Investigators: Cate Taylor, Emma Adams, Kirsten Hancock
This project will examine how the categorisation of NAPLAN scores into bands affects the learning progress of low-achieving students. Using data from multiple sources and regression discontinuity methods, this project will examine differences in learning progress among students who fall just below or just above the cut-points for being labelled as below the national minimum standard. The project will assess any variations in patterns across states, sectors, year levels, school types, and family backgrounds. The project will provide key insights about the responsiveness of education systems to the needs of low-achieving students, and highlight if some low-achieving students are missing out on support.