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Lsay Cohort Report The Year 9 Class Of 1998 In 2002, Kylie Hillman, Sheldon Rothman

LSAY Cohort Reports

This report provides details of the experiences of the 1998 cohort of the Longitudinal Surveys of Australian Youth (abbreviated to LSAY Y98) at a single point in time. Information on this cohort was first collected in 1998, when these young people were Year 9 students in Australian schools. The reference period for this report is October 2002. Most members of the cohort were in their first post-school year, having completed their secondary schooling at the end of 2001. Information about the cohort's activities in previous years is available in earlier reports in this series.

Acer Enews 10 October 2003, Acer

ACER eNews Archive

No abstract provided.

Lsay Cohort Report The Year 9 Class Of 1995 In 2002, Kylie Hillman

LSAY Cohort Reports

This report provides details of the experiences of the 1995 cohort of the Longitudinal Surveys of Australian Youth (abbreviated to LSAY Y95). Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The reference period for this report is 2002, when the modal age of respondents was 21 years. Information about the LSAY Y95 cohort's activities in 1999, 2000 and 2001 are available in earlier reports in this series.

Influences On Achievement In Literacy And Numeracy, Sheldon Rothman, Julie Mcmillan

LSAY Research Reports

This report examines the influence of a range of factors on the literacy and numeracy achievement levels of Year 9 students in Australia. The data were obtained from students in the first wave of LSAY and were analysed using hierarchical linear modelling to account for the sample design of LSAY. Modelling procedures followed a theoretical construct, incorporating variables believed to be important influences on achievement in literacy and numeracy. In addition, variables were selected to ensure consistency between cohorts and between literacy and numeracy. Included in the analyses were variables relating to students (gender, Indigenous background, language background, home location), …

Acer Enews 09 September 2003, Acer

ACER eNews Archive

No abstract provided.

Young People From Low-Ses Families And Participation In Higher Education: Evidence From Five Australian Cohorts, Sheldon Rothman

LSAY Conference Papers

LSAY research has concentrated on pathways taken by young people and on relationships between outcomes and various background factors. Socioeconomic status (SES) has been one factor of interest, although there has been no consistent identification of SES across all reports, especially in light of the multidimensional nature of SES and components of occupation, education and wealth (Ainley et al., 1995). Of course, because these studies began before these young people entered the labour force, student SES is based on parent occupation and educational attainment. Two reports have examined participation in higher education among the Youth in Transition and LSAY cohorts, …

Acer Enews 08 August 2003, Acer

ACER eNews Archive

No abstract provided.

Staying Longer At School And Absenteeism: Evidence From Australian Research And The Longitudinal Surveys Of Australian Youth., Sheldon Rothman

LSAY Conference Papers

Youth in Transition (YIT), a program of longitudinal surveys conducted by the Australian Council for Educational Research (ACER), began in 1978. The program was designed to trace national samples of 6 000 young people who were born in 1961 and had participated as 14-year-olds in the Australian Studies in School Performance in 1975 (Keeves & Bourke, 1976). New samples were added in 1981, 1985 and 1989, based on cohorts of young people born in 1965, 1970 and 1975, respectively. Data were collected on each of the first three cohorts until the mid-1990s; data collection from the 1975 birth cohort ended …

A 'Causal' Estimate Of The Effect Of Schooling On Full-Time Employment Among Young Australians, Chris Ryan

LSAY Research Reports

This paper exploits a policy change that occurred in South Australia in the mid 1980s to generate a 'causal' estimate of the effect of schooling on full-time employment outcomes. The Early Years of School policy changed the way that an identifiable subset of students progressed through junior primary school, causing them to obtain an additional year of schooling for any completed grade or level compared with their predecessors. The policy affected individuals born in specific months of the year (most of those born in October to February inclusive and some of those born in July to September inclusive) whereas individuals …

Dynamics Of The Australian Youth Labour Market : The 1975 Cohort, 1996-2000, Gary Marks, Kylie Hillman, Adrian Beavis

LSAY Research Reports

Over the last three decades, the transition from full-time education to full-time work has been characterised as problematic for a significant proportion of young adults. It is often argued that a high proportion of young people continually move between unemployment, part-time work, low status full-time work and withdrawal from the labour force. Young people are viewed as ‘significant losers’ from changes in the labour force that have occurred over recent decades (Spierings, 1999).

