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

Helen J. Forgasz; Gilah Leder

doi:10.1007/s13394-020-00326-x

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

Helen J. Forgasz, Gilah Leder

Research output: Contribution to journal › Article › Research › peer-review

6 Citations (Scopus)

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 language	English
Pages (from-to)	1-14
Number of pages	14
Journal	Mathematics Education Research Journal
Volume	34
Issue number	1
DOIs	https://doi.org/10.1007/s13394-020-00326-x
Publication status	Published - Mar 2022

Keywords

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

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10.1007/s13394-020-00326-x

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

Abstract

Keywords

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