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Educational disadvantage may need to be re-evaluated

Posted on:Wednesday, 14th February 2001

Students who complete Year 12 and participate in higher education are more       likely to be female, students with language backgrounds other than English,      or students from metropolitan areas, according to a report released by the       Australian Council for Educational Research today.

The concept ‘educational disadvantage’ may need to be re-evaluated,      according to the report. “Attributes that have been considered detrimental       to educational participation, such as being female and having a language       background other than English, now have strong positive effects on educational       participation,” Dr Phillip McKenzie, Deputy Head of Policy Research       at ACER said.

The report, Patterns of Participation in Year 12 and         Higher Education in Australia: Trends and Issues, found that participation in Year 12 and higher education       is more a product of student achievement than social background. How well       students perform in literacy and numeracy is a much better predictor of their       subsequent educational participation than are their social characteristics.      Although socioeconomic background remains an influence on educational participation,      its effect is declining. Therefore, Australian educational authorities have       made some progress towards an educational system which is based more on merit       rather than on a student’s social characteristics.

Students from urban areas were more likely to participate in Year 12 and higher       education than students in rural areas. The difference was about 10 percentage       points. These differences in participation could not be attributed to differences       in literacy and numeracy between rural and urban students.

The gender gap between boys and girls in both participation in Year 12 and       higher education continues to widen, with females outnumbering males in both       areas. The gap has increased since the 1980s, and is now around 10 percentage       points. As other ACER research has shown, the pathways beyond education are       also different for boys and girls, with more boys being represented in post-school       training such as apprenticeships.

“The increasing gap in male and female participation in Year 12 and higher       education is a concern. The gap cannot be explained by factors such as prior       school achievement, which indicates that boys are now experiencing educational       disadvantage,” says Dr McKenzie.

However, the group that suffers the most educational disadvantage is Australia’s       Indigenous students. Of the Indigenous students in the sample, 47 per cent       participated in Year 12 and 17 per cent took part in higher education. These       rates were much lower than those for all students (76 per cent participated       in Year 12 and 31 per cent in higher education). This is a concern because       low participation rates tend to be associated with poorer social and economic       outcomes among adults.

“It is important that we develop educational policies to substantially       improve the achievement and participation levels of Indigenous students,” Dr       McKenzie said.

The study, which focuses on participation in Year 12 in 1998 and in higher       education in 1999, is based on an original cohort of over 13 000 Year 9 students.      The report forms part of the Longitudinal Surveys of Australian Youth (LSAY)      research program, which is jointly managed by ACER and the Commonwealth Department       of Education, Training and Youth Affairs (DETYA).

Marks, G., Fleming, N., Long, M. & McMillan, J. (2000). Patterns         of Participation in Year 12 and Higher Education in Australia: Trends         and Issues, LSAY Research       Report No. 17, Melbourne: ACER.


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