UC Statistics Networking Day6 August 2015 P. Roberts (UC-ESTeM)Not to be reproduced

• 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).

Teese et al 2008

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