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On 11 giugno 2024 09:26:25 +1000, National Native Title Tribunal:
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Uploaded a new file to resource Apparent retention rates 10-12 by SA4 group 2014-2023 in Student retention rates at NSW government schools (2014-2023)
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in resource Apparent retention rates 10-12 by SA4 group 2014-2023 in Student retention rates at NSW government schools (2014-2023)
| f | 1 | { | f | 1 | { |
| 2 | "author": "NSW Department of Education", | 2 | "author": "NSW Department of Education", | ||
| 3 | "author_email": null, | 3 | "author_email": null, | ||
| 4 | "contact_point": "Data Services <data.services@det.nsw.edu.au>", | 4 | "contact_point": "Data Services <data.services@det.nsw.edu.au>", | ||
| 5 | "creator_user_id": "63eb382c-ab05-44c9-a6fd-4b66ff572af0", | 5 | "creator_user_id": "63eb382c-ab05-44c9-a6fd-4b66ff572af0", | ||
| 6 | "data_state": "active", | 6 | "data_state": "active", | ||
| 7 | "groups": [ | 7 | "groups": [ | ||
| 8 | { | 8 | { | ||
| 9 | "description": | 9 | "description": | ||
| 10 | "[Education](http://search.records.nsw.gov.au/functions/2) at State | 10 | "[Education](http://search.records.nsw.gov.au/functions/2) at State | ||
| 11 | Government level is chiefly concerned with the provision of formal | 11 | Government level is chiefly concerned with the provision of formal | ||
| 12 | instruction to students of school age in publicly-funded schools, with | 12 | instruction to students of school age in publicly-funded schools, with | ||
| 13 | a view to equipping them with appropriate foundation skills and | 13 | a view to equipping them with appropriate foundation skills and | ||
| 14 | knowledge for adult life and work. Education may have an academic or | 14 | knowledge for adult life and work. Education may have an academic or | ||
| 15 | vocational focus (through the development of technical education), be | 15 | vocational focus (through the development of technical education), be | ||
| 16 | specialised by subject such as music, or may be confined to a defined | 16 | specialised by subject such as music, or may be confined to a defined | ||
| 17 | audience such as Aboriginal people, migrants or adults. The function | 17 | audience such as Aboriginal people, migrants or adults. The function | ||
| 18 | also includes the State Government's involvement in the development of | 18 | also includes the State Government's involvement in the development of | ||
| 19 | universities and colleges, particularly in relation to providing a | 19 | universities and colleges, particularly in relation to providing a | ||
| 20 | statutory basis for their | 20 | statutory basis for their | ||
| 21 | tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) | 21 | tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) | ||
| 22 | usually involves the learning of skills for vocational purposes, and | 22 | usually involves the learning of skills for vocational purposes, and | ||
| 23 | the State Government is a major service provider through its network | 23 | the State Government is a major service provider through its network | ||
| 24 | of technical education institutes. \r\n\r\nEducation and training also | 24 | of technical education institutes. \r\n\r\nEducation and training also | ||
| 25 | encompasses regulation, setting standards and monitoring in both the | 25 | encompasses regulation, setting standards and monitoring in both the | ||
| 26 | public and private sectors, particularly in relation to curricula, | 26 | public and private sectors, particularly in relation to curricula, | ||
| 27 | syllabuses and major external examinations.", | 27 | syllabuses and major external examinations.", | ||
| 28 | "display_name": "Education and Training", | 28 | "display_name": "Education and Training", | ||
| 29 | "id": "7437d40d-0e2d-4bb5-8176-90856f5da019", | 29 | "id": "7437d40d-0e2d-4bb5-8176-90856f5da019", | ||
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| 31 | "name": "education-and-training", | 31 | "name": "education-and-training", | ||
| 32 | "title": "Education and Training" | 32 | "title": "Education and Training" | ||
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| 36 | "isopen": true, | 36 | "isopen": true, | ||
