NAPLAN data and school funding: a dangerous link

Abstract

Since 2008, NAPLAN tests have been undertaken by year 3, 5, 7 and 9 students across Australia. The tests are supposed to track the progress of students and improve student achievement in literacy and numeracy. However, preliminary data released for the tests taken this year show no improvement in literacy and numeracy results since the testing began. This is despite seven years of data designed to drive improvement. The number of students not participating in NAPLAN is increasing each year. Students with disabilities and learning difficulties are grossly overrepresented in those not participating in the tests. This means their results are not captured in the NAPLAN "snapshot" of achievement of Australian school students. Increasing numbers of students are being withdrawn on philosophical grounds or are just not going to school on the days of the testing; their data is also missing. As a result, tying educational funding to NAPLAN data is fraught with danger. Funding cannot be allocated in an equitable manner to schools if there is "missing data", especially if that data is from particular cohorts of students.