The 2016 schools and students statistical bulletin (PDF, 1MB) presents tables and charts about NSW schools and students. Data is from the census of both government and non-government students, undertaken in August 2016.
The 2015 schools and students statistical bulletin (PDF, 1.7MB) presents tables and charts about NSW schools and students. Data is from the census of both government and non-government students, undertaken in August 2015.
Authors: Jade Maloney, Wendy Hodge, Fiona Christian, Francis Matthew-Simmons and Jasper Odgers
Evaluator Company/Business: ARTD Consultants
URL or Pdf: Download the Business Intelligence Implementation Evaluation (PDF, 1.94MB)
Summary: The evaluation of the implementation of the roll-out of Business Intelligence (BI) release 1 was designed to identify learnings for subsequent releases and seek users' views on early outcomes and benefits. Methodology included analysis of administrative data such as training and user support records, surveys providing feedback from training, real-time user feedback surveys, a pre- and post-survey of principals and Directors, Public Schools who were trained in 2014, and interviews with a range of registered users and the BI team.The findings focused mainly on initial uptake and registered users' experiences with the BI tool and training programs. The authors included recommendations to enhance uptake and improve implementation, monitoring and ongoing program evaluation.
Authors: Diane Amos, Susan Harriman, Barry Laing and John Hughes
Evaluator Company/Business: Policy, Planning and Reporting Unit, NSW Department of Education
URL or PDF: Download the Evaluation of Dymocks Children's Charities Book Bank program (PDF, 1.26MB)
Summary: Book Bank is an initiative of Dymocks Children’s Charities developed with the NSW Department of Education. The program provided students with the opportunity to select current, high quality books to read and keep, with ownership of books being a new experience for a number of students. The evaluation was commissioned to identify changes in student reading engagement and achievement that may result from involvement in the DCC Book Bank program. The evaluation involved a review of the program implementation, and an investigation of the impact of key elements of the program model. Across all sources of data (interviews, surveys, observations), the evaluation findings suggest that increased student engagement with books and reading was the most significant benefit of the Book Bank program.
The language diversity bulletin (PDF, 3MB) summarises the diversity of students with a language background other than English (LBOTE) who are enrolled in NSW government schools in 2014.
Authors: Diane Amos, Susan Harriman, Barry Laing and John Hughes
Evaluator company/business: Program Evaluation Unit Student Engagement and Program Evaluation Bureau (SEPEB), NSW Department of Education
URL or PDF: Download the Interim report of the Program Evaluation of Dymocks Children’s Charities Book Bank (PDF, 829kB)
Summary: The book bank program aimed to contribute to improved reading outcomes. This interim report outlines the impact of the program on students and teachers and the effectiveness of the partnership between Dymocks Children’s Charities and the NSW Department of Education and Communities. Data for the evaluation was received from the five pilot schools and comprised surveys and interviews of teachers and students. 87 per cent of students reported an increased interest in books whilst all teachers agreed that their student’s attitudes to reading improved and that their students were reading more frequently.
Evaluator company/business: Educational Measurement and School Accountability Directorate, NSW Department of Education
URL or PDF: Download the Rural outcomes of schooling report (PDF, 1.78MB).
Summary: The aim of the research was to identify the strategies employed by rural schools that were performing well on state-wide tests relative to a measure of their remoteness combined with socio-economic status and how these strategies were implemented or maintained. The major method used was case studies in 14 rural schools. The Rural Outcomes of Schooling Research Project found that whole school strategies and programs provided a foundation on which a culture of success could be built.
Authors: Peter Freebody, Kelly Freebody, Beverly Maney
Evaluator Company/Business: University of Sydney
Report: Download the Teachers Researching Communities - Final report (PDF, 827kB)
Summary: This study aimed to report on how some schools undertook initiatives to improve their relations with communities and, thereby, improve the learning of their students and the wellbeing and satisfaction of students and staff. The study involved classroom observation in nine schools, interviews with teachers, school leaders, students, parents and community members and monitoring the effects of practical interventions aimed at improving school-community relations. The study found that the research interventions, while small-scaled, were mostly successful and had some abiding effects on local school practice and policy. The authors concluded that research and development initiatives that aim to clarify and build more authentic and realistic relations between schools and their communities have a central part to play in the building and maintenance of fairer and more cohesive societies.
Evaluator Company/Business: The University of Melbourne’s Centre for Research on Education Systems (CRES)
URL or PDF: Download the Low socioeconomic status school communities Smarter Schools National Partnership - Evaluation of school staffing, management and accountability initiatives: Case studies, progress report 2 (PDF, 1.25MB)
Summary: This is the second progress report on the Staffing, Management and Accountability components of the Low Socio-economic School Communities National Partnership (Low SES NP). The report presents seven case studies of schools that have implemented initiatives related to staffing, management and accountability. The case studies revealed that schools had focused on five key areas: investing in teacher quality, building leadership capacity, staffing flexibility and sustainability, implementing innovative teaching and learning approaches and building organisational capacity and a culture of accountability.
Authors: Tim Wyatt and Robert Carbines
Evaluator Company/Business: Erebus International
URL or PDF: Download the Literacy and Numeracy Smarter Schools National Partnership - Evaluation of the take-up and sustainability of new literacy and numeracy practices in NSW schools: Phase 3 final report (PDF, 671kB)
Summary: This report examines the sustainability of the impact of the National Partnership for Literacy and Numeracy (NPLN) in NSW, two years after the cessation of funding for the initiative. The report analyses data from a principal survey, 20 case studies and student achievement data. The evaluation found that sustained positive impact was evident where schools experienced continuity of key staff; where there was a strong understanding of the goals of the NPLN within the school and where staff possessed a strong commitment to improve student outcomes. Despite positive anecdotal evidence, the evaluation found that there was no significant change in student outcomes in SSNP schools as measured by average NAPLAN reading and numeracy scores.