Territory Stories

Overcoming indigenous disadvantage - key indicators

Details:

Title

Overcoming indigenous disadvantage - key indicators

Creator

Steering Committee for the Review of Government Service Provision

Collection

E-Publications; E-Books; PublicationNT

Date

2003-11

Description

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.

Notes

"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.

Table of contents

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.

Language

English

Subject

Aboriginal Australians -- Ecoomic conditions; Aboriginal Australians -- Social conditions; Public welfare administration -- Australia; Aboriginal Australians -- Services for; Closing the Gap of Indigenous Disadvantage (Australia)

Publisher name

Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision

Place of publication

Canberra (A.C.T.)

Format

5 volumes (various pagings) : charts, colour map ; 30 cm.

File type

application/pdf

ISBN

9781740375917 (Print); 9781740375900 (PDF)

ISSN

1448-9805 (Print); 2206-9704 (Online)

Use

Copyright

Copyright owner

Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision

License

https://www.legislation.gov.au/Details/C2019C00042

Parent handle

https://hdl.handle.net/10070/267090

Citation address

https://hdl.handle.net/10070/445158

Related items

https://hdl.handle.net/10070/445153; https://hdl.handle.net/10070/445154; https://hdl.handle.net/10070/445156; https://hdl.handle.net/10070/445151

Page content

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


Aboriginal and Torres Strait Islander people are advised that this website may contain the names, voices and images of people who have died, as well as other culturally sensitive content. Please be aware that some collection items may use outdated phrases or words which reflect the attitude of the creator at the time, and are now considered offensive.

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