Are we there yet? Overview of the Longitudinal Surveys of Australian Youth (original) (raw)

A stocktake of the Longitudinal Surveys of Australian Youth

A stocktake of the Longitudinal Surveys of Australian Youth, 2010

This paper assesses the fitness-for-purpose of the existing Longitudinal Surveys of Australian Youth (LSAY) instruments as a source of information on the determinants of youth transitions in Australia. The paper concludes that the LSAY survey instruments have stood the test of time and that LSAY is an informative source of information on the determinants of successful youth transitions in Australia. Against key longitudinal studies on youth transitions, LSAY measures up as a world-class survey that has largely kept pace with the changing landscape of youth policy in Australia. However, the review also identifies areas where LSAY lacks depth and knowledge.

A Review of the Longitudinal Surveys of Australian Youth

A Review of the Longitudinal Surveys of Australian Youth, 2016

The Longitudinal Surveys of Australian Youth (LSAY) and its antecedents arose from the shocks to the Australian economy and the economic restructuring of the 1970s and 1980s with rising unemployment and particularly high youth unemployment. The design, scope and data collection of LSAY has not changed much since its inception in 1995. This has been both a strength - because it has provided a long period of highly comparable data - and also a weakness - because it has meant limited evolution to meet changing needs. The remit of the LSAY review is to consider how the survey has been used, whether it has provided value for money and how it could be improved and made more useful for the evolving policy environment.

Enhancements to the Longitudinal Surveys of Australian Youth

Enhancements to the Longitudinal Surveys of Australian Youth, 2016

The Commonwealth Department of Education commissioned the National Centre for Vocational Education Research (NCVER) to assess the value and implications of eight enhancements to the Longitudinal Surveys of Australian Youth (LSAY). The objective of LSAY is to track young Australians as they move from school into further study, work and other destinations to provide a meaningful dataset through which to understand youth transitions. Enhancements to LSAY are considered in this paper in the context of continuing to enable researchers to track young people over time and examine relationships between the variables that impact youth transitions

Longitudinal Surveys of Australian Youth annual report 2013

Longitudinal Surveys of Australian Youth annual report 2013, 2014

The Longitudinal Surveys of Australian Youth (LSAY) program is an important evidence base for youth policy, providing information on the key transition points in young people's lives up to the age of 25 years. The first edition of this annual report provides an overview of the LSAY program and presents information about young people using the latest LSAY data. Key transition points and changes across the LSAY cohorts, as well as differences among the subgroups of interest (for example, gender, geographic location and socioeconomic status) are explored. A special chapter is reserved for investigating the important topic of the effect that schools have on student outcomes. The report also includes a summary of LSAY research published in 2013-14, and examines the impact that LSAY research has had in terms of citations and media attention.

Longitudinal Surveys of Australian Youth

2006

This report forms part of the Longitudinal Surveys of Australian Youth: a research program that is jointly managed by ACER and the Commonwealth Department of Education, Science and Training (DEST). ... The project has been funded by the DEST LSAY Analytic Grants ...

Longitudinal Surveys of Australian Youth : Research Reports

2012

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.