Abstract
The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-year olds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.
This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice.
| Original language | English |
|---|---|
| Publication status | Published - 1 Feb 2014 |
| Externally published | Yes |
Keywords
- Aboriginal education
- Achievement
- Indigenous education
- Mathematics
- Non-Indigenous students
- Numeracy
- PISA
- Performance
- Reading literacy performance
- Scientific literacy
Disciplines
- Educational Assessment, Evaluation, and Research
- Indigenous Education