FAQs | My School

<!doctype html> <html class="no-js" lang="en-AU"> <head>  <meta charset="utf-8"> <meta http-equiv="x-ua-compatible" content="ie=edge"> <meta name="description" content="My School content page" /> <meta name="author" content="ACARA" /> <meta name="copyright" content="Copyright 2024 ACARA" /> <meta name="contact" content="portalsupport@acara.edu.au" /> <meta name="viewport" content="width=device-width, initial-scale=1, user-scalable=no"> <title>FAQs | My School</title>  <meta property="og:url" content="https://myschool.edu.au/faqs/" /> <meta property="og:type" content="website"> <meta property="og:title" content="FAQs" /> <meta property="og:description" content="My School content page" /> <meta property="og:site_name" content="My School"> <meta property="og:locale" content="en_US"> <meta property="og:updated_time" content="2024-11-20T21:51:28">  <link rel="icon" href="/favicon.ico" type="image/x-icon"> <link rel="apple-touch-icon" href="apple-touch-icon.png">  <link href="https://fonts.googleapis.com/css?family=Lato:300,300i,400,400i,700,700i&display=swap" rel="stylesheet"> <link rel="stylesheet" href="https://cdnjs.cloudflare.com/ajax/libs/normalize/7.0.0/normalize.min.css" /> <link rel="stylesheet" href="https://cdnjs.cloudflare.com/ajax/libs/font-awesome/4.7.0/css/font-awesome.min.css" /> <link rel="stylesheet" href="/Content/css/styles.min.css?v-L3aJA+EVMvPU4LJOJnXW7w==" />   <script async src="https://www.googletagmanager.com/gtag/js?id=G-VJX63HDZYZ"></script> <script> window.dataLayer = window.dataLayer || []; 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Binding agreement</strong><br />1.1 All use of the My School website<span> </span><strong>(this site)</strong><span> </span>is subject to these terms of use<span> </span><strong>(terms)</strong><span> </span>as updated from time to time. By using the site, you agree to be bound by these terms and you acknowledge that your agreement to these terms constitutes a legally binding agreement between you and the Australian Curriculum, Assessment and Reporting Authority<span> </span><strong>(ACARA)</strong>. If you do not agree to be bound by any of these terms, you are not authorised to use the site and must refrain from accessing it.</p> <p><strong>2. Terminology</strong><br />2.1 In these terms, the following terms have the meanings set out below:<br />a)<span> </span><strong>Content</strong><span> </span>– anything, including information, data, text, tables, compilations, emails, photographs, graphics and films:<br />created by or on behalf of ACARA; or<br />licensed or otherwise provided to ACARA for inclusion on the site.<br />b)<span> </span><strong>Derivative work</strong><span> </span>– material in any form that is derived from, or created by changing, editing, modifying or adapting any content from this site;<br />c)<span> </span><strong>Distribute</strong><span> </span>– to publish, communicate to the public (make available online or electronically transmit) or otherwise distribute;<br />d)<span> </span><strong>Reproduce</strong><span> </span>– to make a copy of the content from this site or part thereof in any form (including but not limited to downloading, printing or storing in electronic form);<br />e)<span> </span><strong>we, us and our</strong><span> </span>– references to ACARA and, where applicable, any staff or independent contractors who may act on behalf of, or for, ACARA in connection with the Site from time to time; and<br />f)<strong><span> </span>you</strong><span> </span>– you, the user of this site, and your principal (if you are acting as an agent)</p> <p><strong>3. Use of this site</strong><br />3.1 By using the site, you acknowledge and agree that:<br />a) you have read, understood and agree to be bound by these terms (as amended from time to time), and also the Privacy policy, Copyright and any other notices on this site, all of which are hereby incorporated into these terms;<br />b) your access to and use of this site is on an ‘as is, as available’ basis;<br />c) any content we communicate using this site is communicated in good faith as general information only, and is not in the nature of advice. We derive our content from sources we believe to be accurate and current as at the date of publication, but we reserve the right to correct or update content at any time; and<br />d) you will indemnify us against any loss or damage we may suffer, howsoever caused (including through negligence), as a result of, or in connection with, the use or misuse of this site or its content by you.</p> <p><strong>4. Content of this site</strong><br />4.1 You acknowledge that the content on this site about the performance of a school on any indicator including the National Assessment Program ─ Literacy and Numeracy<span> </span><strong>(NAPLAN)</strong><span> </span>tests is only one aspect of the information that should be taken into consideration when looking at a school’s profile.<br />4.2 You acknowledge that you should also take into account a school’s statements, the curriculum on offer and extra-curricular activities, facilities and programs in forming a view about a school. Most schools have links from their My School profile page to their website so you can obtain a better idea of the school community.</p> <p><strong>5. Intellectual property</strong><br />5.1 Unless otherwise indicated:<br />a) you should proceed on the basis that all content on this site is the subject of copyright, and may also be the subject of trade mark, and/or other intellectual property rights; and<br />b) ACARA asserts copyright in all works and other subject matter created by or on its behalf, which is used on or relation to the site.</p> <p><strong>6. Grant of rights</strong><br />6.1 Subject to these terms and ACARA’s copyright statement, to the extent that ACARA owns intellectual property rights in content on this site, or is otherwise permitted to grant a licence or consent in respect of third party content, you are permitted to reproduce and distribute content from the site and any derivative work for:<br />a) your personal, private, non-commercial educational use; or<br />b) non-commercial educational use within your organisation.