| 37 | "jurisdiction": "New South Wales", | 37 | "jurisdiction": "New South Wales", | ||
| 38 | "language": "eng", | 38 | "language": "eng", | ||
| 39 | "license_id": "cc-by", | 39 | "license_id": "cc-by", | ||
| 40 | "license_title": "Creative Commons Attribution", | 40 | "license_title": "Creative Commons Attribution", | ||
| 41 | "license_url": "http://www.opendefinition.org/licenses/cc-by", | 41 | "license_url": "http://www.opendefinition.org/licenses/cc-by", | ||
| 42 | "likes": 0, | 42 | "likes": 0, | ||
| 43 | "maintainer": "data_services", | 43 | "maintainer": "data_services", | ||
| 44 | "maintainer_email": null, | 44 | "maintainer_email": null, | ||
| 45 | "metadata_created": "2017-11-14T04:23:17.213707", | 45 | "metadata_created": "2017-11-14T04:23:17.213707", | ||
| n | 46 | "metadata_modified": "2024-06-10T23:26:24.731214", | n | 46 | "metadata_modified": "2024-06-10T23:26:25.459068", |
| 47 | "name": "nsw-education-student-retention-rates-nsw-gov-schools", | 47 | "name": "nsw-education-student-retention-rates-nsw-gov-schools", | ||
| 48 | "notes": "The full-time apparent retention rate (ARR) measures the | 48 | "notes": "The full-time apparent retention rate (ARR) measures the | ||
| 49 | proportion of a cohort of full-time students that moves from one grade | 49 | proportion of a cohort of full-time students that moves from one grade | ||
| 50 | to the next, based on an expected rate of progression of one grade per | 50 | to the next, based on an expected rate of progression of one grade per | ||
| 51 | year. It does not track individual students through their final years | 51 | year. It does not track individual students through their final years | ||
| 52 | of secondary schooling.\r\n\r\n**Data Notes:**\r\n\r\n* The ARR is the | 52 | of secondary schooling.\r\n\r\n**Data Notes:**\r\n\r\n* The ARR is the | ||
| 53 | ratio of the total number of full-time school students in a designated | 53 | ratio of the total number of full-time school students in a designated | ||
| 54 | year (e.g. Year 12 in 2020) divided by the total number of full-time | 54 | year (e.g. Year 12 in 2020) divided by the total number of full-time | ||
| 55 | students in a previous year (e.g. Year 7 in 2015). This would be the | 55 | students in a previous year (e.g. Year 7 in 2015). This would be the | ||
| 56 | Year 7 to 12 apparent retention rate in 2020.\r\n\r\n* From 2020, | 56 | Year 7 to 12 apparent retention rate in 2020.\r\n\r\n* From 2020, | ||
| 57 | students in mainstream support classes (previously excluded from this | 57 | students in mainstream support classes (previously excluded from this | ||
| 58 | data) are reported by their underlying grade of enrolment. As a | 58 | data) are reported by their underlying grade of enrolment. As a | ||
| 59 | result, data from 2020 onwards is not directly comparable to previous | 59 | result, data from 2020 onwards is not directly comparable to previous | ||
| 60 | years. A separate column in the Excel files has been provided to show | 60 | years. A separate column in the Excel files has been provided to show | ||
| 61 | the 2020 retention rates with both previous and revised counting | 61 | the 2020 retention rates with both previous and revised counting | ||
| 62 | rules. 2021 retention rates use the revised counting rules.\r\n\r\n* | 62 | rules. 2021 retention rates use the revised counting rules.\r\n\r\n* | ||
| 63 | Support students at Schools for specific purposes (SSPs) do not have a | 63 | Support students at Schools for specific purposes (SSPs) do not have a | ||
| 64 | designated grade and therefore are not counted in the calculation of | 64 | designated grade and therefore are not counted in the calculation of | ||
| 65 | ARRs. Support students in mainstream schools have been included in the | 65 | ARRs. Support students in mainstream schools have been included in the | ||
| 66 | calculations from 2020 (see above). \r\n\r\n* Reporting on ARRs based | 66 | calculations from 2020 (see above). \r\n\r\n* Reporting on ARRs based | ||
| 67 | on small numbers of students can lead to unreliable ARR estimates. The | 67 | on small numbers of students can lead to unreliable ARR estimates. The | ||
| 68 | tables combine ABS SA4 areas to ensure the underlying number of | 68 | tables combine ABS SA4 areas to ensure the underlying number of | ||
