Figure 1
Number of students by SSEN:MMH teaching hours, Year 4 and Year 8.
Note: Teaching hours were limited to 50 for the purposes of this figure.
Figure 2
Number of students by SSEN:MMH liaison hours, Year 4 and Year 8.
Note: Liaison hours were limited to 50 for the purposes of this figure.
Table 1
Mean NAPLAN Scale Scores for SSEN:MMH Students and the Broader Student Population in Western Australian government schools, 2008–2016.
| Numeracy | Reading | |||
|---|---|---|---|---|
| Mean | SD | Mean | SD | |
| Year 4 cohort | ||||
| Year 3 | 366.9 | 81.2 | 372.7 | 99.2 |
| Year 5 | 457.9 | 79.9 | 460.0 | 91.7 |
| Year 8 cohort | ||||
| Year 7 | 515.9 | 71.1 | 558.4 | 74.4 |
| Year 9 | 519.0 | 74.3 | 555.7 | 75.5 |
| WA students 2008–2016 | ||||
| Year 3 | 385.1 | 77.8 | 399.3 | 99.3 |
| Year 5 | 474.5 | 73.3 | 479.9 | 83.9 |
| Year 7 | 535.4 | 73.9 | 530.7 | 72.9 |
| Year 9 | 575.3 | 73.0 | 566.3 | 70.8 |
Table 2
Distribution of Student Characteristics in Year 4 and Year 8, and Mean Number of Teaching Support and Liaison Hours Provided by Student Characteristics.
| Year 4 | Year 8 | |||||
|---|---|---|---|---|---|---|
| Teaching Hours | Liaison Hours | Teaching Hours | Liaison Hours | |||
| N (%) | Mean (SD) | Mean (SD) | N (%) | Mean (SD) | Mean (SD) | |
| Days of absence in year | ||||||
| 0 to 9.5 | 355 (17.4) | 6.2 (32.8) | 2.4 (6.1) | 102 (5.7) | 2.2 (6.2) | 1.5 (3.8) |
| 10 to 19.5 | 603 (29.5) | 3.9 (15.6) | 1.6 (3.9) | 268 (15.1) | 3.1 (7.2) | 1.2 (3.1) |
| 20 to 29.5 | 408 (19.5) | 4.4 (11.9) | 1.2 (3.7) | 303 (17.1) | 3.4 (5.5) | 0.9 (2.1) |
| 30 to 39.5 | 223 (10.9) | 3.8 (6.2) | 1.4 (3.0) | 238 (13.4) | 3.4 (5.7) | 2.0 (4.2) |
| 40 to 59.5 | 238 (11.6) | 8.9 (30.6) | 3.1 (7.0) | 300 (16.9) | 6.0 (13.4) | 2.7 (6.1) |
| 60+ | 218 (10.7) | 11.2 (36.3) | 3.9 (8.3) | 566 (31.9) | 7.9 (18.3) | 4.1 (7.2) |
| Gender | ||||||
| Female | 837 (41.0) | 6.1 (23.5) | 1.4 (4.1) | 794 (48.1) | 6.5 (15.7) | 3.9 (9.7) |
| Male | 1205 (59.0) | 5.5 (23.2) | 2.5 (6.1) | 857 (51.9) | 3.9 (9.7) | 2.4 (5.3) |
| Aboriginal and Torres Strait Islander | ||||||
| Yes | 324 (15.8) | 4.5 (12.6) | 1.8 (4.3) | 256 (15.4) | 6.2 (15.5) | 2.1 (5.0) |
| No | 1721 (84.2) | 6.0 (24.8) | 2.1 (5.5) | 1402 (84.6) | 5.0 (12.5) | 2.5 (5.6) |
| Prior contact with SSEN:MMH | ||||||
| No | 1916 (93.5) | 5.9 (24.1) | 2.0 (5.4) | 1647 (91.8) | 5.0 (11.8) | 2.5 (5.4) |
| Yes | 134 (6.5) | 3.3 (4.8) | 2.0 (5.3) | 148 (8.2) | 6.8 (19.9) | 2.3 (5.6) |
| School-level disadvantage | ||||||
| ICSEA decile 1–3 (more advantaged) | 664 (32.6) | 5.5 (24.4) | 1.6 (4.9) | 394 (22.0) | 5.1 (15.7) | 2.1 (4.8) |
| ICSEA decile 4–6 | 524 (25.7) | 6.9 (29.5) | 2.1 (4.9) | 583 (32.5) | 5.5 (1.8) | 2.6 (5.4) |