<br />6.2 In doing so, it is a condition that:<br />a) any content that is reproduced continues to bear, in an unaltered form, all copyright, trade mark and other proprietary notices; and<br />b) you acknowledge that the material is provided by ACARA in the following way: ‘Source: Australian Curriculum, Assessment and Reporting Authority (ACARA)’.<br />6.3 For the purposes of this agreement, a use of content from this site under clause 6.1 by a non-government school or affiliated institutions that represent or run non-government schools is deemed to be a non-commercial educational use.<br />6.4 Unless otherwise indicated, the permission in clause 6.1 does not extend to the reproduction or distribution of content from this site (in whole or in part) on a publicly accessible website, intranet site or any other media.<br />6.5 Where you breach any of these terms, the permission granted under clause 6.1 is immediately and automatically revoked.<br />6.6 You must not use this site, any content from this site, or derivative work outside the scope of these terms without obtaining our prior written consent to do so. We may agree to provide our written consent for such use (including subject to conditions) or decline to provide our written consent in our absolute discretion and without giving reasons. Any requests in relation to written consent should be addressed to:</p> <p><strong>Intellectual Property Officer</strong><br />Australian Curriculum, Assessment and Reporting Authority<br /><a rel="noopener noreferrer" href="/cdn-cgi/l/email-protection#20434f505952494748546041434152410e4544550e4155" target="_blank" title="copyright@acara.edu.au"><span class="__cf_email__" data-cfemail="44272b343d362d232c300425272536256a2120316a2531">[email protected]</span></a></p> <p><strong>7. Restrictions on use of this site and content</strong><br />7.1 Unless permitted under clause 6, you must not, without our prior written permission, do any of the following things:<br />a) reproduce or distribute the whole or part of the content from this site for any purpose;<br />b) without limiting a), use in any manner any content from this site or any derivative work for any commercial purpose(s), including but not limited to:</p> <ul> <li>directly or indirectly sell or license any such content or any derivative work;</li> <li>directly or indirectly sell access to any such content or derivative work including via a website;</li> <li>generate advertising, subscription or other revenue from any such content or derivative work;</li> <li>reproduce or distribute any such content or derivative work on, or in connection with, an external website, intranet site or equivalent media that has a commercial purpose; and</li> <li>create lists of comparative school performance from such content, or anything derived from such content, for a commercial purpose.</li> </ul> <p>c) use any content from this site or any derivative work to compete with or displace the market for or use of, this Site, including as the source of NAPLAN data;<br />d) use any content from this site or any derivative work, in a manner that is likely to be misleading or deceptive, or otherwise conveys inaccurate or incomplete information to the public;<br />e) without limiting (d), in using content from this site or a derivative work, falsely or inaccurately represent either directly or indirectly that:<br />you, your organisation, your website or your goods or services; or<br />any other person, their website or goods or services,<br />are connected with, or sponsored or approved by, us or any of our partners or associated entities or bodies; and<br />f) sub-license or otherwise permit others to use the content from this site or any derivative work.</p> <p><strong>8. Trade marks</strong><br />8.1 You must not use any of our registered or unregistered trade marks without our prior written consent, except where you are using the trade marks to correctly describe or refer to our goods or services.<br />8.2 In particular, you must not use any of our registered or unregistered trade marks:<br />a) in, or as a whole or a part of, your own trade marks;<br />b) in connection with activities, products or services that are not ours; or<br />c) in a manner that may be confusing, misleading or deceptive.</p> <p><strong>9. Monitoring and security of information</strong><br />9.1 Your use of this site is not private. We adhere to our Privacy policy but no data transmitted over the internet can be guaranteed as totally secure. We use cookies and other technologies on this site.</p> <p><strong>10. Linked websites</strong><br />10.1 This site may contain links to other websites (linked sites). Those links are provided for convenience only and may not remain current or active. We are not responsible for the content or privacy practices of linked sites.</p> <p><strong>11. Disclaimers</strong><br />11.1 To the extent permitted by law, any condition or warranty that would otherwise be implied into these terms are hereby excluded.<br />11.2 We are not liable for any loss or damage, howsoever caused (including but not limited to negligence), which you may directly or indirectly suffer in connection with your use of this site or any linked site or facility, including through use of a third party intellectual property (including but not limited to copyright material). Nor do we accept any responsibility for any such loss arising out of your use of, or reliance on, content accessed or communicated via this site.<br />11.3 We are not liable for any loss or damage resulting from any action you take, or any reliance by you, on any content communicated using the site, by us or any other person. You should make your own inquiries and seek independent advice before acting or relying on any content you access using this site.