During the development of the 2013 Family Occupation and Education Index (FOEI), CESE commissioned the National Institute for Applied Statistics Research Australia (NIASRA) at the University of Wollongong to review and validate the methodology underpinning FOEI.
This report from NIASRA discusses the technical issues associated with missing data and the regression modelling underpinning FOEI, and recommends the statistical methods to deal with these issues.
A forthcoming CESE technical report will further detail the methodology used for the construction of FOEI in 2013.
High-quality teaching is the greatest in-school influence on student engagement and outcomes. Given current concerns about Australia’s declining performance on international assessments, particularly when compared with high-performing Asian and other countries, there is significant interest in the contribution that high-quality teaching can make to improving educational results.
A presentation and paper by David Figlio, Director, Insitute for Policy Research at Northwestern University.
While the existing literature makes clear that there appears to be a permanent effect of poor neonatal health on socioeconomic and health outcomes, it is important for a variety of policy reasons to know how poor neonatal health affects child development, and whether there are public policies that might act to remediate the negative relationship between early poor health and later-life outcomes.
On 20 August 2013, CESE presented findings from two recent CESE analyses.
Findings of the EAL/D study can also be found in the Learning Curve, Assessing English language proficiency.
In 2012, the department conducted a trial of the EAL/D learning progression, which was developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA) to support the implementation of the Australian curriculum.
The trial shows very encouraging results. Teachers report the new instrument as easy to use for making reliable judgements of English language proficiency, and it can be used in place of the current NSW English as a second language (ESL) three phase tool. This improved method of assessing English language ability will enable better targeting of support and funding to assist the development of students' English language proficiency.
Existing measures to identify aptitude of students learning English as an additional language or dialect vary significantly among the states and territories. A nationally consistent measure will be important for future national school funding arrangements.
The NSW trial suggests that the EAL/D learning progression is suitable for use in NSW government schools for the purpose of allocating ESL funding to schools.