• Download the NSW secondary students' post-school destinations and expectations report (PDF, 1.4MB).
• Read the findings about early school leavers online or download the early school leavers fact sheet (PDF, 240kB).
• Read the findings about Vocational Education and Training (VET) in school online or download the VET in school fact sheet (PDF, 68kB).
• Read a summary news article.

About the survey

Since 2010, the NSW secondary students’ post-school destinations survey has been collecting information about students’ main destinations in the year after completing Year 12 or leaving school. The survey seeks to provide critical information on education pathways, attainments and destinations of young people in NSW and inform policy making related to students’ post-school education, training and employment.

In 2018, 3,529 students who finished Year 12 and 4,470 students who left school before completing Year 12 (known as early school leavers) completed the survey. All Aboriginal and Torres Strait students, students who attended schools participating in the Connected Communities program and students who left school before the minimum leaving age were in scope for the survey. A sample of students who completed Year 12 or left school after the minimum leaving age were also in scope.

General capabilities: A perspective from cognitive science (PDF, 650kB)

General capabilities one-page summary (PDF, 154.86kB)

Professional learning discussion guide (PDF, 460kB).

Summary

Background

General capabilities: A perspective from cognitive science uses insights from cognitive science to explore the most effective ways of supporting students to develop key capabilities such as critical and creative thinking.

Key findings

• This paper contributes to the conversation about how school systems can best support their students to develop the capabilities they will need to thrive in the future.

• The debate to date has been hampered by a lack of clarity about key terms and concepts, and a range of assumptions that are not supported by evidence.

• Cognitive science research shows that developing capabilities such as critical thinking is dependent on having content knowledge.

• As such, general capabilities need to be developed through a deep and rich knowledge of content in each of the curriculum learning areas.

Practical implications

The publication is accompanied by a professional learning protocol to support educators to consider the implications of this research for practice in their schools.
The publication complements the findings from the department's Education for a changing world report: How to teach critical thinking by Professor Daniel T Willingham.

Further information

For more information on cognitive science and the insights it offers for education, read CESE's Cognitive load theory resources.

Revisiting gifted education literature review (PDF, 2MB) 

Revisiting gifted education literature review summary (PDF, 157kB)

Revisiting gifted education poster (PDF, 296kB)

Revisiting gifted education myPL course

Summary

Background

This literature review summarises the gifted education research base. It synthesises the best-quality available research into the learning characteristics of gifted students. It also provides summaries of the research on effective practices in gifted education for schools and teachers.

Main findings

Gifted students need more challenging learning with greater depth and complexity
Gifted students can have a level of cognitive function typical of students several years older, with high levels of fluid thinking, reasoning and working memory function. Teaching programs, feedback, deliberate practice, and opportunities to access advanced learning are all necessary to help gifted learners achieve at a high level and develop their talent over time.

Gifted students are found in all social groups
Many students from disadvantaged backgrounds underachieve because of fewer opportunities to learn and develop their talent. Gifted students can also have a co-existing disability, which means they require support for their disability as well as talent development to help them reach their educational potential.

Lack of adequate challenge can contribute to social and emotional challenges
Key social and emotional challenges for gifted students include boredom, disengagement, and perfectionist-type behaviours. Challenging school learning experiences, along with positive social relationships and a supportive school environment, can help gifted students thrive.

Gifted students benefit from explicit teaching and well-structured learning
Like all students, gifted learners require scaffolding and structure in learning to help manage the demands of cognitive load. Explicit teaching and guided inquiry are just as necessary for gifted students as for all students. Gifted learners may be able to move through structured and scaffolded activities at a faster pace, and then can benefit from problem solving and applied tasks.

Specific strategies are also needed to help gifted students achieve their best
There is strong research to support teaching practices that help align the challenge, complexity, depth and pace of learning with the learning needs of gifted students. This can done through evidence-based effective strategies such as curriculum acceleration, extension and enrichment learning experiences.

State of Education in NSW, 2018 (PDF, 2MB)

Early childhood education in NSW

• In 2017,

- over 100,000 children were enrolled in a preschool program before starting school

- more children attended preschool for 15+ hours a week

- preschool enrolments for Aboriginal and Torres Strait Islander children increased (by 26.3% since 2016).
- Around half of teachers delivering a preschool program were university trained.

