students' schooling experiences and the engagement of their families and communities are a prerequisite for improving Aboriginal student outcomes. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01