Unfinished business: PISA shows Indigenous youth are being left behind

Tony Dreise · Sue Thomson

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Indigenous Health, Education, and Rights Global Educational Policies and Reforms Indigenous and Place-Based Education

Abstract

The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-year olds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling. This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice.

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References

2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement 2010Challenges for Australian education: results from PISA 2009 2013Exploding the myths of school reform

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2017Walanbaa warramildanha: The impact of authentic Aboriginal community and school engagement on teachers’ professional knowledge 2016Aboriginal and Torres Strait Islander community wellbeing: identified needs for statistical capacity 2015What factors contribute to positive early childhood health and development in Australian Aboriginal children? Protocol for a population-based cohort study using linked administrative data (The Seeding Success Study)2017The Power of Words: Bias and Assumptions in the Aboriginal and Torres Strait Islander Education Action Plan 2015Cracking with affect: relationality in young people’s movements in and out of mainstream schooling

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