<br />11.4 We do not accept liability for any losses arising directly or indirectly from a failure to access the site, or any linked site or facility, any corruption or loss of data, errors or interruptions arising in relation to use of this site or any suspension or discontinuance of this site by us.<br />11.5 We are not liable for viruses, malicious computer code or other forms of interference that may damage your equipment. You must take your own precautions to ensure that the process you employ to access this site does not expose you to such risks.</p> <p><strong>12. Amendments to terms and conditions</strong><br />12.1 We reserve the right to change these terms from time to time as we see fit and your continued use of this site will signify your acceptance of any adjustment to these terms. If there are any changes to our<span> </span><a rel="noopener noreferrer" href="http://www.acara.edu.au/privacy.html" target="_blank" title="Privacy policy">Privacy policy</a>, such changes will be posted on this site and you agree to be bound by those changes immediately from their posting on this site.</p> <p><strong>13. General</strong><br />13.1 If we waive or fail to enforce any rights available to us under these terms on any particular occasion, this does not mean that those rights will automatically be waived or not enforced on any other occasion.<br />13.2 If any of these terms (or a part of any of these terms) is held to be invalid, unenforceable or illegal for any reason, it shall be severed from these terms and the remaining terms (or a part of any of these terms) shall continue in full force.</p> <p><strong>14. Governing law and jurisdiction</strong><br />14.1 These terms are governed by the laws in force in the state of New South Wales<span> </span><strong>(NSW)</strong>. You agree to submit to the non-exclusive jurisdiction of the courts of NSW.</p> </div> <form id="terms-form" method="POST" onsubmit="return onSubmit(event)"> <div class="text-center" id="mainFormAcceptance" style=""> <p><input type="checkbox" id="checkBoxTou" name="selectedTou" onclick="checkedAcceptButtonFunction()" /><span class="checkboxtext"><strong>Please select the checkbox to 'Accept' that you have read/heard, understood and accepted the terms of use.</strong></span></p> <input type="submit" class="accept" data-callback='onSubmit' id="acceptButton" data-action="terms" data-badge="bottomleft" value="Accept" style="background-color: #EEEEEE;color: #7D1935;" disabled="disabled" /> </div> </form> </div> </div> </div> </div> </div> <script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script><script> var mybutton = document.getElementById("homeBtn"); window.onscroll = function () { scrollFunction() }; function scrollFunction() { if (document.body.scrollTop > 20 || document.documentElement.scrollTop > 20) { mybutton.style.display = "block"; } else { mybutton.style.display = "none"; } } function topFunction() { document.body.scrollTop = 0; document.documentElement.scrollTop = 0; } const checkboxTou = document.getElementById('checkBoxTou'); function onSubmit(e) { e.preventDefault(); if (checkboxTou.checked) { acceptTermsOfUse(); //document.getElementById("terms-form").submit(); return; } else { return; } } const acceptButton = document.getElementById('acceptButton'); function checkedAcceptButtonFunction() { if (checkboxTou.checked) { acceptButton.removeAttribute('disabled'); acceptButton.style.background = '#7D1935'; acceptButton.style.color = '#FFFFFF'; } else { acceptButton.setAttribute("disabled", "disabled"); acceptButton.style.background = '#EEEEEE'; acceptButton.style.color = '#7D1935'; } } const termOfUseCookieName = 'TERMS_OF_USE_AGREED'; function getTermOfUseCookie() { const cookieName = termOfUseCookieName + '='; var stringOfCookiesArr = document.cookie.split(';'); for (let i = 0; i < stringOfCookiesArr.length; i++) { let c = stringOfCookiesArr[i]; while (c.charAt(0) == ' ') { c = c.substring(1); } if (c.indexOf(cookieName) == 0) { return c.substring(cookieName.length, c.length); } } return ""; } function setCookieTermOfUse(isAccepted = 0) { document.cookie = termOfUseCookieName + "=" + isAccepted + ";path=/"; } const termsOfUseModal = document.getElementById('terms-of-use-modal'); const foregroundFilter = document.getElementById('foreground-filter'); function acceptTermsOfUse() { setCookieTermOfUse(1); termsOfUseModal.style.display = 'none'; foregroundFilter.style.display = 'none'; document.body.style.position = 'static'; } //$('#terms-of-use-modal').modal({ backdrop: 'static', keyboard: false }); if (getTermOfUseCookie() != 1) { termsOfUseModal.style.display = 'block'; foregroundFilter.style.display = 'block'; document.body.style.position = 'fixed'; } else { termsOfUseModal.style.display = 'none'; foregroundFilter.style.display = 'none'; document.body.style.position = 'static'; } </script> </div> <header id="private-header"> <div class="header-wrapper"> <div class="header__icon" id="header__icon"></div> <div id="masthead"> <div class="logo"> <a href="/"> <img src="/Content/images/logos/logo.svg" alt="My School" /> </a> </div> <div class="alt-logo"> <a href="https://www.acara.edu.au" target="_blank"> <img src="/Content/images/logos/acara.svg" alt="Australian Curriculum, Assessment and Reporting Authority" /> </a> </div> </div> </div> <nav class="menu"> <div> <div class="main-menu"> <ul> <li><a href="/" target="" class="">Find a school</a></li> <li><a href="/about-my-school/" target="" class="">About My School</a></li> <li><a href="/naplan-explained/" target="" class="">NAPLAN explained</a></li> <li><a href="/faqs/" target="" class="selected">FAQs</a></li> <li><a href="/contact-us/" target="" class="">Contact Us</a></li> </ul> </div> <div class="principle-login-mobile-nav"> <a href="/principals/login">Principals' login</a> </div> </div> </nav> </header> <div class="topsection"> <div class="topsection-wrapper"> <h1>FAQs</h1> </div> </div> <div id="container" class="fullwidth content-page"> <div class="accordion"> <div class="nested-content-narrow"> <div> <p><a href="#10">FAQs for parents and carers</a></p> <p><a href="#11">FAQs about NAPLAN results</a></p> <p><a href="#12">FAQs about NAPLAN student progress</a></p> <p><a href="#13">Technical FAQs</a></p> <p><a href="#14">Financial FAQs</a></p> <hr /> <h2>General FAQs</h2> <div class="clearfix"></div> </div> </div><div id="" class="accordion-item nested-content-narrow"> <h2>What is My School?