Education Commons^™

Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley

Kylie Hillman

No abstract provided.

Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley

Kylie Hillman

No abstract provided.

Snapshots Issue 3: Equity And Effectiveness, Sue Thomson, Kylie Hillman

Kylie Hillman

A key message from the most recent OECD PISA report released by ACER in December 2013 is that high-performing countries tend to allocate resources more equitably across socioeconomically advantaged and disadvantaged schools. This issue of Snapshots looks to the data from the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS), to examine whether this is the case for Australia.

Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley

Kylie Hillman

No abstract provided.

Bullying In Australian Schools, Kylie Hillman

Kylie Hillman

Recent international surveys of students’ mathematics, science and reading achievement also reveal much about their engagement with schooling, their experience of bullying and their sense of safety at school, as Kylie Hillman explains.

School Comparison: The Haves And The Have Nots, Kylie Hillman

Kylie Hillman

Stark differences between the resourcing, safety and orderliness of ‘affluent’ and ‘disadvantaged’ schools contribute to large student achievement gaps, as Kylie Hillman explains.

A Teacher's Guide To Pisa Mathematical Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli

Kylie Hillman

This report focuses on mathematical literacy and is one of a series of three reports on Australian students' performance in PISA. The report provides an overview of the PISA mathematics framework and Australia's results in the PISA 2003 international assessment. Also included are mathematics items released for public viewing after the PISA 2003 assessment and examples of responses, marking guides and comparisons of results with other countries. The context behind achievement, e.g. attitudes, engagement and learning strategies, is also presented.

A Teacher's Guide To Pisa Scientific Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli

Kylie Hillman

This report focuses on Australian students' performance on the PISA items that have been released in Scientific Literacy. It includes an overview of the PISA Scientific Literacy Framework, Australian students' results in the 2006 international assessment, examples of responses and marking guides and the context behind achievement, e.g. attitudes, engagement and motivation, and recognition of environmental issues.

Monitoring Australian Year 4 Student Achievement Internationally : Timss And Pirls 2011, Sue Thomson, Kylie Hillman, Nicole Wernert, Marina Schmid, Sarah Buckley, Ann Munene

Kylie Hillman

The Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) are international studies directed by the International Association for the Evaluation of Educational Achievement (IEA). In Australia, the studies were managed by the Australian Council for Educational Research (ACER), and funded by the Australian and state and territory governments. TIMSS and PIRLS share the goal of providing comparative information about educational achievement across countries to improve teaching and learning (in mathematics and science at Year 4 and Year 8 using TIMSS and in reading at Year 4 using PIRLS). They also provide …

Monitoring Australian Year 8 Student Achievement Internationally : Timss 2011, Sue Thomson, Kylie Hillman, Nicole Wernert

Kylie Hillman

The Trends in International Mathematics and Science Study (TIMSS 2011) is an international study directed by the International Association for the Evaluation of Educational Achievement (IEA). In Australia, TIMSS was managed by the Australian Council for Educational Research (ACER), and funded by the Australian and state and territory governments.

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It also provides comparative perspectives on trends in achievement in the context of different educational systems, school organisational approaches and instructional practices and to enable this, TIMSS collects …

Highlights From Timss & Pirls 2011 From Australia’S Perspective, Sue Thomson, Kylie Hillman, Nicole Wernert, Marina Schmid, Sarah Buckley, Ann Munene

Kylie Hillman

The Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) are international studies directed by the IEA (International Association for the Evaluation of Educational Achievement), an independent international cooperative of national research institutions and government agencies that has been conducting studies of crossnational achievement in a wide range of subjects since 1959. In Australia, TIMSS and PIRLS are implemented by the Australian Council for Educational Research (ACER), which is Australia’s representative to the IEA. In Australia, TIMSS is part of the National Assessment Program. TIMSS has been conducted at Year 4 and …

Food, Fibre And The Future : Report On Surveys Of Students’ And Teachers’ Knowledge And Understanding Of Primary Industries, Kylie Hillman, Sarah Buckley

Kylie Hillman

Primary Industry plays a vital role in Australian’s economy and society, but the gap between rural and urban communities is growing, contributing to a lack of understanding of where food and other basic necessities of life come from. The goal of the Primary Industries Education Foundation (PIEF) is to provide a source of information on primary industries for educators, to better equip students with not only knowledge about what goes into their food and fibres but also what career opportunities exist in primary industries. In 2010, PIEF contracted the Australian Council for Educational Research (ACER) to design and conduct a …