| 69 | students is sufficiently large to generate reliable | 69 | students is sufficiently large to generate reliable | ||
| 70 | estimates.\r\n\r\n* Only full-time students are counted in the | 70 | estimates.\r\n\r\n* Only full-time students are counted in the | ||
| 71 | calculation of full-time apparent retention. Part-time students are | 71 | calculation of full-time apparent retention. Part-time students are | ||
| 72 | excluded.\r\n\r\n* Students enrolled in distance education classes are | 72 | excluded.\r\n\r\n* Students enrolled in distance education classes are | ||
| 73 | included with their appropriate grade levels. Sydney-Inner includes | 73 | included with their appropriate grade levels. Sydney-Inner includes | ||
| 74 | enrolments from Sydney Distance Education High School.\r\n\r\n* ARRs | 74 | enrolments from Sydney Distance Education High School.\r\n\r\n* ARRs | ||
| 75 | can exceed 100 per cent due to factors including student migration | 75 | can exceed 100 per cent due to factors including student migration | ||
| 76 | from interstate and overseas and between school sectors.\r\n\r\n* | 76 | from interstate and overseas and between school sectors.\r\n\r\n* | ||
| 77 | Norfolk Island Central School is not included in the Apparent | 77 | Norfolk Island Central School is not included in the Apparent | ||
| 78 | Retention Rate factsheet, but from 2018 to 2021 was included under NSW | 78 | Retention Rate factsheet, but from 2018 to 2021 was included under NSW | ||
| 79 | Government data in the ABS Schools Australia publication. This can | 79 | Government data in the ABS Schools Australia publication. This can | ||
| 80 | lead to a slight difference in reported figures between Schools | 80 | lead to a slight difference in reported figures between Schools | ||
| 81 | Australia and this dataset.\r\n\r\n* Aboriginal and/or Torres Strait | 81 | Australia and this dataset.\r\n\r\n* Aboriginal and/or Torres Strait | ||
| 82 | Islander students are identified based on responses to the school | 82 | Islander students are identified based on responses to the school | ||
| 83 | enrolment form. This information may change throughout an | 83 | enrolment form. This information may change throughout an | ||
| 84 | individual\u2019s schooling.\r\n\r\n* Reporting by non-binary gender | 84 | individual\u2019s schooling.\r\n\r\n* Reporting by non-binary gender | ||
| 85 | is not possible due to system limitations.\r\n\r\n**Data | 85 | is not possible due to system limitations.\r\n\r\n**Data | ||
| 86 | Source:**\r\n\r\n* [Apparent Retention Rate | 86 | Source:**\r\n\r\n* [Apparent Retention Rate | ||
| 87 | cese.nsw.gov.au/data/dataset/student-retention-rates-nsw-gov-schools). | 87 | cese.nsw.gov.au/data/dataset/student-retention-rates-nsw-gov-schools). | ||
| 88 | \r\nEducation Statistics and Measurement, Centre for Education | 88 | \r\nEducation Statistics and Measurement, Centre for Education | ||
| 89 | Statistics and Evaluation.\r\n", | 89 | Statistics and Evaluation.\r\n", | ||
| 90 | "num_resources": 10, | 90 | "num_resources": 10, | ||
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| 92 | "organization": { | 92 | "organization": { | ||
| 93 | "approval_status": "approved", | 93 | "approval_status": "approved", | ||
| 94 | "created": "2013-05-16T22:45:46.970902", | 94 | "created": "2013-05-16T22:45:46.970902", | ||
| 95 | "description": "The NSW Department of Education serves the | 95 | "description": "The NSW Department of Education serves the | ||
| 96 | community by leading the provision of world-class education. The | 96 | community by leading the provision of world-class education. The | ||
| 97 | department protects young children by regulating preschool and long | 97 | department protects young children by regulating preschool and long | ||
| 98 | day care providers. Once children move into school, we provide them | 98 | day care providers. Once children move into school, we provide them | ||
| 99 | with a world-class primary and secondary education. We also work to | 99 | with a world-class primary and secondary education. We also work to | ||
| 100 | advance the wellbeing of Aboriginal people.", | 100 | advance the wellbeing of Aboriginal people.", | ||
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