The My School足球比分 website provides information that supports national transparency and accountability of Australia’s schools through publication of nationally consistent school-level data. It complements other reporting measures aimed at ensuring schools and school systems are accountable to parents and to the broader community.
ACARA reports available data on all registered schools in Australia. Some of the data collected, such as ‘post-school destinations’, are not available for all schools.
If you visit the map page for a selected school, you will see that the My School足球比分 website lists up to 20 government and non-government schools situated closest to the school you selected.
足球比分In a city, these schools may be quite close together; in remote and rural areas, schools may be separated by large distances and the list may contain fewer than 20 schools.
My School足球比分 enables a school’s NAPLAN results to be compared with results for students who have a ‘similar background’. A school’s 'student background' takes account of the parental education levels and occupation, geographic location and the Indigenous status of its students.
Key factors in a student’s family background (parents, occupation, school education and non-school education) have an influence on students’ educational outcomes at school and on NAPLAN results.
ACARA has worked with education authorities to develop measures to track student progress over time and represent this on the My School website.
Student progress information provides a measure of the school’s influence on its student outcomes – the value schools have added to their students’ learning over the years.
Student gain (or progress) measures show how well the same students at the same school have improved since the previous assessment two years ago.
These measures present a level-playing field for all schools – from selective schools with students with high levels of achievement, which are already highly proficient, to schools with students with lower levels of achievement, which may be able to demonstrate their students have made large gains while not necessarily achieving at the highest proficiency levels.
Student progress measures allow us to see and acknowledge improvement at all levels.
足球比分It is important to consider that students generally show greater gains in literacy and numeracy in the earlier years than in the later years of schooling.
足球比分Senior secondary school outcomes are reported for:
Post-school destination data is available only for government and non-government schools in Victoria and Western Australia, and for government schools only in the ACT and Queensland.
A summary of student enrolment numbers in VET, school-based apprenticeships and traineeships is provided on a school’s ‘VET in schools’ page, where relevant.
Primary schools will not display VET in schools information.
A school’s ‘VET in schools’ page displays the number of course enrolments and qualifications attained by students, sorted by qualification level and industry area.
足球比分VET information is provided by certification and accreditation authorities in each state or territory. Caveat information is also provided to account for any differences in reporting the VET measures.
足球比分Education ministers have agreed to rules that support meaningful and comparable reporting of school data and responsible use of this information. These rules include:
My School helps parents have informed discussions with teachers and schools, and make informed decisions about their child’s education, but it should not replace visiting schools and speaking to teachers and principals to get an understanding of what each school offers its students. A child’s teacher will have the best insight into educational progress.
You can find information about every school in Australia. You can find out how many students are at the school, how many teachers, attendance rates, and funding levels and sources, and information on NAPLAN.
You can search for a school by clicking 'Find a school' to search by school name, suburb, school sector (government or non-government), school type (primary, secondary, combined or special) and state/territory.
足球比分The NAPLAN average score for a school is a very good indication of school performance based on the students who were tested in the school. The greater the number of students tested, the greater the accuracy.
Read more in the Reliability and validity of NAPLAN factsheet (90 KB).
Yes. An expert advisory group is responsible for monitoring the reliability of NAPLAN tests between years. A rigorous process of ‘equating’ the tests is undertaken to ensure comparability.
NAPLAN has been transitioning from a paper to an online test since 2018. My School has been updated with NAPLAN data as in previous years, with additional information indicating whether the school did NAPLAN on paper or online.
The NAPLAN Online logo and a dotted line on data graphs are included on NAPLAN data screens for schools that undertook NAPLAN online.
A range of factors provide confidence about the reliability and validity of NAPLAN assessments and results:
Procedures for NAPLAN testing are set out in National protocols for test administration and test administration manuals to ensure the integrity and consistency of the testing process.
The tests are constructed using assessment guides and test specifications that show the relationship of the test items to the Australian Curriculum.
足球比分Draft tests are reviewed by subject specialists, as well as language background other than English (LBOTE), Indigenous and disability representatives within each jurisdiction, with respect to curriculum content and potential cultural or other biases.
The tests are trialled in each state and territory to ensure the items are age-appropriate and measure the curriculum in the intended manner.
Read more in the Reliability and validity of NAPLAN factsheet (90 KB).
With the new “Students with similar background” methodology, small cohort sizes between 5 and 10 students are too small to make a fair comparison and therefore have no comparison available. Please note fewer than 5 students and the average number is suppressed.
My School enables parents, educators and members of the community to track student performance over time and identify schools that have been successful in achieving significant progress for their students.
足球比分Results from matched students are displayed for the selected school on the ‘Student progress’ page. Matched students are those students who participated in the NAPLAN tests in both 2012 and 2014, or any of the two-year intervals up to 2017 and 2019. The percentage of the students matched in the school is published below the graph.
足球比分The results for the selected school on the ‘Student progress’ page show matched students only. NAPLAN results displayed on the 'Student results' page show the average achievement of all students in the school who participated in a particular NAPLAN test.
足球比分If there are fewer than five matched students in a cohort at a school, no results are reported on the ‘Student progress’ page. Also some schools may have a year range that only covers one NAPLAN year of testing (for example, Years 9–12 secondary college).
足球比分For all matched student cohorts from 2012–2014 up to 2017–2019, progress information is reported for NAPLAN tests in reading, writing and numeracy.