</h2> <div> <p>The My School website provides information that supports national transparency and accountability of Australia’s schools through publication of nationally consistent school-level data. It complements other reporting measures aimed at ensuring schools and school systems are accountable to parents/carers and to the broader community. </p> <p> </p> <p style="text-align: left;"> <iframe width="720" height="406" src="https://www.youtube.com/embed/6hRaYtC9h2Q?feature=oembed&rel=0" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen=""></iframe></p> <p> </p> </div> </div> <div id="4" class="accordion-item nested-content-narrow"> <h2>Are all Australia’s schools listed on the My School website?</h2> <div> <p>ACARA reports available data on all registered schools in Australia. Some of the data collected is not available for all schools. This includes 'post-school destinations', which is data collected by 4 participating states/territories and is reported on the Senior secondary page.</p> </div> </div> <div id="5" class="accordion-item nested-content-narrow"> <h2>How do I find out about schools in my local area?</h2> <div> <p>If you visit the map page for a selected school, you will see that the <em>My School</em> website lists up to 20 government and non-government schools situated closest to the school you selected.</p> <p>In a city, these schools may be quite close together; in remote and rural areas, schools may be separated by large distances and the list may contain fewer than 20 schools.</p> </div> </div> <div id="2" class="accordion-item nested-content-narrow"> <h2>Why do you compare students who have a 'similar background'?</h2> <div> <p>My School enables a school’s NAPLAN results to be compared with results for students who have a ‘similar background’. A school’s 'student background' takes account of parental education levels and occupations, the school's geographic location and the Indigenous status of its students.</p> <p>Key factors in a student’s family background (parents' occupation, school education and non-school education) have an influence on students’ educational outcomes at school and on NAPLAN results.</p> </div> </div> <div id="3" class="accordion-item nested-content-narrow"> <h2>Why include information on student progress over time?</h2> <div> <p>ACARA has worked with education authorities to develop measures to track student progress over time and to represent this on the My School website.</p> <p>Student progress information provides a measure of the school’s influence on its student outcomes – the value schools have added to their students’ learning over the years.</p> <p>Student progress measures show how much the same students at the same school have improved since the previous assessment 2 years before.</p> <p>These measures present a level playing field for all schools – from selective schools with high-achieving students who are already highly proficient, to schools where students have lower levels of achievement. These schools may be able to demonstrate that their students have made major progress while not necessarily achieving at the highest proficiency levels.</p> <p>Student progress measures allow us to see and to acknowledge improvement at all levels.</p> <p>It is important to consider that students generally show greater progress in literacy and numeracy in the earlier years than in the later years of schooling.</p> <p>Please note: there is no student progress reporting for 2020-2022 following the cancellation of NAPLAN in 2020 due to the COVID-19 pandemic. There is also no student progress reporting for 2021–2023 due to the resetting of the NAPLAN measurement scale and earlier assessment of students in 2023.</p> </div> </div> <div id="7" class="accordion-item nested-content-narrow"> <h2>How are senior secondary outcomes reported?</h2> <div> <p>Senior secondary school outcomes are reported for:</p> <ul> <li>senior secondary certificate awarded</li> <li>senior secondary school completed</li> <li>post-school destinations.</li> </ul> <p>Post-school destination data is available for government and non-government schools in Victoria and Western Australia, and for government schools only in the Australian Capital Territory and Queensland.</p> </div> </div> <div id="8" class="accordion-item nested-content-narrow"> <h2>What reporting is done on VET and school-based apprenticeships?</h2> <div> <p>A summary of student enrolment numbers in vocational education and training (VET), school-based apprenticeships and traineeships is provided on a school’s ‘VET in schools’ page, where relevant.</p> <p>Primary schools do not display VET in schools information.</p> <p>A school’s ‘VET in schools’ page displays the number of course enrolments and qualifications attained by students, sorted by qualification level and industry area.</p> <p>VET information is provided by certification and accreditation authorities in each state or territory. Please note: a caveat is used if a state or territory differs with how it reports its VET data.</p> </div> </div> <div id="9" class="accordion-item nested-content-narrow"> <h2>What measures are in place to ensure that school data are reported responsibly?</h2> <div> <p>Education ministers have agreed to rules that support meaningful and comparable reporting of school data and responsible use of this information. These rules include:</p> <ul> <li>protection of individual student privacy</li> <li>not publishing comparative data without contextual information</li> <li>publication of caveats and explanatory notes to ensure accurate interpretation.</li> </ul> </div> </div> <div class=""> <div> <div id="18" class="accordion-item"></div> <div class="clearfix"></div> </div> </div><div class="nested-content-narrow"> <div> <div id="10" class="accordion-item"></div> <div class="clearfix"></div> </div> </div><div class="nested-content-narrow"> <h2> FAQs for parents and carers </h2> </div><div id="10" class="accordion-item nested-content-narrow"> <h2>How does My School help parents and carers?