Glossary | My School

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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#81e2eef1f8f3e8e6e9f5c1e0e2e0f3e0afe4e5f4afe0f4" target="_blank" title="copyright@acara.edu.au"><span class="__cf_email__" data-cfemail="0b68647b7279626c637f4b6a686a796a256e6f7e256a7e">[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>. 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Qualifications within the AQF include:</p> <ul> <li>senior secondary certificates of education issued by state and territory school curriculum, assessment and certification authorities to students meeting requirements on completion of Year 12</li> <li>VET qualifications at various certificate and diploma levels delivered by TAFE and other registered training organisations (RTOs)</li> <li>higher education diplomas and degrees provided through Australian universities and other educational institutions.</li> </ul> </div> </div> <div id="absent" class="accordion-item nested-content-narrow"> <h2>absent (in relation to NAPLAN)</h2> <div> <p>Students who did not sit a NAPLAN test because they were not present at school when the test was administered, or were unable to sit the test as a result of an accident or mishap. These students are not awarded a score for the test or tests that were missed.</p> </div> </div> <div id="government capital expenditure" class="accordion-item nested-content-narrow"> <h2>Australian Government capital expenditure</h2> <div> <p>Amount of capital expenditure funded by the Australian Government.</p> </div> </div> <div id="government recurrent funding" class="accordion-item nested-content-narrow"> <h2>Australian Government recurrent funding</h2> <div> <p>Income sourced from funding provided by the Australian Government for recurrent purposes.</p> </div> </div> <div id="schools average" class="accordion-item nested-content-narrow"> <h2>Australian schools' average</h2> <div> <p>The average of all scores of Australian students in each year level for each NAPLAN test domain. Also called ‘the national average’.</p> </div> </div> <div id="average" class="accordion-item nested-content-narrow"> <h2>average</h2> <div> <p>In statistics, ‘average’ of a set of data is a measure of the central tendency of a set. There are different statistical measurements that can be used to depict the central tendency of the set. The My School website refers to an average of a set in 2 ways:</p> <ul> <li>In measuring student performance results and progress in a NAPLAN test, the arithmetic mean is used to represent student group averages. NAPLAN result averages are depicted for student year levels, whole schools, and the national student population. The mean is used because the range of individual students' results is not very large and is fairly evenly spread.</li> <li>In using the index of community socio-educational advantage (ICSEA) calculation to describe school populations on the website, the median ICSEA value for all schools is set at 1,000. This represents the 'middle ground' of educational advantage levels among Australian school students. The median is used because the ICSEA values of all schools are unevenly spread, reflecting a great diversity of student populations across Australia.</li> </ul> </div> </div> <div id="b" class="anchor"></div> <span class="letter">b</span> <div id="below_reporting_threshold" class="accordion-item nested-content-narrow"> <h2>below reporting threshold</h2> <div> <p>A school’s results are not reported when there are fewer than 5 students with NAPLAN results and attendance rates. This rule is applied for reasons of statistical reliability, as well as to protect the privacy of students in small schools. This also applies to socio-educational advantage (SEA) data.</p> </div> </div> <div id="c" class="anchor"></div> <span class="letter">c</span> <div id="capitalexpenditure" class="accordion-item nested-content-narrow"> <h2>capital expenditure</h2> <div> <p>Expenditure incurred by a school, or on behalf of a school by the school system (where appropriate) to buy or improve assets such as equipment and property.</p> </div> </div> <div id="combined school" class="accordion-item nested-content-narrow"> <h2>combined school</h2> <div> <p>A school that has classes from both primary and secondary year levels.