uc statistics networking day 6 august 2015 p. roberts (uc-estem) not to be reproduced
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• How they use the method in their work;– To provide insights into the production of inequity in education.– To explore the role of knowledge in this production.
• How they learned about the method – textbooks, websites, mentors;– Self taught– Ask people– Andy Field & other books– Stanford MOOC on stats
• Complexities they have experienced in applying the method.– Getting the data– Cleaning the data– Driving the software
correlation
• Observing relationships• Not concluding about causation• Though I do use auto-generated regression
lines.
‘Context matters greatly. For curriculum and pedagogical choices are conditioned by who is taught and to what end’ (Teese, 2000/2014, p.36).
Majo
r Citi
es of A
ustrali
a
Inner
Reg
ional
Australi
a
Outer R
egio
nal Austr
alia
Remote
Australi
a
Very R
emote
Australi
a0%
30%
60%
90%
HSC English Level (by RA)
HSC English Advanced HSC English Standard
RA Category
% o
f su
bje
ct e
nro
llm
ent
Band 1 Band 2 Band 3 Band 4 Band 5 Band 60%
20%
40%
60%
80%
100%
HSC English Advanced (Bands by RA)
Major Cities of Australia Inner Regional Australia Outer Regional AustraliaRemote Australia Very Remote Australia
Bands
% o
f Stu
den
tsSpatially differentiated access & Achievement
Weighted subject enrolments by ASGS (remoteness) and achievement bands. NSW HSC English.
Our views of equity don’t fully account for what’s happening.
Identified equity categories used by the NSW DEC
There is no overwhelming pattern to this distribution by equity category
Primay Central High0
50
100
150
200
250
300
350
400
450
157
3724
65
18 10
90
17 18
402
9
77
Transitional Equity Funding in 2013 NSW Government Schools
Equity funding for Geographic Isolation
Equity funding for Socio-Economic Background and Geographic Isolation
Equity funding for Geographic Isolation and NOT Socio-Eco-nomic Background
Equity funding for Socio-Economic Background but NOT Remoteness
School type
Nu
mb
er o
f Sch
ools
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