Clause 20 of the Low SES School Communities National Partnership (NP) Agreement provides for reporting on outcomes for identified cohorts, where possible and appropriate. Identified cohorts could include but is not limited to Indigenous students and students from a non-English speaking background. Clause 20 allows for indicators for these students to include numbers of students achieving high-end results and number of students achieving low-end results across a range of subjects and extra-curricula offerings.	
																		
In providing these data, jurisdictions should note that:														
·      The proposed data sets below are available through existing National Assessment Program - Literacy and Numeracy (NAPLAN) data collection mechanisms and meet the broad intent of Clause 20.	
·      These data do not represent performance targets, only broad indicators of progress as a result of the Low SES NP investment. 				
·      The data will not be sought at the level of individual schools, only an aggregate for the identified sub populations of students participating in the NP.				
·      State and territories will also be able to report against other performance indicators as agreed in Bilateral Agreements and Implementation Plans in Section 8 of this report.				
																		
To remain consistent with national reporting, jurisdictions should note that:												
·      Participation Rate are calculated as all assessed and exempt students as a percentage of the total number of students in the year level, as reported by schools, which includes those absent and withdrawn.	
·      Exempt students are defined as those who were not assessed and are deemed not to have met the national minimum standard.				
·      Weighted Likelihood Estimates are to be used to calculate figures for the Bottom Two Bands and Mean Scale Score.				
·      95% confidence intervals are to be reported for the Bottom Two Bands and Mean Scale Score figures (where possible).				
·      All data, including percentages should be expressed to one decimal place.				

Schools participating from 2009 – 2012 will report Reading and Numeracy results for Years 3, 5, 7 and 9 students using NAPLAN:			
																		
			2008 (baseline)	2009	2010	
Description	Year Level	Domain	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	
Percentage achievement of ALL Students in Low SES Participating Schools	Year 3	Reading	97.1%	3.9%	28.6%	34.0%	313.8	95.3%	2.1%	17.9%	27.1%	336.6	95.0%	3.4%	18.0%	28.7%	344.8	
	Year 5	Reading	97.8%	2.8%	39.8%	21.2%	407.5	96.1%	2.6%	30.0%	26.8%	421.3	95.1%	3.9%	32.0%	23.8%	421.9	
	Year 7	Reading	96.8%	2.3%	19.7%	30.1%	480.5	95.3%	2.8%	20.5%	30.0%	482.7	95.7%	3.2%	20.2%	33.1%	485.5	
	Year 9	Reading	89.0%	3.2%	23.3%	29.6%	526.5	90.7%	2.7%	28.8%	22.0%	527.7	90.3%	3.3%	27.0%	33.1%	525.0	
	Year 3	Numeracy	97.1%	4.1%	26.4%	26.6%	315.9	94.8%	1.7%	29.1%	25.5%	323.8	93.7%	2.9%	16.9%	34.1%	330.9	
	Year 5	Numeracy	96.0%	2.8%	32.9%	32.1%	406.4	95.2%	2.6%	20.2%	34.2%	428.6	94.5%	3.5%	23.3%	27.2%	427.8	
	Year 7	Numeracy	97.3%	2.3%	14.5%	33.0%	493.3	94.3%	2.6%	16.6%	28.9%	493.8	95.2%	3.2%	16.4%	27.0%	498.1	
	Year 9	Numeracy	89.0%	3.3%	21.3%	35.7%	529.0	89.8%	2.8%	16.6%	27.3%	540.4	90.4%	3.4%	20.2%	30.0%	536.9	

			2008 (baseline)	2009	2010	
Description	Year Level	Domain	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	
Percentage of achievement of Indigenous Students in Low SES Participating Schools	Year 3	Reading	93.3%	2.0%	40.6%	38.6%	284.7	91.6%	2.4%	28.4%	33.2%	309.8	92.5%	3.7%	23.6%	37.9%	317.2	
	Year 5	Reading	97.6%	2.1%	61.1%	17.6%	366.4	91.9%	2.6%	47.4%	24.6%	387.0	90.9%	2.0%	53.2%	22.0%	387.9	
	Year 7	Reading	94.7%	2.2%	40.9%	34.5%	436.5	87.3%	4.1%	40.6%	32.9%	446.3	90.6%	2.6%	34.6%	35.5%	457.4	
	Year 9	Reading	83.3%	3.6%	45.6%	31.6%	474.9	85.5%	1.6%	55.9%	23.5%	464.5	86.5%	6.3%	50.9%	26.8%	487.0	
	Year 3	Numeracy	92.9%	1.6%	41.3%	29.1%	288.9	88.1%	1.5%	43.5%	31.0%	290.0	90.9%	3.8%	25.8%	42.8%	304.5	
	Year 5	Numeracy	91.4%	2.1%	54.5%	28.8%	370.8	90.3%	2.7%	33.0%	40.6%	399.7	88.4%	1.6%	38.3%	29.2%	399.0	
	Year 7	Numeracy	95.1%	1.7%	29.6%	45.5%	446.0	85.7%	3.7%	32.9%	42.1%	454.9	90.2%	2.6%	30.9%	30.9%	466.7	
	Year 9	Numeracy	81.9%	4.1%	47.3%	36.7%	476.7	83.7%	1.2%	37.6%	37.2%	486.0	87.3%	6.2%	42.0%	33.6%	497.4	

			2008 (baseline)	2009	2010	
Description	Year Level	Domain	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	Participation Rate (%)	Exempt (%)	Bottom Band 	Second Bottom Band 	Mean Scale Score 	
Percentage of achievement of LBOTE Students in Low SES Participating Schools	Year 3	Reading	95.1%	6.1%	33.7%	33.3%	307.7	93.3%	2.8%	20.6%	31.0%	328.4	96.2%	3.4%	16.7%	28.1%	342.9	
	Year 5	Reading	98.4%	3.3%	47.7%	23.7%	389.8	95.7%	3.1%	35.6%	28.0%	404.5	94.7%	4.7%	36.6%	22.4%	413.0	
	Year 7	Reading	97.5%	3.5%	26.5%	32.0%	460.7	97.4%	4.5%	27.2%	33.6%	470.7	96.9%	2.6%	23.2%	41.0%	471.9	
	Year 9	Reading	95.4%	1.0%	43.1%	37.3%	475.5	87.5%	1.1%	62.6%	18.9%	458.3	91.8%	3.1%	53.6%	29.9%	481.4	
	Year 3	Numeracy	95.1%	6.1%	32.4%	24.3%	311.9	93.0%	1.6%	32.3%	23.5%	321.7	95.3%	3.9%	13.8%	34.5%	335.9	
	Year 5	Numeracy	95.3%	3.6%	42.2%	30.7%	394.9	94.0%	3.2%	24.6%	35.6%	422.0	94.7%	4.0%	28.9%	25.5%	420.6	
	Year 7	Numeracy	98.0%	3.5%	19.7%	37.9%	480.7	96.3%	4.2%	22.5%	26.3%	486.2	97.5%	2.6%	18.9%	32.1%	486.5	
	Year 9	Numeracy	94.8%	1.0%	40.6%	38.6%	487.5	86.5%	0.8%	40.8%	39.7%	480.6	91.4%	3.1%	36.3%	33.2%	502.1