Abstract
Explorations of the national NAPLAN numeracy data consistently reveal a strong relationship between achievement on these tests and students’ socio-economic background. A small but persistent pattern of gender difference favouring males in mean NAPLAN numeracy scores is also reported. Whether these patterns are replicated for students attending single-sex schools is examined in this paper.
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We thank Annabella Fung for assisting us in deriving the raw data analysed in this study.
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Forgasz, H., Leder, G. The NAPLAN numeracy test: do school type and socio-economic background make a difference?. Math Ed Res J 34, 1–14 (2022). https://doi.org/10.1007/s13394-020-00326-x
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DOI: https://doi.org/10.1007/s13394-020-00326-x