This report focuses on labour market dynamics between the ages of 20 and 25 for a cohort of young people born in 1975. The early 20s is …

Teaching Mathematics In Australia : Results From The Timss 1999 Video Study, Jan Lokan, Barry Mcrae, Hilary Hollingsworth

TIMSS 1999

The broad purpose of the Third International Mathematics and Science Study (TIMSS) Video Study was to investigate and describe Year 8 mathematics and science teaching practices in a variety of countries. More specific aims included : development of objective, observational measures of classroom instruction to serve as quantitative indicators of teaching practices; comparison of teaching practices to identify similar or different lesson features across countries; and development of methods for reporting results of the study, including preparation of video cases for both research and professional development purposes. Australia's goals for participating in the study emphasised : obtaining authentic and rich …

Gender Differences In Educational And Labour Market Outcomes., Kylie Hillman, Sheldon Rothman, Australian Council For Educational Research (Acer)

LSAY Briefing Reports

Despite numerous changes in policy and legislation, issues of gender equity in the Australian education system and labour market remain a concern of the Australian public. Males and females differ in academic performance at various points in their education; there are differences in the numbers of young men and women participating in education and training; men and women experience differential success in the labour market. This Briefing focuses on differences between young males and females on a range of educational and labour market outcomes. The educational outcomes include achievement on tests of reading and mathematics, retention in secondary school, performance …

Active Citizenship And The Secondary School Experience : Community Participation Rates Of Australian Youth, Kevin Brown, Carla Lipsig-Mumme, Grazyna Zajdow

LSAY Research Reports

This project explores the relationship between volunteering, active citizenship and community participation for young Australians.

Patterns Of Participation In Year 12, Sue Fullarton, Maurice Walker, John Ainley, Kylie Hillman

LSAY Research Reports

The focus of this report is on participation in the final year of school. At present a little less than three-quarters of young Australians remain at school to Year 12. This report documents the differences in Year 12 participation rates between males and females, socioeconomic background, cultural background, and earlier school achievement. There are also differences associated with school sector and location. [Executive summary, ed]

School Leavers In Australia : Profiles And Pathways, Julie Mcmillan, Gary Marks

LSAY Research Reports

This report examines the process of school leaving and the transition from school to post-school education, training and the labour market. A major focus of the report is young people who do not stay on to complete senior secondary school, as this group is often perceived 'at risk' of experiencing a problematic transition. In particular, the following research questions are addressed: What are the influences on non-completion, and have these influences changed over the past two decades? What are the early post-school experiences of school non-completers, and how do these differ from those of young people who complete Year 12? …

The Changing Influence Of Socioeconomic Status On Student Achievement: Recent Evidence From Australia, Sheldon Rothman

LSAY Conference Papers

This paper examines the influence of SES on student achievement using data from the Longitudinal Surveys of Australian Youth (LSAY), a national program of research on the transitions young people make from school. LSAY encompasses data from earlier Australian longitudinal studies—Youth in Transition (YIT; 1978-2002), the Australian Longitudinal Survey (ALS; 1984-1987), and the Australian Youth Surveys (AYS; 1989-1997)—and earlier studies of student achievement—Australian Studies in School Performance (1975 ASSP), the Australian Studies in Student Performance (1980 ASSP). At present, there are two active cohorts: those who were in Grade 9 in 1995 (1995 LSAY) and those who were in Grade …

Acer Enews 02 February 2003, Acer

ACER eNews Archive

No abstract provided.