</p> </div> </div> <div id="confidenceinterval" class="accordion-item nested-content-narrow"> <h2>confidence interval</h2> <div> <p> </p> <p>Results reported on the<span> </span>My School<span> </span>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="course" class="accordion-item nested-content-narrow"> <h2>course enrolment (VET)</h2> <div> <p>Student enrolment in an Australian Qualifications Framework (AQF) vocational education and training (VET) qualification or course in a reported year.</p> </div> </div> <div id="d" class="anchor"></div> <span class="letter">d</span> <div id="deductions" class="accordion-item nested-content-narrow"> <h2>deductions</h2> <div> <p>Income used to invest in capital infrastructure to improve school facilities and not available to fund recurrent expenditure. It is deducted from total gross income to arrive at net recurrent income.</p> </div> </div> <div id="domain" class="accordion-item nested-content-narrow"> <h2>domain</h2> <div> <p>One of the 5 learning areas tested in NAPLAN:</p> <ol> <li>reading</li> <li>writing</li> <li>spelling</li> <li>grammar and punctuation</li> <li>numeracy.</li> </ol> </div> </div> <div id="e" class="anchor"></div> <span class="letter">e</span> <div id="exempt" class="accordion-item nested-content-narrow"> <h2>exempt</h2> <div> <p>All students should have an opportunity to participate in testing, but parents/carers of eligible students may choose for their child to be exempt. Eligible students include those with a language background other than English, who arrived from overseas less than a year before the NAPLAN tests, and students with significant intellectual disabilities or coexisting conditions.</p> <p> </p> <p>Exempt students are not included when calculating the average score for a school.</p> </div> </div> <div id="f" class="anchor"></div> <span class="letter">f</span> <div id="fees, charges and parent contribution" class="accordion-item nested-content-narrow"> <h2>fees, charges and parent contribution</h2> <div> <p>Income received from parents/carers for the delivery of education services to students.</p> </div> </div> <div id="fte enrolments" class="accordion-item nested-content-narrow"> <h2>full-time equivalent (FTE) enrolments</h2> <div> <p>A full-time student is one who undertakes a prescribed workload for a full-time student of a particular year level. This may vary between states and territories, and between year levels. <br />A full-time enrolment is counted as 1.0 FTE enrolment. A part-time enrolment is represented as a proportion of the full-time enrolment. For example, a half-time enrolment is 0.5 FTE.</p> </div> </div> <div id="fte enrolments relating to income " class="accordion-item nested-content-narrow"> <h2>full-time equivalent (FTE) enrolments relating to recurrent income and capital expenditure</h2> <div> <p>The number of FTE enrolments reported in the financial data. This number may be different to the number of FTE enrolments shown on the school profile page for some schools, where, for example, financial data include funding for preschool students who are not included in the student enrolment number.</p> </div> </div> <div id="fte staff" class="accordion-item nested-content-narrow"> <h2>full-time equivalent (FTE) staff</h2> <div> <p>Total level of staff resources used, where a full-time staff member is counted as 1.0, and part-time staff are represented as a proportion of the full-time load. For example, a staff member who teaches half-time is counted as 0.5 FTE. FTE figures are presented for teaching and for non-teaching staff.</p> </div> </div> <div id="g" class="anchor"></div> <span class="letter">g</span> <div id="government sector" class="accordion-item nested-content-narrow"> <h2>government sector</h2> <div> <p>Schools that are operated by a state or territory government. For the My School website, Australia's schools are divided into 2 sectors: government and non-government.</p> </div> </div> <div id="i" class="anchor"></div> <span class="letter">i</span> <div id="income - current capital projects" class="accordion-item nested-content-narrow"> <h2>income allocated to current capital projects</h2> <div> <p>The amount of gross income received by a school, which has been spent on capital projects in the current year being reported.</p> </div> </div> <div id="income - debt servicing" class="accordion-item nested-content-narrow"> <h2>income allocated to debt servicing (including principal repayments and interest on loans)</h2> <div> <p>Amount of gross income that has been allocated to service capital loans.</p> </div> </div> <div id="income - future capital projects" class="accordion-item nested-content-narrow"> <h2>income allocated to future capital projects and diocesan capital funds</h2> <div> <p>Amount of gross income received by a school, which has been allocated to a future capital project.