Longitudinal survey of Australian youth: patterns of participation in year 12 (original) (raw)
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Patterns of participation in year 12
The focus of this report is on participation in the final year of school. At present a little less than three-quarters of young Australians remain at school to Year 12. This report documents the differences in Year 12 participation rates between males and females, socioeconomic background, cultural background, and earlier school achievement. There are also differences associated with school sector and location. [Executive summary, ed]
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This report focuses on the numbers of Australian young people who do not complete Year 12. It includes those who do not continue secondary school beyond Years 10 and 11 as well as those who leave during Year 12 before obtaining a certificate. The analyses explored school-to-work transitions, including participation in paid work, entry to further education and training and experiences of unemployment. Outcomes from the early 1980s are compared to outcomes from the late 1980s and early 1990s. This report, published by the Australian Council for Education Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
Longitudinal Surveys of Australian Youth : Research Reports
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Data on the Y95 cohort (first interviewed in 1995 when in Year 9) of the Longitudinal Surveys of Australian Youth were analyzed to identify the effects of student employment on participation and attrition in secondary school and tertiary study and on young people's activities after secondary school. Working between 1 and 5 hours during Year 9 of secondary school had no impact on the likelihood of completion of Year 12. Participation in more than 5 hours of employment each week was associated with an increased likelihood of dropping out before the end of Year 12, especially for males. The more hours per week students worked, the more likely they were to drop out. Compared with their male counterparts, females who worked part-time during Year 9 were much more likely than to complete Year 12. Students who worked part-time during high school were 65% more likely to gain an apprenticeship or traineeship and 46% more likely to be in full-time employment rather than be unemployed after high school. Field of study has a major impact on dropping out. An inverse relationship between contact hours and dropping out was discovered. Participating in part-time work did not Increase the odds of dropping out of tertiary study. (Twelve tables are included. The bibliography lists 31 references. Four data and analysis tables are appended.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document.
Year 12 completion and youth transitions
Year 12 completion and youth transitions, 2011
On average, young people who complete Year 12 tend to have more successful transitions from education to work than those who do not. However, in recent years there has been a realisation that it does not make much sense to promote Year 12 retention for its own sake. In this paper, Ryan investigates labour market outcomes for a range of different pathways undertaken by young people. He uses the Longitudinal Surveys of Australian Youth (LSAY) to show that completion of senior secondary schooling provides the best labour market outcomes, relative to other vocational education paths.
2000
The Longitudinal Surveys of Australian Youth (LSAY) project studies the progress of several groups of young Australians as they move from school into post-secondary education and/or work. The oldest group in the project was born in 1961 while the youngest were in Year 9 in 1995. Issues investigated in the LSAY project include school achievement and school completion, students in part-time work and employment and unemployment levels. This study looks at the diverse range of students who now stay to complete secondary school and the range of choices available to them in their selection of subjects, since it is argued that those choices influence differences in access to higher education, vocational education and training, and labour market outcomes. This report uses data from the 1995 cohort participating in the LSAY project, particularly the 1998 data on year 12 subject choice and the 1995 data relating to student demographics and achievement in literacy and numeracy. It examines pat...
Participation in education and training 1980-1994
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This study looks at issues concerning participation by young people in education and training in Australia. It reports on the patterns and processes of educational participation for four national cohorts of young Australians. It looks at the completion of Year 12, entry to higher education from Year 12 and participation in higher education, in a TAFE course or in an apprenticeship or traineeship. It also documents participation in any form of post-school education and training. Educational participation is examined by age 19 in each of the socioeconomic categories. Factors analysed include: participation in education and training; equity; gender differences; social, educational and economic origins; ethnicity; and geographical location. It also provides analysis of comparisons between states and public and private schools. This report, published by the Australian Council for Education Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
Pathways from School to Further Education or Work: Examining the Consequences of Year 12 Course Choices, 2005
The subjects that Year 12 students choose to study for their secondary school certificate have a major influence on the educational and career options left open to them after finishing school. This study looks at what the typical clusters of subjects or course types studied by Year 12 students are. It also investigates whether these have changed as a result of the increased participation in vocational education and training (VET) subjects and with the apparent broadening of subject choices across the Key Learning Areas. The report looks at whether there are particular courses that are more likely to be studied by males or females, or those from different social backgrounds. It also analyses what field of study or work students from particular course types tend to lean towards. This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
Year 12 subjects and further study
Year 12 subjects and further study, 2005
The briefing looks at: recent distribution of Year 12 subject enrolments; changes in Year 12 subject uptake; influences on subject participation; and Year 12 studies and post-school education. Highlights include: since the 1990s, participation in business and secretarial studies, creative arts and computer studies have grown while humanities, biology, physics, chemistry, economics and accounting have declined; the combination of subjects studied in Year 12 influences entry to university and vocational education and training. Briefing paper no.11 This report, published by the Australian Council for Educational Reasearch (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.