足球比分Matched students are identified for each test domain and this number can change within a school. For example, a student may have participated in a reading test in both Years 3 and 5, but was absent for the numeracy test in Year 5. For this school, there will be fewer matched students in numeracy than in reading. If the number of matched students falls below five for numeracy, this school will have a result reported for reading Year 3–5, but not for numeracy Year 3–5.
Matched students in the selected school are compared with:
These comparisons can be viewed individually or in any combination on the same graph. Different symbols are used for each comparison group. The second diamond for the selected school is coloured. The colour represents the average progress of the selected school when compared to students with the same starting score and similar background.
In 2011, ACARA worked with experts from government and non-government education sector jurisdictional authorities and representatives across Australia to improve the measure of student progress. This work introduced a new measure to provide a comparison of progress made by groups of students starting from the same achievement level; that is, all students who had the same starting score in the first of the two years.
In 2019, ACARA worked with experts from government and non-government education sector jurisdictional authorities and representatives across Australia to simplify the measure of student progress. This work resulted in the existing 'similar schools' comparison being consolidated with the 'students with same starting score' comparison to make one 'students with the same starting score and similar background' comparison.
In part, this is a statistical artifact (known as ‘regression towards the mean’) whereby if a test score is extreme on its first measurement, it will tend to be closer to the average on the second measurement. But it also reflects the fact that the greatest progress is usually made in the early years. Students who start with high levels of literacy have less opportunity to show progress as measured by NAPLAN test scores than those starting with low levels of literacy.
While NAPLAN tests are constructed so that results in a learning domain can be directly compared across time, a school’s results for any year will always be associated with a degree of uncertainty (consistent with statistical reporting). This uncertainty is represented by confidence intervals around the results. While the midpoint of the diamond represents the best estimate of the average performance of the matched students, the ‘true’ value of average is likely to fall somewhere within these confidence intervals with 90 per cent certainty.
ICSEA, created by the Australian Curriculum, Assessment and Reporting Authority (ACARA), is a scale that identifies the socio-educational advantage of a school.
Key factors in students’ family backgrounds (parents occupation, school education and non-school education) have an influence on students' educational outcomes at school. Data on these factors, as well as the Aboriginal status of students and geographic location of the school, are utilised in the calculation of the index.
足球比分ICSEA is set at an average of 1,000 and a standard deviation of 100.
The higher the ICSEA value, the higher the socio-educational advantage.
足球比分The lower the value, the lower the socio-educational advantage.
足球比分A school’s ICSEA value is shown on each school’s profile page.
For more information on ICSEA see the Guide to understanding ICSEA values (421KB).
足球比分The results for students with same starting score and similar background on the student progress page have been determined using the selected school’s ICSEA value for the latter of the two years. For example, the 2015 ICSEA value is used for comparisons of progress between 2013 and 2015.
It is a new measure to help you understand how educationally advantaged your school is. A percentile of 40 means that the school you have selected is more educationally advantaged than 40% of all schools in Australia (and more educationally disadvantaged than 60% of all schools in Australia).
All parts of the ICSEA model are still being used, they are just being used in a new way. Instead of comparing a school’s NAPLAN result against the average result of 60 similar schools, it is now benchmarked against the average NAPLAN score of all students across the country with a similar background. Student background is determined using ICSEA data; that is, parental occupation and education (socio-educational advantage, or SEA), Indigeneity and location of the school.
Results reported on the My School足球比分 website are subject to different kinds of uncertainty, including variation caused by measurement and sampling error. The level of variation can be estimated and is used to create a confidence interval around the results.
The confidence interval indicates the range in which an error-free result would fall within 90 per cent certainty. In other words, there is only a 10 per cent chance that the error-free results would fall outside the confidence level.
You can access and view technical and statistical information about My School, including information about understanding a school's profile, interpreting school financial information, ICSEA technical reports, information on indicative standard errors and information on financial data reporting.
State, territory and federal education ministers, through the Education Council, asked ACARA to report information about each school’s recurrent income and capital expenditure on the My School website.
足球比分School financial data provide valuable information about the context of a school and the resources it has available to deliver educational outcomes to students.
Schools have a range of funding sources that vary according to the sector (government or non-government) and, to a lesser extent, the state or territory in which they are located.
足球比分Government schools receive state or territory and federal government funding and may generate income through private sources such as fundraising, donations and parental contributions through fees. The majority of government school funding comes from the state and territory governments.
Non-government schools’ income is sourced from student fees and income from other private sources, including fundraising, donations, interest on savings, and state and territory as well as federal government funding.
Read more in the Interpreting financial data factsheet (85 KB).
The Australian Education Act 2013 instructs that schools with a low socio-economic status (SES) receive a loading to their funding.
The measure used to identify students from low socio-economic backgrounds is the socio-educational advantage (SEA) component of the index of community socio-educational advantage (ICSEA), calculated by ACARA.
足球比分For further information about how the low SES student loading works, refer to the
ACARA appointed an accounting firm, Deloitte Touche Tohmatsu, to provide accounting expertise and advice regarding the method proposed for collection of, reporting on, and auditing of, school financial data.
Throughout the annual data collection and prior to the publication of finance data on My School each year, state and territory government departments review their data and update these where appropriate. The Australian Government Department of Education confirms data collected through the school financial statements reconciles with the non-government schools’ audited financial statements. Further, ACARA applies quality assurance data validation checks on receipt of finance data.