The NAPLAN numeracy test: do school type and socio-economic background make a difference?

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Abstract

Explorations of the national NAPLAN numeracy data consistently reveal a strong relationship between achievement on these tests and students’ socio-economic background. A small but persistent pattern of gender difference favouring males in mean NAPLAN numeracy scores is also reported. Whether these patterns are replicated for students attending single-sex schools is examined in this paper.
Original languageEnglish
Number of pages14
JournalMathematics Education Research Journal
DOIs
Publication statusAccepted/In press - 2020

Keywords

  • NAPLAN numeracy achievement
  • Single-sex schools
  • Socio-econimic background
  • Gender

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