REPORTING STUDENT OUTCOMES PROJECT WORKSHOP

1. REPORTING STUDENT OUTCOMES PROJECT WORKSHOP February 2005

2. Workshop Outline • Background • Project Implementation • Matching Student Data to Test Results • Timeframe • Frequently Asked Questions • Further Assistance • Discussion and Questions

3. Background To Reporting Student Outcomes Project

4. MCEETYA Decisions 1999 • Endorsement of National Goals for Schooling in the 21st Century • Agreement to develop key performance measures in eight priority areas • Establishment of Performance Measurement and Reporting Taskforce (PMRT)

5. Reporting by student group The National Goals for Schooling state that students’ outcomes from schooling should be free of negative forms of discrimination based on sex, language, culture and ethnicity, religion or disability; and of differences arising from students’ socio-economic background or geographic location

6. Purpose of nationally comparable data Inform Australian parents of progress towards attainment of National Goals: • Improving outcomes for all students, especially those who are educationally disadvantaged • Increased public confidence in school education • Measuring change and comparing student outcomes over time

7. Key Performance Measures • Literacy • Numeracy • Science • Civics and citizenship education • Information and communication technology • Student participation and attainment • Vocational education and training in schools • Enterprise education

8. Sources of Performance Data • Annual, full-cohort testing (literacy and numeracy at Years 3, 5 and 7) • Triennial national sample assessments (science at Year 6, ICT at Years 6 & 10, civics & citizenship education at Years 6 & 10) • Triennial assessment through OECD Programme for International Student Assessment (PISA) in reading, numeracy and science for 15 year-olds

9. National Definitions Nationally consistent definitions developed to enable reporting on the progress of students by: • Sex • Indigenous status • Language background • Socioeconomic background • Geographic location (An agreed definition for Students with disabilities is still under consideration)

10. Data Required • Sex • Indigenous status • Language Background • Main language spoken in the home • Country of birth • Socioeconomic Background • Parental school and non-school education • Parental occupation

11. How the information will be collected • For 2005 Special data collection forms for years 3,5 and 7 Student test forms for years 6 and 10 students • For 2006 Integrate data collection process with the enrolment process Decide whether to collect the data for all students or only the students in the target years

12. Project Implementation

13. Does My School Have to be Involved? • Secondary – no (data only applies for Years 3,5 and 7) • Linked to Commonwealth funding for the 2005 – 2008 quadrennium • Schools have a legal Agreement with the Commonwealth for funding • This project is part of the accountability requirements for funding

14. Data Implementation Manual • MCEETYA DATA IMPLEMENTATION MANUAL FOR ENROLMENTS FOR THE 2005 AND 2006 SCHOOL YEARS • The purpose of the manual is to provide information to assist schools and school systems to make the changes to enrolment forms and associated data collection and storage processes • Available at www.mceetya.edu.au/public/dm.htm • Hard copy sent to each school in late 2004

15. Data Implementation Manual The Data Implementation Manual provides: • A clear statement of tasks to be undertaken, when and why • A set of “question modules” to be incorporated into enrolment forms • Indicative layouts for enrolment forms • Detailed technical specifications

16. How the information will be collected • Via enrolment forms • Years 3, 5, 6 & 7 students’ sex, Indigenous status, language background and socioeconomic background • Via student test forms • Year 10/15 years old students as above plus geographic location • Via other means • Geolocation for Years 3, 5, 6 & 7 will be derived from the school’s address • No action is required by schools

17. Information collected via enrolment forms • Sex • Indigenous status • Language background • LBOTE or non-LBOTE • Main language other than English spoken in the home • Country of birth • Socioeconomic background • Parental educational attainment • Parental occupation

18. Sex • Coding Structure – 1 Male 2 Female • Note – data must be stored as code; not “male” female” or “m” “f”

19. Indigenous Status • Two options for question to collect this data (refer to Manual page 10) • Coding Structure – • Aboriginal but not Torres Strait Islander Origin • Torres Strait Islander but not Aboriginal Origin • Both Aboriginal and Torres Strait Islander Origin • Neither Aboriginal nor Torres Strait Islander Origin • Not stated/Unknown Note: the not stated/unknown category is not to appear as an option for answering the question on forms

20. Parental School Education • Code structure • Year 12 or equivalent • Year 11 or equivalent • Year 10 or equivalent • Year 9 or equivalent or below 0 Not stated/unknown To be collected for both mother/parent 1/guardian 1 and father/parent 2/ guardian 2

21. Parental non-school education • Code structure • Bachelor degree or above • Advanced diploma/Diploma • Certificate I to IV (including trade certificate) • No non-school qualification 0 Not stated/Unknown

22. Parental Occupation Group • Parent should provide a group number – not the actual occupation (4 groups) • Code structure • Senior Management etc • Other business managers etc • Tradesman/women etc • Machine operators etc • Not in paid work in last 12 months 9 Not stated or unknown

23. Main Language other than English Spoken at Home • Two options for the question • Option 1 is a tick the box based on the most common languages for a particular state/territory (refer to page 48 for the Queensland list) or a school could use its own list. • Option 2 asks for specification of the language • Option 2 involves a more complex and time consuming coding process at the school level

