The NAPLAN Numeracy Test: Do School Type and Socio-Economic Background Make a Difference?

Autor/inn/en	Forgasz, Helen; Leder, Gilah
Titel	The NAPLAN Numeracy Test: Do School Type and Socio-Economic Background Make a Difference?
Quelle	In: Mathematics Education Research Journal, 34 (2022) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-020-00326-x
Schlagwörter	Foreign Countries; National Competency Tests; Numeracy; Mathematics Tests; Achievement Tests; Correlation; Socioeconomic Status; Scores; Single Sex Schools; Mathematics Achievement; Institutional Characteristics; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Socio-economic status; Sozioökonomischer Status; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien
Abstract	Explorations of the national NAPLAN numeracy data consistently reveal a strong relationship between achievement on these tests and students' socio-economic background. A small but persistent pattern of gender difference favouring males in mean NAPLAN numeracy scores is also reported. Whether these patterns are replicated for students attending single-sex schools is examined in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01