Peer reviewed
Direct linkERIC Number: EJ1331399
Record Type: Journal
Publication Date: 2022-Mar
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: N/A
The NAPLAN Numeracy Test: Do School Type and Socio-Economic Background Make a Difference?
Forgasz, Helen; Leder, Gilah
Mathematics Education Research Journal, v34 n1 p1-14 Mar 2022
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.
Descriptors: Foreign Countries, National Competency Tests, Numeracy, Mathematics Tests, Achievement Tests, Correlation, Socioeconomic Status, Scores, Single Sex Schools, Mathematics Achievement, Institutional Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: National Assessment Program Literacy and Numeracy
Grant or Contract Numbers: N/A
