|
|
SMH的原文
此文章由 patrickzhu 原创或转贴，不代表本站立场和观点，版权归 oursteps.com.au 和作者 patrickzhu 所有！转贴必须注明作者、出处和本声明，并保持内容完整
Indigenous students are six years behind in literacy and numeracy, report says
Anna Patty EDUCATION EDITOR
April 29, 2010 - 3:00AM
INDIGENOUS students are trailing mainstream students by six years, according to analysis of their performance in national literacy and numeracy tests.
The report from the right-wing think tank, the Centre of Independent Studies, shows indigenous students in year 9 achieved similar scores last year to non-indigenous students in year 3.
The data from the federal government's My School website confirmed that indigenous education failure was concentrated in schools attended mainly by Aboriginal children.
The report's authors, Helen Hughes and Mark Hughes, ranked the performance of about 9500 primary and secondary schools across Australia based on NAPLAN results. The bottom 150 schools were filled with mostly indigenous students.
The Herald has reported on ''white flight'' from public to private schools, identified by NSW high school principals. This has created an educational apartheid in NSW towns including Mungindi and Boggabilla where indigenous students fill public schools and white students attend the Catholic school.
The CIS report said the latest NAPLAN results were ''appalling''.
Of the indigenous students who sat the tests, 40 per cent - 60,000 students - failed to meet national minimum standards, a proportion mirroring the 40 per cent of indigenous families who were welfare-dependent. ''Every state and territory has a problem, in every year, in every subject,'' the report said.
''NSW, with failure rates of 20 per cent, Queensland, with 30 per cent and Western Australia, with nearly 50 per cent, have the largest indigenous student populations. The Northern Territory remains an outlier with failure rates significantly higher than any other state or territory.''
Because 60 per cent of indigenous students passed the NAPLAN tests, their indigenous background was not considered to determine performance.
Included among barriers to achievement were low expectations and chronically low school attendance rates.
The number of face-to-face hours indigenous students had with teachers were fewer than in mainstream schools.
The CIS report also revealed that Victoria and the ACT recorded very high rates of students who did not sit the tests. The report authors said it was probable that most students who did not sit the tests would not meet the national minimum standard and that NAPLAN results therefore understated the extent of indigenous failure.
The report shows that in NSW, 18 per cent of enrolled indigenous students did not sit the NAPLAN tests last year. That compared to 26 per cent in Victoria, 29 per cent in WA, 30 per cent in South Australia, 27 per cent in the ACT, 25 per cent in the Northern Territory and 18 per cent in Tasmania.
However, in the NT, NAPLAN participation rates had significantly increased between 2008 and 2009.
Only a handful of indigenous schools were performing to minimum national standards.
The report recommended initiatives including stricter behavioural codes, longer school hours and more face-to-face teaching hours.
This story was found at: http://www.smh.com.au/national/e ... -20100428-tsh1.html |
|
猫咪品种大全，给爱猫的你(视频添加中·！) (2009-5-19) edith921 
也筑巢 - Willams Landing 更新于9月24日 (2010-9-20) zauberflote 
发表于 2010-4-30 09:43