</p> </div> </div> <div id="icsea" class="accordion-item nested-content-narrow"> <h2>index of community socio-educational advantage (ICSEA)</h2> <div> <p>The index of community socio-educational advantage (ICSEA) was created by the Australian Curriculum, Assessment and Reporting Authority (ACARA) specifically to enable meaningful comparisons of National Assessment Program – Literacy and Numeracy (NAPLAN) test achievement by students in schools across Australia. ICSEA should be interpreted with the assistance of our <a rel="noopener noreferrer" data-udi="umb://media/f20cc42050d0417c85061c27369815dd" href="/media/1835/about-icsea-2020.pdf" target="_blank" title="About ICSEA 2020.pdf">About ICSEA fact sheet</a> (PDF 291 kb) and 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> (PDF 534 kb).</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. In addition to these student-level factors, research has shown that school-level factors (a school’s geographical location and the proportion of Indigenous students a school caters for) need to be considered when summarising educational advantage or disadvantage at the school level. ICSEA provides a scale that numerically represents the relative magnitude of this influence, and is constructed taking into account both student- and school-level factors.</p> <p>ICSEA is set at a mean of 1000 and a standard deviation of 100. The lower the ICSEA value, the lower the level of educational advantage of students who go to this school. Similarly, the higher the ICSEA value, the higher the level of educational advantage of students who go to this school. </p> </div> </div> <div id="indigenous students" class="accordion-item nested-content-narrow"> <h2>Indigenous students</h2> <div> <p>Students of Aboriginal and/or Torres Strait Islander descent who identify themselves as Aboriginal and/or Torres Strait Islander and are accepted as such by the community in which they live.</p> </div> </div> <div id="industry" class="accordion-item nested-content-narrow"> <h2>industry area</h2> <div> <p>Broad field of education as per the Australian Standard Classification of Education (ASCED).</p> </div> </div> <div id="l" class="anchor"></div> <span class="letter">l</span> <div id="lbote" class="accordion-item nested-content-narrow"> <h2>language background other than English (LBOTE)</h2> <div> <p>If the student or either parent speaks a language other than English at home, they are identified as LBOTE for My School reporting calculations. From 2015 onwards, the LBOTE percentage reported on My School is the proportion of all LBOTE students within a school's population (where available) as derived from student background data collected.</p> <p> </p> <p>Please note: some schools report high levels of unknown/not-stated language codes in their student background data, which can result in an inflated/deflated calculation.</p> </div> </div> <div id="local schools" class="accordion-item nested-content-narrow"> <h2>local schools</h2> <div> <p>The local schools on My School will zoom in to the selected school on the school map and display all schools within that area, as you scroll and zoom out the school displayed will update.</p> </div> </div> <div id="location" class="accordion-item nested-content-narrow"> <h2>location</h2> <div> <p>The region where the selected school is situated as defined by the Australian Statistical Geography Standard (ASGS) remoteness indicator. The 5 possible locations are:</p> <ul> <li>major cities</li> <li>inner regional</li> <li>outer regional</li> <li>remote</li> <li>very remote.</li> </ul> <p>A map showing the location of these areas, is available on the <a rel="noopener" href="https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/1270.0.55.005Main%20Features5July%202016?opendocument&tabname=Summary&prodno=1270.0.55.005&issue=July%202016&num=&view=?url=https%3A%2F%2Fwww.abs.gov.au%2Fausstats%2Fabs%40.nsf%2FLatestproducts%2F1270.0.55.005Main%2520Features5July%25202016%3Fopendocument%26tabname%3DSummary%26prodno%3D1270.0.55.005%26issue%3DJuly%25202016%26num%3D%26view%3D&data=04%7C01%7CDamien.Bradburn%40acara.edu.au%7C579a2f97b75b494330fd08d9f03f550e%7C6cf76a3aa824427092003d71673ec678%7C0%7C0%7C637804977092752633%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=%2FLgUY1vcyZL1I7Cm6q4x6JRDzLQa677l1E1ZBJWDXRM%3D&reserved=0" target="_blank" data-anchor="?url=https%3A%2F%2Fwww.abs.gov.au%2Fausstats%2Fabs%40.nsf%2FLatestproducts%2F1270.0.55.005Main%2520Features5July%25202016%3Fopendocument%26tabname%3DSummary%26prodno%3D1270.0.55.005%26issue%3DJuly%25202016%26num%3D%26view%3D&data=04%7C01%7CDamien.Bradburn%40acara.edu.au%7C579a2f97b75b494330fd08d9f03f550e%7C6cf76a3aa824427092003d71673ec678%7C0%7C0%7C637804977092752633%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=%2FLgUY1vcyZL1I7Cm6q4x6JRDzLQa677l1E1ZBJWDXRM%3D&reserved=0">ABS website.