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Measuring Educational Outcomes

Measuring Educational Outcomes. Prof Peter Dawkins Secretary, Victorian Dept of Education and Early Childhood Development. Overview. Victoria’s Targets in Growing Victoria Together COAG Productivity Agenda Outcomes framework Using Data to Drive Performance. Meeting GVT Goals and Targets.

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Measuring Educational Outcomes

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  1. Measuring Educational Outcomes Prof Peter Dawkins Secretary, Victorian Dept of Education and Early Childhood Development

  2. Overview • Victoria’s Targets in Growing Victoria Together • COAG Productivity Agenda Outcomes framework • Using Data to Drive Performance

  3. Meeting GVT Goals and Targets The proportion of Victorian primary students achieving above national benchmark levels for reading, writing and numeracy, is at or above the national average The wellbeing of young children will improve 90% of young people completing Year 12 or equivalent by 2010

  4. Literacy and Numeracy achievement Victoria compared to the national average (NAPLAN 2008)

  5. Year 12 or equivalent completion by young people • Target: 90% by 2010 • Current rate: 86.1% (2007) • Since 1999 the rate has improved - but more still needs to be done

  6. COAG Productivity Agenda • Early Childhood, Schooling, Skills • 14 Outcomes • 18 Progress Measures • 8 Targets

  7. COAG Schooling - Outcomes, • Engagement • Literacy and numeracy • Social inclusion • Excellence by international standards • Successful transition from school to work or full study

  8. COAG Schooling - Progress Measures • Six categories of progress measures • For example • Literacy and numeracy achievement of year 3, 5, 7 and 9 students • Proportion of 19 year olds who have attained year 12 or equivalent to AQF certificate 2

  9. Some issues and challenges for the progress measures & targets • Measuring improvement over time • Disaggregation • By jurisdiction • Low socio-economic status students • Indigenous • Survey data versus administrative data • Transparency, accountability, evaluation & capacity building • Driving performance within jurisdictions • State; Sector / system; Region; Network; School

  10. Some priorities • Refining and improving data collection • Role of ABS • Role of Australian Curriculum Assessment & Reporting Authority (ACARA) • Role of COAG Reform Council • Building expertise: • Within government and school systems (including partnerships with researchers and universities): • Developing evidence based policy • Sharing evidence across Australia • Within schools • Working with governments and stakeholders to agree protocols for data reporting

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