a Vertical lines represent 95 per cent confidence intervals (box 1). b Relationships for categorical variables should be interpreted relative to the default category (box 1). Source: Commission estimates based on ACARA data (unpublished). The analysis suggests that Year 5 students who attended the same school in Year 3 perform better than those who changed schools, but the size of the association is small for — reading, there is about an 8point difference in scores for Indigenous students, and a 6point difference for nonIndigenous students. This suggests that student mobility, or
a Vertical lines represent 95 per cent confidence intervals (box 1). b Relationships for categorical variables should be interpreted relative to the default category (box 1). Source: Commission estimates based on ACARA data (unpublished). The analysis suggests that Year 5 students who attended the same school in Year 3 perform better than those who changed schools, but the size of the association is small — for reading, there is about an 8point difference in scores for Indigenous students, and a 6point difference for nonIndigenous students. This suggests that student mobility, or
indigenous-primary-school-achievement-background-2.docx