</h2> <div> <p>My School helps parents and carers have informed discussions with teachers and schools, to make informed decisions about their child’s education. However, it should not replace visiting schools and speaking to teachers and principals to get an understanding of what each school offers its students. A child’s teacher will have the best insight into their educational progress.</p> <p> </p> <p id="FPARENTS"> </p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>What can I find on the My School website?</h2> <div> <p>You can find information about every school in Australia. You can find out the number of students at the school, the number of teachers, attendance rates, funding levels and sources, and information on NAPLAN.</p> <p> </p> <p> <iframe width="720" height="406" src="https://www.youtube.com/embed/_D-ctSESoEE?feature=oembed&rel=0" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen=""></iframe></p> <p>Please note: there is no student progress reporting for 2020-2022 following the cancellation of NAPLAN in 2020 due to the COVID-19 pandemic. There is also no student progress reporting for 2021–2023 due to the resetting of the NAPLAN measurement scale and earlier assessment of students in 2023.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>How can I search for my child's school?</h2> <div> <p>You can search for a school by clicking 'Find a school' to search by school name, suburb, school sector (government or non-government), school type (primary, secondary, combined or special) and state/territory. </p> <p> </p> <p><iframe width="720" height="406" src="https://www.youtube.com/embed/qH6vt9oS5eY?feature=oembed&rel=0" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen=""></iframe></p> </div> </div> <div id="16" class="accordion-item nested-content-narrow"> <h2>How accurate are school results?</h2> <div> <p>The NAPLAN average score for a school is a very good indication of school performance based on the students who were tested in the school. The greater the number of students tested, the greater the accuracy.</p> <p>For more information, visit <a rel="noopener" href="https://nap.edu.au/about/test-development" target="_blank">NAP test development</a>.</p> </div> </div> <div class="nested-content-narrow"> <div> <div id="11" class="accordion-item"></div> <div class="clearfix"></div> </div> </div><div class="nested-content-narrow"> <h2> FAQs about NAPLAN results </h2> </div><div id="11" class="accordion-item nested-content-narrow"> <h2>Can NAPLAN test results be compared from one year to the next?</h2> <div> <p>Yes. An expert advisory group is responsible for monitoring the reliability of NAPLAN tests between years. A rigorous process of ‘equating’ the tests is undertaken to ensure comparability.</p> <p>However, as NAPLAN testing moved from May to March in 2023 and the NAPLAN scale was reset, this means you can’t compare NAPLAN achievement prior to 2023 to that from 2023 onwards.</p> <p>Please note: there is no student progress reporting for 2020–2022 following the cancellation of NAPLAN in 2020 due to the COVID-19 pandemic. There is also no student progress reporting for 2021-2023 due to the resetting of the NAPLAN measurement scale and earlier assessment of students in 2023.</p> <p>For more information, visit <a href="https://nap.edu.au/about/test-development">NAP test development</a>.</p> </div> </div> <div id="faq1" class="accordion-item nested-content-narrow"> <h2>How is NAPLAN online reported?</h2> <div> <p>Between 2018 and 2022 NAPLAN transitioned from a paper test to an online test. During these transition years My School was updated to indicate if a school did NAPLAN on paper or online.</p> <p>The NAPLAN online logo and a dotted line on data graphs are included on NAPLAN data screens to show which year a school transitioned to NAPLAN online.</p> </div> </div> <div id="17" class="accordion-item nested-content-narrow"> <h2>How are reliability and validity of NAPLAN ensured?</h2> <div> <p>A range of factors provide confidence about the reliability and validity of NAPLAN assessments and results:</p> <ul> <li>Procedures for NAPLAN testing are set out in NAPLAN National Protocols for Test Administration and test administration manuals to ensure the integrity and consistency of the testing process.</li> <li>The tests are constructed using assessment guides and test specifications that show the relationship of the test items to the Australian Curriculum.</li> <li>Curriculum and assessment experts from each state and territory, as well as representatives from the non-government sector, review proposed test items to ensure they meet curriculum requirements and jurisdiction or sector-based circumstances.</li> <li>The tests are trialled in each state and territory to ensure the items are age-appropriate and measure the curriculum in the intended manner.</li> </ul> <p><span>For more information, visit <a href="https://nap.edu.au/about/test-development">NAP test development</a>. </span></p> <p id="F2"> </p> </div> </div> <div id="grey" class="accordion-item nested-content-narrow"> <h2>Why are some NAPLAN results coloured grey?</h2> <div> <p>We only show reliable comparisons on My School. If this isn’t possible, we show NAPLAN results in grey which means 'No comparison available'. This may be for one of the following reasons:</p> <ol> <li>the cohort has 10 students or fewer.</li> <li>the school's NAPLAN participation rate is below 80% (this rule applies from 2022).</li> </ol> </div> </div> <div class="nested-content-narrow"> <div> <div id="12" class="accordion-item"></div> <div class="clearfix"></div> </div> </div><div class="nested-content-narrow"> <div> <h2>FAQs about NAPLAN student progress</h2> <div class="clearfix"></div> </div> </div><div id="12" class="accordion-item nested-content-narrow"> <h2>What is the purpose of the ‘Student progress’ page?