Abstract
This paper explores inequities in student achievement in literacy that emerge when data are interrogated from a metropolitan, regional and rural perspective. In this analysis, data are drawn from the Programme for International Student Assessment (PISA) and the Australian National Benchmark results for Years 3, 5 and 7 students. The results in relation to geographical location highlight significant differences in student performance.
| Original language | English |
|---|---|
| Pages (from-to) | 177-190 |
| Journal | Australian Journal of Language and Literacy |
| Volume | 30 |
| Issue number | 3 |
| Publication status | Published - 2007 |
Keywords
- English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
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