</a></p> </div> </div> <div id="m" class="anchor"></div> <span class="letter">m</span> <div id="matched students" class="accordion-item nested-content-narrow"> <h2>matched students</h2> <div> <p>Students who sat two consecutive NAPLAN tests at the same school and have results at 2 year levels.</p> </div> </div> <div id="n" class="anchor"></div> <span class="letter">n</span> <div id="naplan" class="accordion-item nested-content-narrow"> <h2>NAPLAN</h2> <div> <p>The National Assessment Program – Literacy and Numeracy (NAPLAN) is <span>an annual national assessment for all students in Years 3, 5, 7 and 9. All students in these year levels are expected to participate in NAPLAN tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy.</span></p> <p> </p> <p>For more information on NAPLAN, visit the <a rel="noopener noreferrer" href="http://www.nap.edu.au" target="_blank">NAP website</a>.</p> </div> </div> <div id="naplan average" class="accordion-item nested-content-narrow"> <h2>NAPLAN average</h2> <div> <p>Average NAPLAN score of students in Australia per year level and test domain.</p> </div> </div> <div id="naplan participation" class="accordion-item nested-content-narrow"> <h2>NAPLAN participation</h2> <div> <p>NAPLAN participation is the proportion of all Year 3, 5, 7 and 9 students who participated in at least one NAPLAN test.</p> </div> </div> <div id="net recurrent income" class="accordion-item nested-content-narrow"> <h2>net recurrent income</h2> <div> <p>Amount of income received by a school from the Australian Government, and state or territory government, plus fees, charges, parent/carer contributions and other private sources, which is available for expenditure relating to the ongoing costs of schools.</p> </div> </div> <div id="new school loans" class="accordion-item nested-content-narrow"> <h2>new school loans</h2> <div> <p>Amount of capital expenditure funded by capital loan draw-downs in the current year being reported.</p> </div> </div> <div id="non-gov sector" class="accordion-item nested-content-narrow"> <h2>non-government sector</h2> <div> <p>For the My School website, Australia's schools are divided into 2 sectors: government and non-government.</p> <p> </p> <p>Schools from the non-government sector operate under the authority of state or territory governments but are not operated by government education departments. Schools from the non-government sector may operate as individual schools, in small groups or as a system such as those coordinated by the Catholic Education Commission in each state and territory.</p> </div> </div> <div id="non-teaching staff" class="accordion-item nested-content-narrow"> <h2>non-teaching staff</h2> <div> <p>A member of a school who supports the school by providing educational services but does not directly teach students.</p> <p> </p> <p>Non-teaching staff can be engaged at one or more schools and includes specialist support staff, such as counsellors, teachers’ aides and assistants, administrative and clerical staff, building operations, general maintenance and other service staff.</p> <p> </p> <p>For government schools, this information is provided by a school's state or territory jurisdiction, so the number on My School includes only non-teaching staff employed by the jurisdiction.</p> </div> </div> <div id="o" class="anchor"></div> <span class="letter">o</span> <div id="other [capital expenditure]" class="accordion-item nested-content-narrow"> <h2>other [capital expenditure]</h2> <div> <p>Amount of capital expenditure funded through other private sources, including retained earnings from previous years.</p> </div> </div> <div id="other private sources" class="accordion-item nested-content-narrow"> <h2>other private sources</h2> <div> <p>Income received from other sources – donations, interest on bank accounts, profits on trading activities and profits from sale of assets. It includes some private income received for capital purposes and from school and community fundraising activities.