Year 12 student achievement data 2004 2010
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Year 12 Student Achievement Data 2004 – 2010. Curriculum Leadership Forum 2011 Learning and Teaching K-12 Team. Year 12 Student Achievement Data 2004 – 2010. A Good School.

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Year 12 Student Achievement Data 2004 – 2010

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Year 12 student achievement data 2004 2010

Year 12 Student Achievement Data 2004 – 2010

Curriculum Leadership Forum 2011

Learning and Teaching K-12 Team


Year 12 student achievement data 2004 20101

Year 12 Student Achievement Data 2004 – 2010


A good school

A Good School

Catholic schools offer a genuine educational choice in our pluralist society. Catholic schools make a distinctive contribution in the provision of educational excellence in Western Australia. They do so within the context of Catholic teaching and practice

Catholic Education Commission of Western Australia (2009). Mandate of the Catholic Education Commission of Western Australia 2009-2015.


Year 12 achievement data

Year 12 Achievement Data

  • The Year 12 statistical information about

    student achievement is prepared by the

    Catholic Education Office each year to allow

    schools to undertake a broad and

    comprehensive review of their students’

    performance

  • School effectiveness is measured in numerous ways - This Year 12 data is but one way!


Whole school improvement

Whole School Improvement

  • CEOWA and CSPA initiatives

  • The data is for use by the Catholic system and is provided with a view to schools highlighting “good practice” and sharing strategies and initiatives between schools, hence the reason for us being here today

  • This is a part of Whole school improvement with evidence being used for Quality Catholic

    Schooling (QCS)


Year 12 achievement data 2010

Year 12 Achievement Data 2010

  • Some trends are provided

  • Important to see the range of trends across a number of measures rather than one dimension – we thus aim to provide various measures


Awards at the top

Awards at the Top

Catholic Schools % of Total Awards 2010 2009

  • General Exhibitions 12 8

  • Course Exhibitions 6 16

  • Certificates of Distinction 11 19

  • Certificates of Excellence 24 20

  • Certificates of Distinction 5

  • Exhibitions VET


Graduation rate

Graduation Rate

  • 26 Catholic schools from 80 schools (14 of 51 in 2009) state-wide with 100% graduation - 32.5% (27.5% in 2009)

  • Average Catholic school graduation - 99.6% (98.5% in 2009)

  • Average State graduation - 97.30%(96.22% in 2009)


Mean scaled score individual courses a3

Mean Scaled Score Individual Courses A3

  • Percentage above state mean over time

    • Current and trend over time

  • Catholic School with the top Course score

    • Opportunity to learn (Wayne and CSPA are planning to facilitate this process)

  • Strong Learning Area performance

    Society and Environment

    Economics, Geography, Modern History,

    Politics and Law

    • Opportunity to learn


Mean scaled score individual courses a 3

Mean Scaled Score Individual Courses A3


Atar ranking

ATAR - Ranking


Atar trends

ATAR – Trends

Median ATAR (State median was 78.30)

  • 35% (12/34) had an increase from 2009 or

  • 65% (22/34) had a decrease from 2009

    Received an ATAR

  • 24% (8/34) had less students with an ATAR or

  • 76% (26/34) had more students with an ATAR

  • 21% (7/34) schools had an increase in ATAR and more students with an ATAR


Religion and life

Religion and Life


Religion and life1

Religion and Life

Scaled scores stage 2 and 3


Wace course score of above 75

WACE course score of above 75

  • Schools which have a high proportion of students which have achieved the excellent standard in a WACE course


Wace course score of above 65

WACE course score of above 65

  • Schools which have a high proportion of students which have achieved the excellent or high standard in a WACE course


Vet participation completion

VET Participation & Completion

  • A total of 906 students completing at least 220 hours of VET training

  • 668 having completed a Certificate II

  • 223 students having completed a Certificate III or higher

  • Signs of the times – VET and whole school improvement


State wide triciles

State-wide triciles


State wide triciles1

State-wide triciles

State-wide triciles

  • Improvement in the tricile distributions:

    - with 17 schools reducing the

    proportion of students in the

    lowest third and

    - 14 schools increasing the

    proportion in the highest third


Percentage of students with a scaled mark of 75

Percentage of students with a scaled mark of 75+


Value added 3 measures

Value added – 3 Measures

  • 34 Catholic schools in the analysis. 24 schools, 71% (62% 2009) either maintained or had a positive “value added” for Median ATAR

  • 34 Catholic schools in the analysis. 25 schools, 74% (56% 2009) either maintained or had a positive “value added” for % Mark 75+

  • 34 Catholic schools in the analysis. 23 schools, 68% (62% 2009) either maintained or had a positive “value added” for % High Tricile

  • Importance of relative change from one year to next and over the three years


Value added like school data measures

Value Added/Like School Data Measures

  • Schools are ranked on the one common measure – ICSEA

  • The value added measures may be used to make a comparison between what is achieved and what is expected


Value added measures issues

Value Added Measures - Issues

  • Review – Dr Mike Partis

  • While ICSEA is not the only indicator of like school achievement, it is the most highly correlated

  • The effect of SES on an individual student’s outcomes is significant (0.57) but the combination of children’s SES at the school level is even more important (0.73)

    (John Hattie, 2009 Visible learning)


Value added using icsea issues

Value Added using ICSEA - Issues

Using ICSEA has some issues. For example:

  • Schools with significant numbers of student boarders may have depressed indices

  • Workers in mining towns on higher incomes and high home ownership may cause inflated ICSEA values which do not match lower educational aspirations


Value added like school data measures1

Value Added/Like School Data Measures

  • To make the ‘value added” judgement we compare a school’s individual data with that from like schools

  • The “value added” by Catholic schools at the end of Year 12 is provided using three measures - ATAR, % MARK 75+ and % high tricile


Value added calculation

Value Added Calculation

  • Allsecondary schools in Western Australia are ranked on the one common measure – ICSEA

  • Schools are grouped (9 schools above and 9 schools below individual school ICSEA) and the median ATAR is determined. This median ATAR is then described as the “expected ATAR”

  • The individual school ATAR is then compared to the “expected ATAR”


Value added calculation1

Value Added Calculation

  • If the school ATAR is above the “expected” ATAR, a positive “value added” is recorded

  • If the school ATAR is below the “expected” ATAR, a negative “value added” is recorded

  • This procedure is followed using three measures - ATAR, % MARK 75+ and % high tricile


Value added and regional analysis

Value Added and Regional Analysis

  • In most cases the nearby schools have similar socio-

    economic characteristics and comparisons across a range of six types of data are relevant. In some cases, nearby schools are not similar


Linking tee wace data to year 9 naplan data

Linking TEE/WACE data to Year 9 NAPLAN data

  • Early days

  • Track student’s Year 9 NAPLAN to Year 12

  • Interested in what is happening with our students from K-12


Conclusion

Conclusion

  • One of the main aims of the access to the system data is to enable schools to learn from and with one another to improve educational outcomes for students

  • Schools are encouraged to contact schools that share similar issues and seek advice from schools who have shown consistent improvement in achievement, either across the board or in particular areas


Congratulations

Congratulations

  • As a parent, thank you

  • As a teacher, congratulations on your continued outstanding efforts in the service of our students


Year 12 student achievement data 2004 20102

Year 12 Student Achievement Data 2004 – 2010

Curriculum Leadership Forum 2011

Learning and Teaching K-12 Team


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