• More early childhood services are meeting or exceeding the National Quality Standard (70% in 2017 compared to 44% in 2015).

Schooling in NSW

• In 2017, the proportion of students achieving in the top two NAPLAN bands in numeracy and reading has increased for all cohorts, compared to 2013/14 baselines.
• High school retention rates are improving for all students, but especially Aboriginal and Torres Strait Islander students.
• In 2017, the average school attendance rate in NSW was 94% for primary students and 91.1% for secondary students. Attendance rates are lower for Aboriginal and Torres Strait Islander students, and the gap increases in secondary school.
• Students can study VET in school as part of their HSC – in 2017, around 30% of HSC achievers also received a Certificate Level II or above qualification.

Post-school, VET and higher education in NSW

• In 2016,

- just over half of Year 12 leavers went onto to study a Bachelor degree
- the main destination for early school leavers was apprenticeships (27.8%)
- male early school leavers were six times more likely to enter an apprenticeship than female early school leavers
- female Year 12 leavers were more likely to enter a Bachelor degree than their male counterparts.

• The proportion of 20-64 year olds with a Certificate III or above has increased.
• The proportion of 25-34 year olds with a Bachelor degree or above has increased.
• The median ATAR of HSC students transitioning to Bachelor degrees was 79.2 in 2015, down from 83.0 in 2008
• Aboriginal and Torres Strait Islander and low-SES students remain underrepresented in the higher education sector.
• The number of overseas students enrolling in NSW universities continues to increase.

Identifying potential strength and weakness in key learning areas using data from NAPLAN tests (PDF, 1.1MB)

This technical report outlines the rationale and methods used by CESE's Statistics and Analysis unit to develop a new way of analysing test results, which is based on identifying relative achievement of students when compared to other students who had received the same overall results in a NAPLAN assessment. 

The new methodology and the reporting options outlined in the report are aimed to improve the way teachers and schools use the test data, in particular online test results.

The 2017 post-school destinations and expectations annual report (PDF, 3.3MB) presents key findings from the 2017 survey of secondary students' post-school destinations. Over 6,995 young people shared their experiences with the research team. Surveys were completed by early school leavers and Year 12 completers across government and non-government schools. The report also presents the findings from a longitudinal follow-up with 2,704 students who responded to the survey in 2014 and 3,342 students who responded in 2016.

The 2017 post-school destinations technical report (PDF, 3.5MB) outlines the project background and overview, survey methodology, questionnaire design and data processing undertaken by the Social Research Council (SRC) to produce the annual report. It also includes materials used by SRC to undertake the project.

About the report

The post-school destinations report provides information about:
• post-school education pathways, attainments and destinations of young people in NSW
• factors that drive engagement, retention, education achievement and pathway choices for young people in NSW
• findings from longitudinal follow-ups with students who responded to surveys in 2014 and 2016, and Year 10 students in 2017.
Over 13,000 early school leavers and Year 12 completers across government and non-government schools completed surveys in 2017.
The NSW Department of Education and NSW Skills Board have collaborated on the annual survey since 2014.

Main findings

Further education and training was the most common post-school destination
The majority of Year 12 completers (69.9%) and early school leavers (55.4%) were in some form of education and training six months after leaving school. However, the proportion of Year 12 completers entering some form of education and training has continued to decline since peaking in 2015, and the proportion of Year 12 completers and early school leavers entering VET also decreased in 2017.

Post-school destinations differ between Year 12 completers and early school leavers
The main post-school destination among Year 12 completers continued to be a Bachelor degree (50.1%), however Year 12 completers identifying as Aboriginal or Torres Strait Islander had lower rates of entering a Bachelor degree (23.9%) than other Year 12 completers. The main post-school destination for early school leavers continued to be an apprenticeship (30.0%).
Reasons for leaving school early varied
The most common self-reported reasons for leaving school early continue to relate to wanting to pursue employment and career opportunities, school ‘not being for them’ and not liking school or teachers. Less frequently cited reasons included not coping at school or failing subjects, finding school boring, wanting to study elsewhere, ill-health and being bullied.

Impact of mobile digital devices in schools (PDF, 2MB) - a literature review on the impact of non-educational mobile digital device use on student wellbeing. 

