evaluated in terms of used to write an any identified and educational outcomes. new data sources article for journal publication. will form part of the ongoing discussions with the NSW Department of Education (DET). 2.2 Data identification. Completed 2.2 Identification of Completed Conversations were available data relevant Data sources identified held with DET re data to the Project. within UAC, UNSW sources. Subsequently student information data was gained from system and ACARA. ACARA as they were holders of the data required Jan 3.1 Investigation of Several meetings with 3.1 Consultations on Completed 2017 – new potential data the NSW DET were potential new data NSW DET provided Feb sources. undertaken to source sources conducted some data to project 2017 data. Other external with: researchers. In sources such as ACARA NSW DET to addition, as a result of were also identified discussions identify aggregate schools data they researchers and DET decided to include are willing to share. interview aspect into research methods. up to 10 schools in regional and remote NSW that are part of the ASPIRE program. These schools are designated low SES and have traditionally had both low progression rates to university and low High School Median ATAR. Feb 4.1 Data collation, Both qualitative and 4.1 Completion of data Completed 2017 – including: quantitative data were collation. Quantitative data May collected. Quantitative collated from data all NSW regional 2017 and remote state data included sources and organised academic attainment for later analyses. schools that using FOEI fall within the indicators of ATAR Academic attainment eligibility count, indicators of ATAR bottom two quartiles; application, offer and eligibility count, enrolment counts for application, offer and 5 years of available all rural NSW enrolment counts for data for students government all rural NSW (defined as current secondary and central government schools. Qualitative secondary and central
evaluated in terms of educational outcomes. any identified and new data sources will form part of the ongoing discussions with the NSW Department of Education (DET). used to write an article for journal publication. 2.2 Data identification. Completed Conversations were held with DET re data sources. Subsequently data was gained from ACARA as they were holders of the data required 2.2 Identification of available data relevant to the Project. Completed Data sources identified within UAC, UNSW student information system and ACARA. Jan 2017 – Feb 2017 3.1 Investigation of new potential data sources. Several meetings with the NSW DET were undertaken to source data. Other external sources such as ACARA were also identified 3.1 Consultations on potential new data sources conducted with: NSW DET to identify aggregate schools data they are willing to share. up to 10 schools in regional and remote NSW that are part of the ASPIRE program. These schools are designated low SES and have traditionally had both low progression rates to university and low High School Median ATAR. Completed NSW DET provided some data to project researchers. In addition, as a result of discussions researchers and DET decided to include interview aspect into research methods. Feb 2017 – May 2017 4.1 Data collation, including: all NSW regional and remote state schools that using FOEI fall within the bottom two quartiles; 5 years of available data for students (defined as current Both qualitative and quantitative data were collected. Quantitative data included academic attainment indicators of ATAR eligibility count, application, offer and enrolment counts for all rural NSW government secondary and central schools. Qualitative 4.1 Completion of data collation. Completed Quantitative data collated from data sources and organised for later analyses. Academic attainment indicators of ATAR eligibility count, application, offer and enrolment counts for all rural NSW government secondary and central
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