students with a disability are less likely to have attained Year 12 schooling); age at enrolment (for example, older students are less likely to complete and students with limited English language skills tend to be older); and gender (females have higher completion rates than males and students with limited English language skills are more likely to be female, which actually reduces the size of the completion gap). Table 3 shows that, for some disadvantaged groups, the differences in the probability of belonging to an additional disadvantaged group contribute to the overall size of the completion gap. For example, students living in low SES areas are more likely to be Indigenous students than those living elsewhere, and because Indigenous students have lower completion rates, this in turn contributes to the completion gap of low SES areas. Table 3 summarises the role played in explaining completion gaps by membership of more than one disadvantaged group. The results indicate that higher disability rates and high rates of living in low SES areas both contribute to the overall completion gap for Indigenous students. Similarly, the higher proportions of Indigenous students among students with a disability and students living in low SES areas contribute to the completion gaps for these two groups. In contrast, the lower rates of disability and the lower proportion of Indigenous students among those with limited English language skills mean the completion gap for this group is smaller than it would otherwise be.
students with a disability are less likely to have attained Year 12 schooling); age at enrolment (for example, older students are less likely to complete and students with limited English language skills tend to be older); and gender (females have higher completion rates than males and students with limited English language skills are more likely to be female, which actually reduces the size of the completion gap). Table 3 shows that, for some disadvantaged groups, the differences in the probability of belonging to an additional disadvantaged group contribute to the overall size of the completion gap. For example, students living in low SES areas are more likely to be Indigenous students than those living elsewhere, and because Indigenous students have lower completion rates, this in turn contributes to the completion gap of low SES areas. Table 3 summarises the role played in explaining completion gaps by membership of more than one disadvantaged group. The results indicate that higher disability rates and high rates of living in low SES areas both contribute to the overall completion gap for Indigenous students. Similarly, the higher proportions of Indigenous students among students with a disability and students living in low SES areas contribute to the completion gaps for these two groups. In contrast, the lower rates of disability and the lower proportion of Indigenous students among those with limited English language skills mean the completion gap for this group is smaller than it would otherwise be.
impact-of-disadvantage-2818.docx