This paper compares two functionally different approaches to analyzing standardized test data: least-squares based value-added analysis, geared principally to supporting teacher and school accountability; and Betebenner’s (2009) student growth percentiles, which focuses primarily on tracking...

Using data from the Longitudinal Survey of Australian Children (LSAC), this is the first analysis for Australia to evaluate the impact of attendance at pre-school programs on matched Year 3 nation-wide NAPLAN test outcomes in the domains of Numeracy, Reading, Spelling, Writing and Grammar. We...

This paper examines the extent to which year-9 performance on the National Assessment Program—Language Arts and Numeracy (NAPLAN) predicts access to higher education as determined by subsequent achievement on year-12 Victoria Certificate of Education (VCE) exams. VCE performance is measured...