4261.3 - Educational outcomes, experimental estimates, Queensland, 2011  
ARCHIVED ISSUE Released at 11:30 AM (CANBERRA TIME) 15/12/2014  First Issue
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What's New

For the first time, data from the Census of Population and Housing has been integrated with Queensland Australian Early Development Census (AEDC) data, as well as Queensland government school enrolments and National Assessment Program – Literacy and Numeracy (NAPLAN) data, to enhance the evidence base about the socioeconomic context of early childhood development and student achievement.

Socioeconomic Factors and Early Childhood Development in Queensland

Insights include:

  • Children of employed parents were least likely to be developmentally vulnerable and more likely to be read to at home.
  • Parental education had a positive impact on a child's development.
  • Migrant children, except those that had recently arrived in Australia, were less likely to be developmentally vulnerable than children who were born in Australia, on four of the five AEDC domains.
  • Children in two or three child families were less likely to be developmentally vulnerable than other children.
  • Children living in higher income households were less likely to be developmentally vulnerable, regardless of the socioeconomic status of the area in which the child lives.

Socioeconomic Factors and Student Achievement in Queensland

Insights include:
  • Students with at least one parent born overseas tend to have better NAPLAN scores than students with both parents born in Australia.
  • One in five foster children scored below the national minimum standard for reading and numeracy.
  • Parental employment status has a positive effect on a child's NAPLAN scores, regardless of household income.
  • After controlling for other factors such as parental education and employment, there was no clear relationship between household income and NAPLAN performance.
  • Students with no internet at home have poorer NAPLAN scores, particularly in remote areas.
  • Children of home owners tend to score better in NAPLAN.
  • When all other variables were held constant, both parental education and students' English proficiency had considerable positive impacts on NAPLAN results.
The results of a logistic regression analysis can be found in the Appendix: Socioeconomic Factors and Student Achievement - Results of Logistic Regression Analysis.