</p> </div> </div> <div id="p" class="anchor"></div> <span class="letter">p</span> <div id="parent information" class="accordion-item nested-content-narrow"> <h2>parent information</h2> <div> <p>Parents’ occupation, school education and non-school education data provided by parents to schools. These data are used as the basis for the methodology of calculating a school’s ICSEA value. This information is usually collected at a school level when parents enrol their child at a school.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>percentile</h2> <div> <p>ICSEA percentile is a new measure to help users understand how educationally advantaged a school is.  An ICSEA 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).</p> </div> </div> <div id="per student income" class="accordion-item nested-content-narrow"> <h2>per-student income</h2> <div> <p>Income received divided by the count of enrolled students.</p> </div> </div> <div id="post-school destinations" class="accordion-item nested-content-narrow"> <h2>post-school destinations</h2> <div> <p>A measure of the main activity of students who finished school. Post-school destinations include graduating year students who gained university placements, engaged in TAFE/vocational study or commenced employment. Only senior secondary schools from Victoria, Queensland, Western Australia (government schools only) and the Australian Capital Territory (government schools only) report this measure.</p> <p> </p> <p>This measure has a large degree of variation between states and territories, since data are derived from separate surveys conducted by some of the states and territories. As such, the data should not be compared outside the state or territory in which the data are collected. The proportion of students that answered ‘Other’ are not reported under 'Post-school destinations'. As a result, percentages may not add up to 100.</p> <p> </p> <p>Note that Western Australia did not participate in this survey for 2014.</p> </div> </div> <div id="primary" class="accordion-item nested-content-narrow"> <h2>primary</h2> <div> <p>Primary schools start with pre-Year 1 and finish with Year 6 except in South Australia, where they finish with Year 7.</p> </div> </div> <div id="gain" class="accordion-item nested-content-narrow"> <h2>progress</h2> <div> <p>The difference in the same students’ achievement levels between 2 testing years in the same test domain within a school.</p> </div> </div> <div id="q" class="anchor"></div> <span class="letter">q</span> <div id="qualification_level" class="accordion-item nested-content-narrow"> <h2>qualification level</h2> <div> <p>Australian Qualifications Framework (AQF) vocational education and training (VET) qualification level as specified (diploma or higher, Certificate IV, Certificate III, Certificate II, Certificate I, other). 'Other' includes education not classified elsewhere, statements of attainment not identifiable by level, bridging and enabling courses, plus other courses that do not lead to a qualification under the AQF.</p> </div> </div> <div id="qualifications_completed" class="accordion-item nested-content-narrow"> <h2>qualifications completed</h2> <div> <p>An Australian Qualifications Framework (AQF) qualification is a formal certification that a graduate has achieved as described in the AQF.</p> </div> </div> <div id="quarters" class="accordion-item nested-content-narrow"> <h2>quarters</h2> <div> <p>On the ‘School profile’ page of My School, the table presented alongside the school ICSEA value shows the distribution of students in the school across 4 socio-educational advantage (SEA) quarters, representing a scale of relative disadvantage (bottom quarter) through to relative advantage (top quarter). These quarters are calculated using only the student-level factors of educational advantage. SEA quarters give contextual information about the socio-educational composition of students in the school.</p> <p> </p> <p>No SEA quarter information is displayed when there is insufficient information in the parent background variables to calculate a quartile distribution.</p> </div> </div> <div id="r" class="anchor"></div> <span class="letter">r</span> <div id="recurrent income" class="accordion-item nested-content-narrow"> <h2>recurrent income</h2> <div> <p>Income received by a school, which is available for expenditure relating to ongoing operating costs of the school (for example, teaching and non-teaching staff salaries, school operating costs).