Overcoming indigenous disadvantage - key indicators
Steering Committee for the Review of Government Service Provision
E-Publications; E-Books; PublicationNT
2003-11
The OID report measures the wellbeing of Aboriginal and Torres Strait Islander Australians, and Aboriginal and Torres Strait Islander Australians have been actively involved in the development and production of the report. Section 1.1 describes the origins of the report, and section 1.2 describes its key objectives. Section 1.3 provides contextual information on the Aboriginal and Torres Strait Islander population. Section 1.4 includes a brief historical narrative to help put the information in the report into context. Section 1.5 summarises some recent developments in government policy that have influenced the report and section 1.6 provides further information on the Steering Committee and the OID Working Group that advises it.
"These reports generally uses the term ‘Aboriginal and Torres Strait Islander Australians’ to describe Australia’s first peoples and ‘non-Indigenous Australians’ to refer to Australians of other backgrounds, except where quoting other sources." Aboriginal and Torres Strait Islander people should be aware that this publication may contain images of deceased people.
Preliminaries -- Overview chapter -- Introduction -- The framework -- Key themes and interpretation -- COAG targets and headline indicators -- Governance, leadership and culture -- Early child development -- Education and training -- Healthy lives -- Economic participation -- Home environment -- Safe and supportive communities -- Outcomes for Torres Strait Islander people -- Measuring factors that improve outcomes -- Appendices.
English
Aboriginal Australians -- Ecoomic conditions; Aboriginal Australians -- Social conditions; Public welfare administration -- Australia; Aboriginal Australians -- Services for; Closing the Gap of Indigenous Disadvantage (Australia)
Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision
Canberra (A.C.T.)
5 volumes (various pagings) : charts, colour map ; 30 cm.
application/pdf
9781740375917 (Print); 9781740375900 (PDF)
1448-9805 (Print); 2206-9704 (Online)
Copyright
Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision
https://www.legislation.gov.au/Details/C2019C00042
https://hdl.handle.net/10070/267090
https://hdl.handle.net/10070/445158
https://hdl.handle.net/10070/445153; https://hdl.handle.net/10070/445154; https://hdl.handle.net/10070/445156; https://hdl.handle.net/10070/445151
MEASURING FACTORS THAT IMPROVE OUTCOMES 13.15 Figure 13.2.5 Shares of total variation in achievement by Indigenous status (Reading and numeracy, Year 5, 2013 and 2014 pooled)a a Explained student or school-level variation is attributable to characteristics observed within the ACARA data. Unexplained variation is associated with unobserved characteristics. Source: Productivity Commission estimates based on ACARA data (unpublished). Student-level characteristics matter more to achievement than school-level characteristics For both Aboriginal and Torres Strait Islander students and non-Indigenous students, most of the variation in achievement is attributable to student-level, rather than school-level characteristics. Many prior studies that do not separate students by Indigenous status have reached similar results (Gemici, Lim and Karmel 2013; Lamb 2015; Lamb et al. 2004; Lokan, Greenwood and Cresswell 2008; Marks 2010; Nous Group 2011; Rothman and McMillan 2003). However, for Aboriginal and Torres Strait Islander students, (explained and unexplained) school-level variation accounts for a somewhat larger share than for non-Indigenous students. This is due largely to students in very remote areas, where about 40 per cent of the variation in achievement among Aboriginal and Torres Strait Islander students is attributable to schools. This could be because Aboriginal and Torres Strait Islander students within each very remote community share similar social and family influences, or it could be
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