Lsay Cohort Report The Year 9 Class Of 1995 In 2001: Education, Employment And Experiences, Sheldon Rothman, Kylie Hillman

LSAY Cohort Reports

This report provides details of the experiences of the 1995 cohort of the Longitudinal Surveys of Australian Youth (abbreviated to LSAY Y95). Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The reference period for this report is 2001, when the modal age of respondents was 20 years.1 Nearly all of the cohort had completed secondary school, and more than one-half were undertaking some type of study.

Student Workers In High School And Beyond : The Effects Of Part-Time Employment On Participation In Education, Training And Work, Margaret Vickers, Stephen Lamb, John Hinkley

LSAY Research Reports

This report examines the effects of part-time student employment on participation and attrition in secondary school and in tertiary study, and on post-school activities of young people. The first part of the report begins with an examination of part-time work during Year 9, and looks at the possible effects of working during Year 9 on Year 12 completion, and the relationships between Year 9 employment and the main activity young people pursue in the first few years beyond school. The second part focuses on the part-time employment activities of full-time tertiary students. it asks whether involvement in part-time work might …

Evaluating The Quality And Impact Of Professional Development Programs, Lawrence Ingvarson, Marion Meiers, Adrian Beavis

Professional learning for teachers and school leaders

The purpose of this paper is to review recent work that ACER has been doing to improve the usefulness of evaluations of professional development programs. This work includes the development of research-based instruments to measure: the nature and quality of the processes used to promote teacher learning; the impact of programs on teacher knowledge, practice and student outcomes; the relationships between these process and impact measures. The paper is based on approaches developed as part of four recent evaluations of professional development programs. These include: three evaluations of the Commonwealth Government’s Quality Teacher Program, as implemented in three separate states: …

Entering Higher Education In Australia., Australian Council For Educational Research (Acer)

LSAY Briefing Reports

This paper reports findings from the Longitudinal Surveys of Australian Youth (LSAY) into whether increased higher education enrolments has mean greater equity in participation. It considers participation in the final year of secondary schools, the transition from school to further study, who enters higher education, tertiary entrance performance and policy implications.

The Importance Of Teacher Quality As A Key Determinant Of Students’ Experiences And Outcomes Of Schooling, Ken Rowe

2003 - Building Teacher Quality: What does the research tell us?

Much of the traditional and prevailing dogmas surrounding factors affecting students' experiences and outcomes of schooling throughout their primary and secondary years - especially socio-cultural and socio-economic factors - are now understood to be products of methodological and statistical artefact, and amount to little more than religious adherence to the moribund ideologies of biological and social determinism. In this paper, key findings are presented highlighting real effects from recent and emerging local and international research on educational effectiveness. For example, whereas students' literacy skills, general academic achievements, attitudes, behaviours and experiences of schooling are influenced by the background and intake …

Building Teacher Quality (Conference Proceedings), Australian Council For Educational Research (Acer)

2003 - Building Teacher Quality: What does the research tell us?

Research Conference 2003 brings together key researchers, policy makers and practitioners from a broad range of educational contexts from around Australia and overseas. The conference aims to enhance understanding of the significance of building teacher quality and strengthening the provision of learning opportunities for students, and identifying ways in which this work can best be informed by research. The conference will provide a ‘state-of-the-art’ review of: • research on improving teacher education, teacher quality and recruitment; • evidence of the effects of initial teacher education, induction and teacher professional development on teacher quality; • the major directions in which Australian …

Lessons From The Third International Mathematics And Science Study, Sue Thomson, Jan Lokan, Lamb Stephen, John Ainley

TIMSS Australia Monograph Series

TIMSS – the Third International Mathematics and Science Study – was a massive international project. Internationally, more than half a million students from over 30 000 classes in more than 15 000 schools in 45 countries participated. In Australia, the sample consisted of more than 29 000 students at three grade levels. This report is based on data obtained from the younger two cohorts: those at grade 4/5 (approximately 12 500 students) and those at grade 8/9 level (approximately 14 500 students). Its focus is on understanding the factors that influence achievement in mathematics and science.

Acer 2002-2003 Annual Report, Australian Council For Educational Research (Acer)

ACER Annual Reports

No abstract provided.