The Workforce profile of the NSW teaching profession 2016 (PDF, 6MB) includes data that details teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers, early childhood teachers and teachers in training.

The 2016 report builds on the data presented in the Workforce profile of the NSW teaching profession 2015 and the Workforce profile of the NSW teaching profession 2014.

These reports are part of an ongoing evaluation of Great Teaching, Inspired Learning (GTIL). GTIL is the NSW government's plan to improve the quality of teaching in NSW schools. Learn more about GTIL.

The evaluations

CESE evaluated key reforms under GTIL relating to:
• school leadership initiatives
• cadet and internship programs
• professional experience.

School leadership initiatives

School leadership initiatives evaluation summary (PDF, 430kB)

School leadership initiatives full report (PDF, 2MB)

CESE evaluated three key reforms under GTIL that aim to support leadership development among existing, new and aspiring leaders. The reforms evaluated were the:
• NSW Public School Leadership and Management Credential (action 15.3)
• Leadership Development Initiative (actions 14.1 and 14.2)
• Principal, School Leadership Initiative (action 15.2).

Cadetship and internship programs

Cadetship and internship programs evaluation summary (PDF, 266kB)

Cadetship and internship programs full report (PDF, 2MB)

CESE conducted an evaluation of two GTIL actions designed to attract high achieving students into the teaching profession in areas of workforce need. The department introduced the Cadetship and Internship Programs in 2014 to address these actions.
Cadets and interns are employed on a part-time basis during their teacher education studies to provide support to classroom teachers. They are guaranteed a permanent teaching position in a NSW public school upon completion of their studies.

Professional experience 

Professional experience evaluation summary (PDF, 260kB)

Professional experience full report (PDF, 1.5MB)

CESE conducted an evaluation of the key GTIL actions designed to improve the quality of professional experience placements for pre-service teachers. The report presents the findings in relation to the implementation and early impacts of:
• Closer matching of supply and demand for graduate teachers through the introduction of Professional Experience Agreements (action 4.2)
• Establishment of specialist professional experience schools (action 4.3)
• Professional learning for professional experience supervisors (action 4.4)
• Highly Accomplished and Lead Teachers leading professional experience activities (action 4.5).

A final GTIL evaluation report is due in 2019.

Download Local Schools, Local Decisions interim evaluation report (PDF, 2MB). 

Reform background

In 2012, the NSW Department of Education launched the Local Schools, Local Decisions (LSLD) education reform. LSLD aims to give NSW government schools more authority to make local decisions about how best to meet the needs of their students. LSLD focuses on five interrelated reform areas: making decisions, managing resources, staffing schools, working locally and reducing red tape. A cornerstone element of LSLD is the introduction of a new needs-based approach to school funding through the Resource Allocation Model (RAM).

Evaluation

CESE is conducting an evaluation of LSLD. The evaluation began in mid-2016 and will conclude in mid-2020. The evaluation includes a process evaluation that investigates the implementation of LSLD, and an outcome evaluation focussing on the impact of the reform on school and student outcomes.

Main findings

This LSLD interim evaluation report presents interim findings on three key evaluation questions:

1. How have schools spent their RAM equity loadings?

In 2016, schools spent their RAM equity loadings on four main spending categories: employing key staff, enhancing learning support, planning and developing programs, and building staff capacity.

2. What has been the impact of LSLD on school management and local decision-making practices?

In four of the five LSLD reform areas, principals perceive the impact of LSLD to have been positive. In the fifth reform area, reducing red tape, more than two-thirds of principals
said that LSLD has not had a positive impact on simplifying administrative processes.

3. What has been the impact of LSLD and RAM funding on school and student outcomes?

The five student engagement measures included in this report (attendance, suspension, social engagement, institutional engagement and aspirations to complete Year 12) showed only very small to small overall changes over time. In terms of differential change over time, we found no relationship between changes over time in these engagement measures and levels of need, with the notable exception that students in higher-need schools typically showed less positive change over time in levels of social engagement than students in lower-need schools. On these findings alone, there is not yet evidence to support the idea that higher-need schools benefit more from the RAM equity loadings than lower-need schools.

Next steps

A final evaluation report will be published by CESE in mid-2020. This report will include an analysis of educational outcomes, including in-depth statistical modelling of NAPLAN results from 2012 to 2018, which will help us better understand the longer term effects of the reform.