Flawed funding estimator hides cuts to schools

Dec 13 2017
The Federal Government has once again come unde...

New Director of NCEC applauds the diverse work of CaSPA Schools

Dec 12 2017
Above: Pete's Place students with Dr Fra...

VET student outcomes 2017

Dec 11 2017
Australia's largest survey of VET students ...

Robots Taking conducting classes in your school - a futurists view of Education

Dec 10 2017
Robot colleagues and classes studying emotion t...

7 reasons to attend EduTECH

Dec 09 2017
Connect with the latest in tools, techno...

ACARA Curriculum Activity Report Oct-Dec 2017

Dec 08 2017
Dear colleagues,
This is the final report ...

An opportunity to invite past CaSPA Principals to assist your school?

Dec 07 2017
There are a growing number of past CaSPA Pri...

Catholic Principal writes book on Cultivating a Positive Culture

Dec 06 2017
Education systems around the world keep strivin...

Changes to use of SES in Funding for CaSPA Schools in 2018

Dec 05 2017
As we are all aware the SES is one of a numb...

CaSPA Schools come in all shapes and sizes

Dec 04 2017
The recently released August Census of enrol...

CaSPA establishes Liaison Person for NSW - Rob Laidler

Dec 03 2017
As we are all aware, the largest jurisdictio...

New CaSPA Director nominated from South Australia

Dec 02 2017
The South Australian Catholic Secondary Prin...

Profiles: Clare Kanakis [WA]; Br Steve Hogan [NSW]: Steve Todd [NSW]

Dec 01 2017
We thank the following colleagues for sharing t...

Principal Vacancy - Downlands College, Qld for 2019

Nov 30 2017
Please pass this on to staff at your school who...

Melbourne CaSPA School wins Sustainability Award for 2nd year in a row

Nov 29 2017
Catholic Regional College St Albans has won the...
Home >  Blog >  Single Sex Schools - no advantage when it comes to NAPLAN

Single Sex Schools - no advantage when it comes to NAPLAN

Posted on 3 October 2017
Single Sex Schools - no advantage when it comes to NAPLAN
ACER analysis using hierarchical linear modelling of school-level data from NAPLAN 2010-2012 has investigated the impact of single-sex schooling on student achievement at Years 3, 5 and 7.

Researchers from ACER presented evidence and insights regarding the impact of single-sex schooling on student achievement at the International Boys' Schools Coalition regional conference held at Prince Alfred College, Adelaide, in September 2017.

Only schools with data available at Years 3, 5 and 7 were included in the analysis. Accordingly, the analysis involved 55 girls schools, 33 boys schools and 2909 coeducational schools for which there was complete data. This was representative of 32 per cent of primary schools, 85 per cent of combined schools and six per cent of special schools across Australia. South Australia, Queensland and Western Australia were over-represented in the data due to Year 7 being part of primary school at the time in these jurisdictions.

The average year-level scores in reading and numeracy for each school, as they appear on the My Schools website, provided the standardised measures of academic achievement. By using an achievement score that was the average of the 2010, 2011 and 2012 scores, missing data and cohort effects were minimised.

All of the single-sex schools analysed were located within high or medium-high socioeconomic status (SES) communities. Figure 1 shows the impact of SES (defined by ± 1 standard deviation) on student achievement in numeracy and reading, grouped by school type.

See Graphs and full report here

After controlling for the effects of SES, at all year levels, students in boys schools were more likely to outperform students in other school types in numeracy achievement, as shown in Figure 2.

Boys schools were, on average, one school-term of learning ahead of students in girls schools, and one year of learning ahead of students in coeducational schools. Importantly, the differences in numeracy achievement remained the same between Years 3, 5 and 7, suggesting that there is no value-add over time to being in a single-sex school compared to a coeducational school.

The gap between the numeracy achievement of students in girls schools and students in boys schools in this analysis of NAPLAN data is consistent with the gap in mathematical literacy achievement identified in the 2012 OECD Programme for International Student Assessment (PISA), in which Australian 15-year-old boys performed at a level approximately one-third of a school year ahead of girls. This suggests that, at the time that is the focus of these analyses and when mathematical literacy was the major domain assessed in PISA, the gender gap in numeracy performance in primary school continued well into secondary schooling.
Tags: curriculum ACER

Post comment
Tell a FriendPrint This PageBookmark SitePrincipals LoginEnquiry