</h2> <div> <p>My School enables parents/carers, educators and members of the community to track student performance over time and identify schools that have been successful in achieving significant progress for their students.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Which students are included in the ‘Student progress’ page?</h2> <div> <p>Results from matched students are displayed for the selected school on the ‘Student progress’ page. Matched students are those students who participated in the NAPLAN tests at the school in, for example, both 2016 and 2018, or any of the 2-year sequences up to 2019 and 2021. The percentage of the students matched in the school is published below the graph.</p> <p>Education ministers made the decision to cancel NAPLAN in 2020 due to the COVID-19 pandemic.</p> <p>As such, the following should be noted:</p> <ul> <li>There are no NAPLAN results available for 2020.</li> <li>There is no student progress reporting for 2020-2022.</li> <li>Comparisons in the 2021 report are made between 2021 and 2019, and between 2021 and the base year.</li> </ul> <p>It should also be noted that there is no student progress reporting for 2021-2023 due to the resetting of the NAPLAN measurement scale and earlier assessment of students in 2023.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Why might school results on the ‘Student progress’ page differ from results on the 'Student results' page?</h2> <div> <p>The results for the selected school on the ‘Student progress’ page show matched students only. NAPLAN results displayed on the 'Student results' page show the average achievement of all students in the school who participated in a particular NAPLAN test.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Why might some schools have NAPLAN student results but no information about student progress?</h2> <div> <p>If there are fewer than 5 matched students in a cohort at a school, no results are reported on the ‘Student progress’ page. Also, some schools may have a year level range that only covers one NAPLAN year of testing (for example, a Years 9–12 secondary college).</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>For which domains (test areas) is progress information reported?</h2> <div> <p>For all matched student cohorts from 2012–2014 up to 2019–2021, progress information is reported for NAPLAN tests in reading, writing and numeracy.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Is progress information based on the same matched students for each test domain?</h2> <div> <p>Matched students are identified for each test domain and this number can change within a school. For example, a student may have participated in a reading test in both Years 3 and 5 but been absent for the numeracy test in Year 5. For this school, there will be fewer matched students in numeracy than in reading. If the number of matched students falls below 5 for numeracy, this school will have a result reported for reading Year 3–5, but not for numeracy Year 3–5.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>What comparisons are made of the progress made by students in a given school?</h2> <div> <p>Matched students in the selected school are compared with:</p> <ul> <li>students with the same starting score and similar background</li> <li>all Australian students.</li> </ul> <p>These comparisons can be viewed individually or in any combination on the same graph. Different symbols are used for each comparison group. The second diamond for the selected school is coloured. The colour represents the average progress of the selected school when compared to students with the same starting score and similar background.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Why does the progress comparison include using the starting score?</h2> <div> <p>ACARA has worked with experts from government and non-government education sector jurisdictional authorities and representatives across Australia to improve the measure of student progress. This work introduced a new measure to provide a comparison of progress made by groups of students starting from the same achievement level; that is, all students who had the same starting score in the first of the 2 years.</p> <p>In 2019, ACARA worked with experts from <span>government and non-government education sector jurisdictional authorities and representatives across Australia to simplify the measure of student progress. This work resulted in the existing 'similar schools' comparison being consolidated with the 'students with same starting score' comparison to make one 'students with the same starting score and similar background' comparison.</span></p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Why do students starting with lower scores tend to make greater progress than those starting with higher scores?</h2> <div> <p>In part, this is a statistical artefact (known as ‘regression towards the mean’) whereby if a test score is extreme on its first measurement, it will tend to be closer to the average on the second measurement. But it also reflects the fact that the greatest progress is usually made in the early years. Students who start with high levels of literacy have less opportunity to show progress as measured by NAPLAN test scores than those starting with low levels of literacy.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>What other information should be considered when interpreting the student progress graph?</h2> <div> <p>While NAPLAN tests are constructed so that results in a learning domain can be directly compared across time, a school’s results for any year will always be associated with a degree of uncertainty (consistent with statistical reporting). This uncertainty is represented by confidence intervals around the results. While the midpoint of the diamond represents the best estimate of the average performance of the matched students, the ‘true’ value of average is likely to fall somewhere within these confidence intervals with 90% certainty.