Equity of educational outcomes
Educational outcomes can differ between the more advantaged and less advantaged students.
Relative equity of literacy outcomes
This measure shows the performance gap in reading between the most and least educationally advantaged groups of public school students. It does this by looking at results for students across Years 3, 5, 7 and 9 using annual NAPLAN data.
In NAPLAN 2024, the performance gap between the proportions of the most and least advantaged groups of public school students achieving:
- the Strong or Exceeding proficiency levels in reading was 27.5 percentage points (compared to 29.5 percentage points in 2023)
- the Needs Additional Support proficiency level in reading was 15.5 percentage points (the same result as in 2023).
Data source
Chart description
Bar chart of the NAPLAN proficiency level performance gap between the most and least advantaged students in percentage points in the ACT, for 2023 and 2024. In 2024, the gap in the Strong or Exceeding proficiency levels in reading was 27.5 percentage points and the gap in the Needs Additional Support proficiency level in reading was 15.5 percentage points.
Technical notes
The difference in mean NAPLAN points between most and least advantaged students (for all NAPLAN years) provides an indication of how much educational outcomes may differ depending on parental education backgrounds.
The goal of the ACT Government is to reduce the outcomes gap over time, setting annual targets for public school students.
Most and least educationally advantaged students are determined based on whether one or more parents has a degree qualification.
It should be noted that the 2023 and 2024 results for this measure are not comparable to previous results since ACARA implemented a new measurement scale and performance reporting for NAPLAN 2023 and beyond.
Relative equity of numeracy outcomes
This measure shows the performance gap in numeracy between the most and least educationally advantaged groups of public school students. It does this by looking at results for students across Years 3, 5, 7 and 9 using annual NAPLAN data.
In NAPLAN 2024, the performance gap between the proportions of the most and least advantaged groups of public school students achieving:
- the Strong or Exceeding proficiency levels in numeracy was 30.2 percentage points (compared to 31.1 percentage points in 2023)
- the Needs Additional Support proficiency level in numeracy was 14.2 percentage points (compared to 16.3 percentage points in 2023).
Data source
Chart description
Bar chart of the NAPLAN proficiency level performance gap between the most and least advantaged students in percentage points in the ACT, for 2023 and 2024. In 2024, the gap in the Strong or Exceeding proficiency levels in numeracy was 30.2 percentage points and the gap in the Needs Additional Support proficiency level in numeracy was 14.2 percentage points.
Technical notes
The difference in mean NAPLAN points between most and least advantaged students (for all NAPLAN years) provides an indication of how much educational outcomes may differ depending on parental education backgrounds.
Most and least educationally advantaged students are determined based on whether one or more parents has a degree qualification.
The goal of the ACT Government is to reduce the outcomes gap over time, setting annual targets for public school students.
It should be noted that the 2023 and 2024 results for this measure are not comparable to previous results since ACARA implemented a new measurement scale and performance reporting for NAPLAN 2023 and beyond.
