A report by the Ministerial Council for Education, Early Childhood Development and Youth Affairs includes a breakdown of student results by Indigenous status, language background other than English, and for students living in metropolitan, country and remote areas. As well, the report highlights the comparative performance of girls and boys, and provides a breakdown of student results by parental occupation and parental education.
The 2010 NAPLAN test results show that:
There are more girls than boys working at, or above, the minimum standard in literacy at every year level, and in numeracy at Year 3. In Years 5 and 7, the numeracy results for girls and boys are similar. Year 9 numeracy is the only instance where there are more boys at or above the minimum standard.
Students from language backgrounds other than English (LBOTE) perform better than non-LBOTE students in Writing, Spelling, Grammar and Punctuation and Numeracy, but non-LBOTE students score higher than LBOTE students in Reading.
Where the students live, and their parent's education-levels and occupations, affects their results. Fewer students from remote areas are working at or above the minimum standard, while those whose parents are university educated or whose parents are from the occupational category “senior management and qualified professionals” are more likely to be at or above the standard.
Indigenous students have shown improvements since 2008 in Year 3 Reading and Year 7 Reading and Spelling, but no improvements in other year levels, and there is still a significant gap between the performance of Indigenous students and non-Indigenous students.
The full NAPLAN report, as well as more information about the test, are available on the NAPLAN website at www.naplan.edu.au.