Career Advice And Career Plans: Sources, Satisfaction, And Realisation, Sheldon Rothman, Kylie Hillman, Julie Mcmillan, David Curtis

Kylie Hillman

The literature on career decision-making suggests that students make their decisions based on the degree of match between their own attributes and certain perceived characteristics of occupations and that these perceptions are generally accurate (Gottfredson, 2002). However, in Australia, there is also evidence that students have misunderstandings about the status of some occupations, including trades (Alloway, Dalley, Patterson, Walker, & Lenoy, 2004). The sources of career advice available to middle-secondary students and their satisfaction with that advice was found through a survey of a representative sample of Australian 15-year-old students. Nearly all Year 10 students reported that they had received …

Transition To Further Education: The First-Year Experience, Julie Mcmillan, Kylie Hillman

Kylie Hillman

Look at tertiary study in terms of academic failure and attrition, and research clearly identifies the first year of study at university or TAFE as the year of highest risk. Put otherwise, completion of the first year is 'more than half the battle' when it comes to the completion of a degree or diploma. Since that's the case, it's worth developing a fuller understanding of young people's experiences and perceptions of their first year of tertiary study, particularly to understand why people change their course of study, why they discontinue their studies and how they develop as lifelong learners, which …

Codebook: The Lsay 1998 Year 9 Sample Wave 4 (2001) Technical Report No. 26, Kylie Hillman

Kylie Hillman

The 1998 Year 9 Cohort (Y98) In 1998, a nationally representative sample of approximately 14,000 Year 9 students was selected to form the second cohort of the Longitudinal Surveys of Australian Youth. The sample was constructed by randomly selecting two Year 9 classes from a sample of schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on early school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and attitudes to school. Details …

The Migration Of Non-Metropolitan Youth Towards The Cities, Kylie Hillman

Kylie Hillman

Rural communities in Australia have long felt concern about the rate at which young people leave home to head for major cities, many never to return. Kylie Hillman explores the extent of this problem. The latest results from the long-running Longitudinal Surveys of Australian Youth (LSAY), published in late February, show that more than one third of young Australians from non-metropolitan areas relocate to a major city in the years immediately after leaving school. Although some return in the years to come, non-metropolitan areas experience a net loss of a quarter of their young people.

Attitudes, Intentions And Participation In Education: Year 12 And Beyond, Kylie Hillman

Kylie Hillman

This briefing paper synthesis findings from several LSAY Research Reports (5, 27, 31, 33 and 41) which report on how student attitudes and engagement in the formative school years influence subsequent participation in post-compulsory education and training.

Codebook: The Lsay 1998 Year 9 Sample Wave 6 (2003) Technical Report No. 30, Kylie Hillman

Kylie Hillman

In 1998, a nationally representative sample of approximately 14,000 Year 9 students was selected to form the second cohort of the Longitudinal Surveys of Australian Youth. The sample was constructed by randomly selecting two Year 9 classes from a sample of schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and attitudes to school. Details on the 1998 survey are provided in …

Codebook: The Lsay 1995 Year 9 Sample Wave 10 (2004) Technical Report No. 33, Kylie Hillman

Kylie Hillman

In 1995, a nationally representative sample of approximately 13,000 Year 9 students was selected to form the first cohort of the new Longitudinal Surveys of Australian Youth program. The sample was constructed by randomly selecting two Year 9 classes from a national sample of 300 schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and attitudes to school. In 1996, these students …

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

Kylie Hillman

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.

Becoming An Adult : Leaving Home, Relationships And Home Ownership Among Australian Youth, Kylie Hillman, Gary Marks

Kylie Hillman

Most studies on the transition from school implicitly assume that adulthood is reached upon gaining full-time work. This report focuses on other aspects of adulthood: moving out of home, establishing a relationship, and buying a house. The report documents the incidence of these events over time and analyses their relationship with social background, demographic and labour market factors. The study uses data from the four Youth in Transition cohorts born in 1961, 1965, 1970 and 1975. [Author abstract]

Career Advice In Australian Secondary Schools: Use And Usefulness, Sheldon Rothman, Kylie Hillman