</p> </div> </div> <div id="s" class="anchor"></div> <span class="letter">s</span> <div id="school-based-apprenticeship" class="accordion-item nested-content-narrow"> <h2>school-based apprenticeships and traineeships</h2> <div> <p>Legal and/or contractual arrangements that allow students to undertake a part-time apprenticeship or traineeship while still at school. Students can combine paid part-time employment with training towards a nationally accredited vocational education and training (VET) qualification under the Australian Qualifications Framework (AQF) and other school studies. Depending on their pattern of study in the senior secondary certificate, students may be eligible for an Australian Tertiary Admission Rank (ATAR).</p> </div> </div> <div id="school comments" class="accordion-item nested-content-narrow"> <h2>school comments</h2> <div> <p>Comments provided on the My School website by each school's principal or authorised representative.</p> <p> </p> <p>These comments may include information about the school's teaching programs, student population, values or purpose.</p> </div> </div> <div id="school facts" class="accordion-item nested-content-narrow"> <h2>school facts</h2> <div> <p>Information provided by various sources. Government school information is provided by the respective state or territory education departments. For non-government schools, this information is provided by the Australian Government Department of Education.</p> </div> </div> <div id="school name" class="accordion-item nested-content-narrow"> <h2>school name</h2> <div> <p>The registered school name as provided to ACARA by the applicable school registration authority at a point in time when the data was last collected and reported on My School. For the most up to date list of registered school names visit the <a rel="noopener noreferrer" href="https://asl.acara.edu.au/" target="_blank">Australian Schools List</a> website.</p> </div> </div> <div id="school sector" class="accordion-item nested-content-narrow"> <h2>school sector</h2> <div> <p>On the My School website, school sector is used to differentiate between government and non-government schools.</p> <p> </p> <p>Schools may also belong to a school system (for example, the government school system in each state and territory or the Catholic school system in a particular state) or operate independently of any school system. Additional information on the affiliation of non-government schools may be available in the ‘School comments’ and '<span>Sector, system or association website' provided by the school.</span></p> </div> </div> <div id="school type" class="accordion-item nested-content-narrow"> <h2>school type</h2> <div> <p>On the My School website, schools are categorised as primary, secondary, combined or special. Combined schools offer both primary and secondary education. Special purpose schools cater for students with physical or intellectual disabilities, autism or social/emotional disturbance, or students who are in custody, on remand or in hospital.</p> </div> </div> <div id="score" class="accordion-item nested-content-narrow"> <h2>score</h2> <div> <p>NAPLAN results are reported on My School in average scaled scores.</p> </div> </div> <div id="secondary" class="accordion-item nested-content-narrow"> <h2>secondary</h2> <div> <p>Secondary schooling starts in Year 7 in all states except in South Australia, where it currently starts in Year 8.</p> </div> </div> <div id="senior secondary certificate of education" class="accordion-item nested-content-narrow"> <h2>senior secondary certificate of education</h2> <div> <p>A senior secondary schooling qualification issued by the curriculum, assessment and certification authority in the relevant state or territory. Senior secondary certificates of education are qualifications within the Australian Qualifications Framework (AQF).</p> </div> </div> <div id="senior secondary outcomes" class="accordion-item nested-content-narrow"> <h2>senior secondary outcomes</h2> <div> <p>Senior secondary outcomes reflect the following key areas of student achievement:</p> <ul> <li>awarding of senior secondary certificate of education</li> <li>completion of senior secondary school.</li> </ul> <p>Data on senior secondary outcomes are provided to ACARA by state and territory curriculum, assessment and certification authorities.</p> </div> </div> <div id="similar schools" class="accordion-item nested-content-narrow"> <h2>similar background</h2> <div> <p>Students have a similar background as determined by parental occupation and education. The background of students has been shown to have an impact on NAPLAN results.