Gary Marks|Bruce A. Phillips
Accounting for language background differences in the Australian National Assessments – Literacy and Numeracy
University of Melbourne
abstract study examines language background differences australian national assessments literacy numeracy naplan extent language background differences accounted socioeconomic background schools contemporary influences sizable sometimes large differences performance language background students eastern southern asian language backgrounds exhibited high sometimes high mean scores whereas students african central asian pacific language backgrounds relatively low mean scores language background differences tended larger numeracy reading parental occupation education accounted effects language background groups asian groups generally language background effects cannot attributed unequal distribution language background groups across schools considering students prior achievement language background effects including language backgrounds strong negative effects reduced substantially often statistical insignificance exceptions chinese east asian southern asian language backgrounds