Kylie Hillman

This report examines young people’s participation in career advice activities while at school and their perceptions of the usefulness of the advice they receive. The data are from the 2003 15 yearold cohort of the Longitudinal Surveys of Australian Youth (LSAY). Most members of this LSAY Y03 cohort were in Year 10 in 2003. The present report examines how much career advice students accessed in Years 10, 11 and 12 across three years of data collection (2003–2005). A smaller group of the cohort is followed each year; this group was in Year 10 in 2003, Year 11 in 2004, and …

Pathways From School To Work., Phillip Mckenzie, Kylie Hillman

Kylie Hillman

Drawing on data from the Longitudinal Surveys of Australian Youth, this paper examines the main pathways by which young Australians move from school to work. It identifies which young people take which pathways, discusses the mapping of pathways to work using longitudinal data, and outlines some policy challenges.

Lsay Cohort Report The Year 9 Class Of 1998: 21 Year-Olds In 2005, Catherine Underwood, Kylie Hillman, Sheldon Rothman

Kylie Hillman

This report provides details of the experiences of the 1998 Year 9 cohort of the Longitudinal Surveys of Australian Youth (LSAY). 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 2005, when the modal age of respondents was 21 years. Information about the 1998 Year 9 LSAY cohort’s activities in previous years is available in earlier reports in this series.

Young People Outside The Labour Force And Full-Time Education : Activities And Profiles, Kylie Hillman

Kylie Hillman

This report focuses on a group of young people who are not involved in full-time education or the labour force, that is, they are not studying full-time, nor are they working or looking for work. The report has three broad aims : to investigate the socio-demographic and educational profiles of those young people; to investigate the activities of this group; and to investigate the stability over time of the group. [Extract, ed]

Codebook: The Lsay 1995 Year 9 Sample Wave 6 (2000) Technical Report No. 25, Kylie Hillman

Kylie Hillman

The 1995 Year 9 Cohort (Y95) In 1995, a nationally representative sample of approximately 13,000 Year 9 students was selected to form the first cohort of the new Longitudinal Surveys of Australian Youth program. The sample was constructed by randomly selecting two Year 9 classes from a national sample of 300 schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on early school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and …

Codebook: The Lsay 1998 Year 9 Sample Wave 5 (2002) Technical Report No. 29, Kylie Hillman

Kylie Hillman

In 1998, a nationally representative sample of approximately 14,000 Year 9 students was selected to form the second cohort of the Longitudinal Surveys of Australian Youth. The sample was constructed by randomly selecting two Year 9 classes from a sample of schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on early school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and attitudes to school. Details on the 1998 survey are provided …

Life Satisfaction Of Young Australians : Relationships Between Further Education, Training And Employment And General And Career Satisfaction, Kylie Hillman, Julie Mcmillan

Kylie Hillman

This report has three broad aims : To describe the relationship between life satisfaction and participation in a range of post-school education, training and labour market activities each year between 1999 and 2002; To assess whether the relationship between life satisfaction and post-school activities holds after prior levels of life satisfaction are taken into account; To assess whether movement between activities in the post-school years is associated with changes in life satisfaction. [p.v]

Lsay Cohort Report Of 15 Year-Olds In 2003: 17 Year-Olds In 2005, Catherine Underwood, Kylie Hillman, Sheldon Rothman

Kylie Hillman

This report provides details of the experiences of the 2003 cohort of 15 year-olds of the Longitudinal Surveys of Australian Youth (LSAY) in 2005. Information on this cohort was first collected in 2003 when these young people participated in the Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Cooperation and Development (OECD). A follow-up telephone interview that year collected further information on the cohort. The reference period for this report is 2005, when the age of respondents was 17 years. Information about the activities of the 2003 cohort of 15 yearolds in previous years is available …

The On Track Survey 2009 : The Destinations Of School Leavers In Victoria : Statewide Report, Sheldon Rothman, Justin Brown, Kylie Hillman, Gary Marks, Phillip Mckenzie

Kylie Hillman

Findings presented in this report are based on the On Track telephone survey of 36,022 Year 12 or equivalent completers and 4,676 early leavers from the 2008 school year in Victoria. Year 12 or equivalent completers are defined as those who completed a Victorian Certificate of Education (VCE), International Baccalaureate (IB) or Victorian Certificate of Applied Learning (VCAL, Senior or Intermediate). The sample includes those who completed such qualifications in schools (98.7%), or in TAFE colleges or adult and community education providers (1.3%). Early leavers are defined as those students in Years 10, 11 and 12 who had registered their …