</p> </div> </div> <div id="sea quarters" class="accordion-item nested-content-narrow"> <h2>socio-educational advantage (SEA) quarters</h2> <div> <p>On the ‘School profile’ page of<span> </span>My School, the table presented alongside the school ICSEA value shows the distribution of students in the school across 4 socio-educational advantage (SEA) quarters, representing a scale of relative disadvantage (bottom quarter) through to relative advantage (top quarter). These quarters are calculated using only the student-level factors of educational advantage. SEA quarters give contextual information about the socio-educational composition of students in the school.</p> <p> </p> <p>No SEA quarter information is displayed when there is insufficient information in the parent background variables to calculate a quartile distribution.</p> </div> </div> <div id="special school" class="accordion-item nested-content-narrow"> <h2>special school</h2> <div> <p>A school, designated by its school authority as 'special' or 'special purpose', caters for students:</p> <ul> <li>with mental or physical disability or impairment</li> <li>with slow learning ability</li> <li>with social or emotional problems</li> <li>in custody, on remand or in hospital.</li> </ul> </div> </div> <div id="standard deviation" class="accordion-item nested-content-narrow"> <h2>standard deviation</h2> <div> <p>A measure of variability in student performances. Approximately 68% of student results are expected to fall between minus one and plus one standard deviation around the mean.</p> </div> </div> <div id="state capital expenditure" class="accordion-item nested-content-narrow"> <h2>state and territory government capital expenditure</h2> <div> <p>Amount of capital expenditure funded by state and territory governments.</p> </div> </div> <div id="state recurrent funding" class="accordion-item nested-content-narrow"> <h2>state and territory government recurrent funding</h2> <div> <p>Income sourced from funding provided by state and territory governments for recurrent purposes.</p> </div> </div> <div id="student_attendance_level" class="accordion-item nested-content-narrow"> <h2>student attendance level</h2> <div> <p>Student attendance level is defined as the proportion of Years 1–10 full-time students, whose attendance rate is greater than, or equal to, 90% over the (reporting) period.</p> <p> </p> <p>Student attendance level information is collected by schools and reported on My School twice yearly by Indigenous status for Semester 1 (Terms 1 and 2) and Term 3.</p> <p> </p> <p>For further information, please refer to the <a rel="noopener" href="https://www.acara.edu.au/docs/default-source/default-document-library/national-standards-for-student-attendance-reporting---third-edition.pdf?sfvrsn=d1ec7007_0" target="_blank" data-anchor="?sfvrsn=d1ec7007_0">National Standards for Student Attendance Data Reporting</a> (PDF 375 kb).</p> </div> </div> <div id="student_attendance_rate" class="accordion-item nested-content-narrow"> <h2>student attendance rate</h2> <div> <p>Student attendance rate is defined as a number of actual full-time equivalent student days attended by full-time students in Years 1–10 as a percentage of the total number of possible student days attended over the (reporting) period.</p> <p> </p> <p>The student attendance rate information is collected by schools and reported on My School twice yearly by Indigenous status for Semester 1 (Terms 1 and 2) and Term 3.</p> <p> </p> <p>For further information, refer to the <a rel="noopener" href="https://www.acara.edu.au/docs/default-source/default-document-library/national-standards-for-student-attendance-reporting---third-edition.pdf?sfvrsn=d1ec7007_0" target="_blank" data-anchor="?sfvrsn=d1ec7007_0">National Standards for Student Attendance Data Reporting</a> (PDF 375 kb).</p> </div> </div> <div id="student background" class="accordion-item nested-content-narrow"> <h2>student background</h2> <div> <p>Student background includes gender, Indigenous status, parent occupation and education level, and language background; this information is collected by schools from students' parents or carers via enrolment forms.</p> </div> </div> <div id="substantially above/belows" class="accordion-item nested-content-narrow"> <h2>substantially above/below</h2> <div> <p>The average NAPLAN achievement of students at a selected school compared to the average NAPLAN achievement of students with similar background or of all Australian students.