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|Title:||Place, Poverty and Student Outcomes: Identifying the New Socio-spatial Dynamics of Schooling Disadvantage in NSW||Contributor(s):||McConaghy, Cathryn Elizabeth (author); Maxwell, Thomas William (author); Foskey, Ros (author)||Publication Date:||2008||Handle Link:||https://hdl.handle.net/1959.11/2510||Abstract:||This chapter explores the nature of the unevenness of student outcomes in rural regions. We present a comprehensive report of variations in student outcomes and gain scores using State-wide testing data for Years 3, 5, 7 and 8 Literacy and Numeracy and Years 10 and 12 English and Mathematics analysed by three indicators of place (Country Area Programs, 'Regionality', and School Transfer Points) and one indicator of poverty (Priority School Funding Programs. The analysis then drills down to variations in outcomes at regional and local school levels in one rural region. Thus schooling outcomes at three levels of spatial organization are analysed: state, regional and School Education Area.||Publication Type:||Book Chapter||Source of Publication:||Spaces and Places: The Rural Teacher Education Project, p. 183-221||Publisher:||Centre for Information Studies, Charles Sturt University||Place of Publication:||Bathurst, NSW, Australia||ISBN:||9781876938734||Field of Research (FOR):||220202 History and Philosophy of Education||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://nla.gov.au/anbd.bib-an43899880||Statistics to Oct 2018:||Visitors: 82
|Appears in Collections:||Book Chapter|
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