</p> </div> </div> <div class="nested-content-narrow"> <div> <div id="13" class="accordion-item"></div> <div class="clearfix"></div> </div> </div><div class="nested-content-narrow"> <div> <h2>Technical FAQs</h2> <div class="clearfix"></div> </div> </div><div id="13" class="accordion-item nested-content-narrow"> <h2>What is the Index of Community Socio-Educational Advantage (ICSEA)?</h2> <div> <p>ICSEA, created by ACARA, is a scale that identifies the socio-educational advantage of a school.</p> <p>Key factors in students’ family backgrounds (parents' occupation, school education and non-school education) have an influence on students' educational outcomes at school. Data on these factors, as well as the Indigenous status of students and geographic location of the school, is used in the calculation of the index. </p> <p>ICSEA is set at an average of 1,000 and a standard deviation of 100.</p> <p>The higher the ICSEA value, the higher the socio-educational advantage.</p> <p>The lower the value, the lower the socio-educational advantage.</p> <p>A school’s ICSEA value is shown on each school’s profile page.</p> <p>For more information on ICSEA, see the <a rel="noopener" data-udi="umb://media/6949480f7de242f1af42c056ce6c5fa8" href="/media/1900/guide-to-understanding-icsea-values-2023.pdf" target="_blank" title="Guide To Understanding ICSEA Values 2023">Guide to understanding ICSEA values</a> (534 kb).</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Which year’s ICSEA value is used for a selected school when comparing progress for students with same starting score and a similar background?</h2> <div> <p>The results for students with same starting score and similar background on the student progress page have been determined using the selected school’s ICSEA value for the latter of the 2 years. For example, the 2021 ICSEA value is used for comparisons of progress between 2019 and 2021.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>What is an ICSEA percentile?</h2> <div> <p><span class="TextRun SCXW176855793 BCX0" data-contrast="auto"><span class="NormalTextRun SCXW176855793 BCX0">It is a measure to help you understand how educationally advantaged your school is. A percentile of 40 means that the school you have selected is more educationally advantaged than 40% of all schools in Australia (and more educationally disadvantaged than 60% of all schools in Australia).</span></span><span class="TextRun SCXW176855793 BCX0" data-contrast="auto"><span class="NormalTextRun SCXW176855793 BCX0"> </span></span></p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>What parts of ICSEA are still used for comparing NAPLAN results?</h2> <div> <p><span class="TextRun SCXW241494431 BCX0" data-contrast="auto"><span class="NormalTextRun SCXW241494431 BCX0">All parts of the ICSEA model are still used, they are just used in a new way. Instead of comparing a school’s NAPLAN result against the average result of 60 similar schools, it is now benchmarked against the average NAPLAN score of all students with a similar background across the country. Student background is determined using ICSEA data; that is, parental occupation and education (socio-educational advantage, or SEA), Indigeneity and location of the school.</span></span><span class="TextRun SCXW241494431 BCX0" data-contrast="auto"><span class="NormalTextRun SCXW241494431 BCX0"> </span></span></p> </div> </div> <div id="6" class="accordion-item nested-content-narrow"> <h2>What are the error and confidence levels of results on My School?</h2> <div> <p>Results reported on the My School website are subject to different kinds of uncertainty, including variation caused by measurement and sampling error. The level of variation can be estimated and is used to create a confidence interval around the results.</p> <p>The confidence interval indicates the range in which an error-free result would fall within 90% certainty. In other words, there is only a 10% chance that the error-free results would fall outside the confidence level.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>Where can I find technical information and reports?</h2> <div> <p>You can access and view <a data-udi="umb://document/019958491aef4c828b0f55b11bcdb808" href="/technical-and-statistical-information/" title="Technical and statistical information">technical and statistical information</a> about My School<em>,</em> including information about understanding a school's profile, interpreting school financial information, ICSEA technical reports, information on indicative standard errors and information on financial data reporting. </p> </div> </div> <div id="lbote" class="accordion-item nested-content-narrow"> <h2>How is LBOTE calculated?</h2> <div> <p>The Language Background Other Than English (LBOTE) percentage on a school’s My School Profile page is calculated from the Student Background Data (SBD) collection. Students are assigned to one of the following 3 categories based on languages other than English spoken at home:</p> <ol> <li>The student is LBOTE if the student, one or both parents speak a language other than English at home.</li> <li>The student is non-LBOTE if only English is spoken at home.</li> <li>The student is unknown-LBOTE if only unknown/not-stated codes have been entered for language other than English spoken at home. </li> </ol> <p>Proportions for LBOTE, non-LBOTE and unknown-LBOTE are then calculated at a school level for reporting on the My School profile page.</p> </div> </div> <div class="nested-content-narrow"> <div> <div id="14" class="accordion-item"></div> <div class="clearfix"></div> </div> </div><div class="nested-content-narrow"> <div> <h2>Financial FAQs</h2> <div class="clearfix"></div> </div> </div><div id="14" class="accordion-item nested-content-narrow"> <h2>Why report school financial data on the My School website?</h2> <div> <p>State, territory and federal education ministers asked ACARA to report information about each school’s recurrent income and capital expenditure on the My School website.</p> <p>School financial data provides valuable information about the context of a school and the resources it has available to deliver educational outcomes to students.