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What counts? The influence of school attendance onĀ Australia's urban Indigenous students' educational achievement.
- Source :
- Australian Educational Researcher (Springer Science & Business Media B.V.); Jul2019, Vol. 46 Issue 3, p511-532, 22p
- Publication Year :
- 2019
-
Abstract
- Formal primary and secondary school education for all students should provide a pathway to overcome inequality and disadvantage. Logically, attending school regularly and often during the compulsory years of school provides the best prospects to achieve educational success and enhance post-school opportunities, particularly for socioeconomically disadvantaged students. However, recent research of Indigenous students living in remote regions of Australia suggests school attendance frequency has little, or no correlation with academic success or failure. Our study of a disadvantaged urban school population also showed no attendance and achievement relationship at student-level for Indigenous students (or non-Indigenous peers). The findings of this study highlight the generally accepted relationship between attendance and achievement does not apply universally for all students. Many factors have potential to influence for Indigenous students' capacity for educational achievement. We need further research to ensure Indigenous education policy and strategies for improved student outcomes target what matters most. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCHOOL attendance
SOCIOECONOMICS
URBAN education
Subjects
Details
- Language :
- English
- ISSN :
- 03116999
- Volume :
- 46
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Australian Educational Researcher (Springer Science & Business Media B.V.)
- Publication Type :
- Academic Journal
- Accession number :
- 136827656
- Full Text :
- https://doi.org/10.1007/s13384-019-00300-y