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.
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.
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.
Evaluator company/business: Victoria University, Centre for International Research on Education Systems
URL or PDF: Download the low socioeconomic status school communities Smarter Schools National Partnership - Evaluation of staffing, management and accountability initiatives final report (PDF, 1.38MB).
Summary: This report investigates the implementation, effectiveness and sustainability of initiatives within five reform areas of the low socioeconomic school communities National Partnership (Low-SES NP) dealing with school staffing, management and accountability. A key question for the evaluation is whether or not participation in the Low-SES NP has helped improve the education and life opportunities of students from low socioeconomic status backgrounds through improvements in student outcomes. To examine this question, a range of analyses were undertaken using available data, including NAPLAN results. The analysis suggests that there has been some impact from the Low-SES NP and affirms some of the positive responses found in both principal and staff surveys on effects of the program, including in areas of student outcomes.
The post-school destinations and expectation report (PDF, 2MB) presents key findings from the 2016 survey of secondary students' post-school destinations. Over 11,400 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 4,430 students who responded to the survey in 2014.
Evaluator company/business: Australian Catholic University; University of Western Sydney; University of New England, SiMERR National Research Centre
Summary: This evaluation focuses on a range of reforms implemented in selected NSW schools as part of the National Partnership Agreement on Improving Teacher Quality (ITQ NP). These reforms included the establishment of schools as Centres for Excellence (C4Es), the employment of Highly Accomplished Teachers (HATs) in mentoring and teacher support roles, the preparation of high-quality teacher education graduates by school and university staff, and the employment of paraprofessionals. The evaluation examines the reforms using surveys and semi-structured interviews of school staff, as well as professional experience reports from universities. Data are subject to a mix of qualitative (thematic) and quantitative (Rasch) analysis techniques. The most significant findings were the pivotal role that HATs play as a major quality assurance mechanism and the importance of developing effective relationships between personnel within and across school networks. The findings also highlight the importance of identifying relevant contextual needs as the basis for developing strategies that support whole-school improvements.
This report presents key findings from the 2015 survey of secondary students' post-school destinations. Nearly 13,300 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 6,657 students who responded to the survey in 2014.
Download the report (PDF, 1.7MB)
Download the data visualisation (PDF, 1MB)