a Excludes 1917 Aboriginal and Torres Strait Islander students (13 per cent) and 16 208 nonIndigenous students (6 per cent) who did not participate in the reading test. Productivity Commission estimates based on ACARA data (unpublished). Source: Breaking down the variation in achievement Using a regressiontechnique called modelling’, the variation in achievement ‘multilevel described above can be broken down into four groups: explained studentlevel variation (variation between students within a school that can be explained by studentlevel characteristics in the dataset) unexplained studentlevel variation (variation between students within a school that cannot be explained by studentlevel characteristics in the dataset) explained schoollevel variation (variation between schools that can be explained by schoollevel characteristics in the dataset) unexplained schoollevel variation (variation between schools that cannot be explained by schoollevel characteristics in the dataset). Figure 13.2.5 show this breakdown for the literacy and numeracy achievement of students in Year 5. Figure 13.2.5 Shares of total variation in achievement by Indigenous status (Reading and numeracy, Year 5, 2013 and 2014 pooled)a
a Excludes 1917 Aboriginal and Torres Strait Islander students (13 per cent) and 16 208 nonIndigenous students (6 per cent) who did not participate in the reading test. Source: Productivity Commission estimates based on ACARA data (unpublished). Breaking down the variation in achievement Using a regressiontechnique called ‘multilevel modelling’, the variation in achievement described above can be broken down into four groups: explained studentlevel variation (variation between students within a school that can be explained by studentlevel characteristics in the dataset) unexplained studentlevel variation (variation between students within a school that cannot be explained by studentlevel characteristics in the dataset) explained schoollevel variation (variation between schools that can be explained by schoollevel characteristics in the dataset) unexplained schoollevel variation (variation between schools that cannot be explained by schoollevel characteristics in the dataset). Figure 13.2.5 show this breakdown for the literacy and numeracy achievement of students in Year 5. Figure 13.2.5 Shares of total variation in achievement by Indigenous status (Reading and numeracy, Year 5, 2013 and 2014 pooled)a
oid-2016-chapter13-measuring-factors-that-improve-outcomes.docx