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
    Pages (from-to)1-14
    Number of pages14
    JournalMathematics Education Research Journal
    Volume34
    Issue number1
    DOIs
    Publication statusPublished - Mar 2022

    Keywords

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

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