</p> </div> </div> <div id="13" class="accordion-item nested-content-narrow"> <h2>Where do schools get their income from?</h2> <div> <p>Schools have a range of funding sources that vary according to the sector (government or non-government) and, to a lesser extent, the state or territory in which they are located.</p> <p>Government schools receive state or territory and federal government funding and may generate income through private sources such as fundraising, donations and family contributions through fees. The majority of government school funding comes from the state and territory governments.</p> <p>Non-government schools’ income is sourced from student fees and income from other private sources, including fundraising, donations, interest on savings, and state and territory as well as federal government funding.</p> <p>Read more in the <a rel="noopener" data-udi="umb://media/bd039cbef35f4825a4b7afd6c49fedda" href="/media/1898/interpreting-financial-data-2022.pdf" target="_blank" title="Interpreting Financial Data 2022">Interpreting financial data factsheet</a> (155 kb).</p> </div> </div> <div id="11" class="accordion-item nested-content-narrow"> <h2>How is the ‘Distribution of students’ table used for funding purposes?</h2> <div> <p>The <em>Australian Education Act 2013</em> instructs that schools with a low socio-economic status (SES) receive a loading to their funding.</p> <p>The measure used to identify students from low socio-economic backgrounds is the socio-educational advantage (SEA) component of the index of community socio-educational advantage (ICSEA), calculated by ACARA.</p> <p>For further information about how the low SES student loading works, refer to the <a rel="noopener" href="https://www.legislation.gov.au/Details/C2020C00142" target="_blank">Australian Education Act 2013</a>.</p> </div> </div> <div id="14" class="accordion-item nested-content-narrow"> <h2>How is financial data checked for accuracy?</h2> <div> <p>In 2020, ACARA appointed an accounting firm, Price Waterhouse Coopers (for earlier years Deloitte Touche Tohmatsu) to provide accounting expertise and advice regarding the method proposed for collection of, reporting on, and auditing of, school financial data.</p> <p>Throughout the annual data collection and prior to the publication of finance data on My School each year, state and territory government departments review their data and update these where appropriate. The Australian Government Department of Education, Skills and Employment confirms data collected through the school financial statements reconciles with the non-government schools’ audited financial statements. Further, ACARA applies quality assurance data validation checks on receipt of finance data.</p> </div> </div> </div> </div> <footer class="footer"> <div id="footer-container"> <div class=" flex flex-wrap w-100"> <div class="col-24 col-8-md"> <ul class="footer__nav"> <li class="footer__nav-links"> <a href="/terms-of-use">Terms of use</a> </li> <li class="footer__nav-links"> <a href="https://www.acara.edu.au/contact-us/acara-data-access" target="_blank">Data access program</a> </li> <li class="footer__nav-links"> <a href="https://www.acara.edu.au/contact-us/privacy" target="_blank">Privacy</a> </li> <li class="footer__nav-links"> <a href="/Accessibility">Accessibility</a> </li> <li class="footer__nav-links"> <a href="/Glossary">Glossary</a> </li> </ul> </div> <div class="col-24 col-8-md footer-logos"> <div class="principal-btn"> <a href="/principals/login/">Principals' Portal</a> </div> <a href="https://www.australiancurriculum.edu.au/" target="_blank"> <img class="small" src="/Content/images/logos/AC_white.svg" alt="Australian Curriculum website" /> </a> <a href="https://www.nap.edu.au/" target="_blank"> <img class="small" src="/Content/images/logos/nap_white.svg" alt="NAP website" /> </a> </div> <div class="col-24 col-8-md "> <div class="subscribe"> <a href=" https://www.acara.edu.au/news-and-media/subscribe-to-acara-update" target="_blank" class="subscribe-btn">Subscribe to our newsletter</a> </div> <div class="footer_social-icons"> <div class="fb"> <a id="uid-facebook-link" href="https://www.facebook.com/ACARAeduau" title="Facebook" target="_blank"><img src=/media/1006/fb.png alt="Facebook"></a> </div> <div class=" tw"> <a id="uid-twitter-link" href="https://twitter.com/ACARAeduau" title="Twitter" target="_blank"><img src=/media/1007/tw.png alt="Twitter"></a> </div> <div class="in"> <a id="uid-linkedin-link" href="https://www.linkedin.com/company/668120/" title="Linked in" target="_blank"><img src=/media/1009/in.png alt="Linked in"></a> </div> <div class="yt"> <a id="uid-youtube-link" href="https://www.youtube.com/user/ACARAeduau" title="Youtube" target="_blank"><img src=/media/1008/yt.png alt="Youtube"></a> </div> </div> </div> </div> </div> <div class="footer__lower"> <div id="footer-container"> <div class=" flex flex-wrap align-center"> <div class="col-24 col-12-md copyright"> <p><a href="/copyright">© 2024 ACARA </a> <span>|</span> <a href="https://www.acara.edu.au/contact-us/freedom-of-information-policy" target="_blank">Freedom of Information</a> <span>|</span> <a href="https://www.acara.edu.au/contact-us/policies" target="_blank">Policies</a> <span>|</span> <a href="/site-map">Site map</a></p> </div> <div class="col-24 col-12-md footer__lower-logo"> <a href="https://www.acara.edu.au" target="_blank"> <img src="/Content/images/logos/acara.svg" alt="Australian Curriculum, Assessment and Reporting Authority"> </a> </div> </div> </div> </div> </footer> <div class="site-cache" id="site-cache"></div> </div> </div> <script src="https://cdnjs.cloudflare.com/ajax/libs/jquery.formalize/1.2/jquery.formalize.min.js"></script> <script src="/Content/js/scripts.min.js?v-tGVP60ngQBkq6eFc4Y9xyw=="></script> <script type="text/javascript"> piAId = '876971'; piCId = '211670'; (function () { function async_load() { var s = document.createElement('script'); s.type = 'text/javascript'; s.src = ('https:' == document.location.protocol ? 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