24. Main Language other than English Spoken at Home • Coding Structure • There will be a four digit code based on the Australian Standard Classification of Languages (refer Attachment 6 of the Manual) • Note: there are over 2,600 languages listed in the Classification! • Example - 1301 – German • Suggestion – put the codes on the form next to the boxes if using Option 1 question – this will make it easier for data input

25. Country of Birth • Two options for the question • Option 1 is a tick the box based on the most common countries for a particular state/territory (refer to page 54 for the Queensland list) or a school could use its own list. • Option 2 asks for specification of the country • Option 2 involves a more complex and time consuming coding process at the school level

26. Country of Birth • Coding Structure • There will be a four digit code based on the Australian Standard Classification of Countries (refer Attachment 6 of the Manual) • Note: there are nearly 1400 countries listed in the Classification! • Example - 1201 – New Zealand

27. Actions for Schools

28. Key steps • Check privacy requirements • Revise enrolment forms • Revise data storage • Collect the information • Provide data to testing agent

29. Privacy legislation • Privacy legislation does not prevent schools from collecting information on student characteristics for national reporting purposes • Schools may need to review and revise their privacy policies and documentation for parents • Privacy compliance manual available on AISQ’s Docushare : http://docushare/aisq.qld.edu.au

30. Information for Parents • An information brochure is available for distribution to parents

31. Revise enrolment forms • Agreed question modules are in the Manual • Critical that agreed wording be used to ensure national comparability • In some cases, there are two alternative question modules – schools may choose the one they prefer

32. Revise data storage • To ensure student data record includes all fields on background characteristics • To ensure the fields match the response options on the enrolment forms • Establish processes for entering data into computer files

33. Software Update If your school is using software provided by a supplier (eg Maze, PC Schools, Synergetic, Quad, TASS, School Pro) Each of the suppliers has been notified of the new requirements. Each supplier has indicated that software will be updated to include the necessary fields. Upgrading dates varies but most indicate early 2005. Most suppliers have indicated that the upgrade will be provided at no cost.

34. If You Do Not Have Software If you do not have specific software (eg using Excel or Access or a own school produced system) • You will need to update your system to incorporate the necessary fields. • AISQ can supply an Excel or Access version of a system to store the necessary data in the required fields.

35. Collect the information Review school procedures for: • Distribution and collection of enrolment forms • Handling queries from parents • Checking forms for completeness and accuracy • Following up with parents if forms are incomplete

36. Collect the information • Schools which collect student background data only at time of students’ initial enrolment (usually P/1 or 7/8) will need to conduct supplementary surveys so that they have the relevant details for students in Years 3, 5 & 7 • Schools selected to participate in Year 6 national sample assessments will also need to collect information from parents of Year 6students

37. MATCHING STUDENT DATA TO TEST RESULTS

38. Link data to test forms AISQ (along with EQ and QCEC) have been working with the Queensland Studies Authority in relation to the means by which student data will be linked to test results.

39. For 2005 • Schools will be asked to supply the data to QSA in an Excel spreadsheet (by email) • QSA will supply the spreadsheet • It should be possible to simply cut and paste from a downloaded file from the school’s database into the spreadsheet • Or alternatively, schools will be apply to directly input the required data into the spreadsheet

40. For 2005 • The data required in the spreadsheet will include the school code, the school student ID (if applicable), student name, and the relevant student data coded • Matching will principally be done on student name

41. For 2006 • It is QSA’s intention to extend the web-based Registration of Young People database to include P – 9 students in order to capture the necessary data • This would mean a fairly simple upload of the required data to the QSA system or where uploading is not possible, simple web-based data input

42. For 2006 • However, there are some issues – QSA estimates the cost of extending the RYP system to P – 9 students is in the vicinity of $2.5 million. Proceeding with this will depend on the Government allocating the necessary funding Secondly, this virtually would mean the implementation of a unique student ID for all students (this is Queensland Government policy), however, the independent sector has difficulties with this

43. For 2006 • If the RYP system is not extended to be ready for 2006, the system used in 2005 would more than likely be used again. • AISQ will keep schools informed of progress in the development of the required systems for 2005 and 2006

44. LANA Tests • For schools doing the LANA testing as an alternative to that provided by QSA, data will need to be transmitted to ACER. • There has been no indication as to how this will be undertaken in 2005 or 2006. • Schools should be in contact with ACER about this issue (AISQ will also be contact and keep schools informed).

45. TIMEFRAME

46. Implementation timeline In 2005, collect student background information for: • Incoming enrolments • Year 3, 5 and 7 students participating in literacy and numeracy testing • Year 6 students in selected sample schools for ICT knowledge and skills testing

47. FREQUENTLY ASKED QUESTIONS

48. For Parents • Why is this information being collected? • What are my family’s legal rights to privacy in regard to the information the school has requested from us? • Why is the school asking for my occupation details again, as I have already provided this information? • I am the guardian of a child, but one or both of his/her real parents are alive. Who should answer these questions?

49. For Schools • What should a school do if a parent refuses to complete the questionnaire? • Are secondary schools required to collect the additional data? • How will the data collection process change after this year? • How frequently does a school need to revise the data it collects?

50. For Schools • What is the reference to coding structure in the Data Implementation Manual all about? • What do I need to know about the coding structure so that I can process the information I receive from parents? • What is the difference between Sample A ad Sample B Data Collection Forms which are included in the Data Implementation Manual?