</p> <p> </p> <p>If a selected school's average is ‘above’ or ‘below’ the comparison school's average by more than half (>0.5) of one standard deviation, the difference is deemed to be substantial for the purposes of the My School website. The terms ‘above’ and ‘below’ represent a difference of between one-fifth and a half (between 0.2 and 0.5) of a standard deviation in magnitude.</p> </div> </div> <div id="t" class="anchor"></div> <span class="letter">t</span> <div id="teaching staff" class="accordion-item nested-content-narrow"> <h2>teaching staff</h2> <div> <p>Staff who spend the majority of their time in contact with students either in classes or on an individual basis, and are responsible for teaching a school curriculum. Teaching staff include principals, deputy principals and senior teachers who have administrative duties. Teachers’ aides, teachers' assistants and specialist support staff are categorised as non-teaching staff.</p> <p> </p> <p>On the My School website, the number of teaching staff is the head count of full-time and part-time teaching staff employed by a school for non-government schools; for government schools, it is the number of teaching staff (both full-time and part-time) assigned to a school providing educational services directly to students. For government schools, this information is provided by a school's state or territory jurisdiction, so the number on <em>My School</em> includes only staff employed by the jurisdiction.</p> </div> </div> <div id="total capital expenditure" class="accordion-item nested-content-narrow"> <h2>total capital expenditure</h2> <div> <p>Total expenditure incurred on capital works and services in a current year being reported.</p> </div> </div> <div id="" class="accordion-item nested-content-narrow"> <h2>total enrolments</h2> <div> <p>Number of students registered to attend a selected school as at the school census date on the first Friday in August. This number includes both full-time and part-time enrolments.</p> </div> </div> <div id="total gross income (excluding gov capital grants)" class="accordion-item nested-content-narrow"> <h2>total gross income (excluding income from government capital grants)</h2> <div> <p>Amount of recurrent income received by a school from the Australian Government and state and territory governments, plus gross income from fees, charges, parent/carer contributions and other private sources.</p> </div> </div> <div id="v" class="anchor"></div> <span class="letter">v</span> <div id="vet" class="accordion-item nested-content-narrow"> <h2>vocational education and training (VET)</h2> <div> <p>The standardised national training system that provides skills and knowledge for work and potential certification for participants. School students undertaking VET have access to nationally accredited vocational qualifications under the Australian Qualifications Framework (AQF). VET courses are delivered to school students by registered training organisations including schools, community colleges, TAFE institutes and private colleges. VET may be provided off the job and/or in a workplace environment. Workplace training is a significant part of all apprenticeships and traineeships.</p> </div> </div> <div id="w" class="anchor"></div> <span class="letter">w</span> <div id="withdrawn" class="accordion-item nested-content-narrow"> <h2>withdrawn</h2> <div> <p>Students withdrawn by their parents/carers from NAPLAN testing.</p> </div> </div> <div id="y" class="anchor"></div> <span class="letter">y</span> <div id="year range" class="accordion-item nested-content-narrow"> <h2>year range</h2> <div> <p>The years of schooling offered by a school, including the Foundation Year (pre-Year 1) and Years 1–12. The abbreviations used on the My School website for the Foundation Year of schooling are consistent with the terms used by each state and territory.</p> <p> </p> <p>The Foundation Year is known as Preparatory (Prep) in Victoria, Queensland and Tasmania; Kindergarten (K) in New South Wales and the Australian Capital Territory; Reception (R) in South Australia; Pre-primary (PP) in Western Australia and Transition (T) in the Northern Territory.</p> <p> </p> <p>'U' (ungraded) refers to students and/or classes<span style="text-decoration: line-through;">,</span> that cannot readily be allocated to a specific year of schooling. This may include students with special education needs.</p> </div> </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="https://www.acara.edu.au/reporting/glossary_of_terms" target="_blank">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">© 2025 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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