| ICSEA decile 7–8 | 417(20.5) | 5.8 (19.8) | 1.9 (4.8) | 457 (25.5) | 4.4 (10.8) | 2.7 (6,4) |
| ICSEA decile 9–10 (less advantaged) | 432 (21.2) | 4.8 (15.3) | 2.7 (6.8) | 358 (20.0) | 5.6 (12.3) | 2.2 (4.8) |
| Prior GPA band | ||||||
| 1–2 (D–E grade) | 253 (15.0) | 7.3 (32.8) | 3.8 (8.0) | 265 (19.4) | 4.2 (9.6) | 3.5 (6.2) |
| 2.25–3.0 (C–D grade) | 779 (46.3) | 5.4 (21.3) | 2.4 (5.7) | 574 (41.9) | 4.7 (11.1) | 2.5 (5.8) |
| 3.25–4 (B–C grade) | 515 (30.6) | 4.7 (12.8) | 1.1 (3.3) | 392 (28.6) | 6.6 (17.4) | 2.1 (5.3) |
| 4.25+ (A–B grade) | 137 (8.1) | 5.1 (12.5) | 0.6 (2.2) | 138 (10.1) | 5.3 (9.4) | 1.4 (3.0) |
| Prior ABE score | ||||||
| 8–20 (low) | 314 (22.5) | 6.9 (34.8) | 4.8 (7.3) | 295 (28.0) | 3.7 (8.8) | 3.8 (7.1) |
| 21–26 | 338 (24.2) | 4.5 (19.7) | 2.5 (6.7) | 239 (22.7) | 4.9 (9.3) | 2.2 (4.2) |
| 27–29 | 213 (15.2) | 4.7 (11.4) | 1.0 (2.9) | 135 (12.8) | 5.7 (11.9) | 2.7 (7.4) |
| 30–32 (high) | 532 (38.1) | 4.4 (10.3) | 1.0 (4.1) | 383 (36.4) | 6.4 (15.2) | 1.7 (4.9) |
Figure 3
Boxplots of the distribution of teaching support and liaison hours in Year 4, by number of absence days in same year.
Note: Analysis does not include students with 0 teaching support or liaison hours. Teaching support and liaison hours were limited to 20 for the purposes of this figure.
Figure 4
Boxplots of the distribution of teaching support and liaison hours in Year 8, by number of absence days in same year.
Note: Analysis does not include students with 0 teaching support or liaison hours. Teaching support and liaison hours were limited to 20 for the purposes of this figure.
Table 3
Year 4 Students in 2014: Proportion of Students With E-Codes (Approved Educational Activity) and N-Codes (Notified as Sick) by Level of Teaching Support received in 2014.
| Number of Half-Day E-Codes | Number of Half-Day N-Codes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 0 | 1–10 | 11–20 | >20 | Total | 0 | 1–10 | 11–20 | >20 | Total | ||
| N | % | % | % | % | % | % | % | % | |||
| Teaching hours in Year 4 | |||||||||||
| 0 hours | 97 | 69.1 | 28.9 | 0.0 | 2.1 | 100.0 | 26.8 | 43.3 | 10.3 | 19.6 | 100.0 |
| 0.5–2 hours | 94 | 78.7 | 18.1 | 2.1 | 1.1 | 100.0 | 19.2 | 33.0 | 28.7 | 19.2 | 100.0 |
| 2.5–4 hours | 51 | 82.4 | 15.7 | 2.0 | 0.0 | 100.0 | 21.6 | 31.4 | 23.5 | 23.5 | 100.0 |
| 4.5–8 hours | 24 | 83.3 | 16.7 | 0.0 | 0.0 | 100.0 | 16.7 | 12.5 | 20.8 | 50.0 | 100.0 |
| >8 hours | 23 | 73.9 | 13.0 | 0.0 | 13.0 | 100.0 | 26.1 | 17.4 | 4.4 | 52.2 | 100.0 |
| Total | 289 | 76.1 | 20.8 | 1.0 | 2.1 | 100.0 | 22.5 | 33.2 | 19.0 | 25.3 | 100.0 |
| Teaching hours in Year 8 | |||||||||||
| 0 hours | 77 | 20.8 | 67.5 | 11.7 | 3.9 | 100.0 | 19.5 | 29.9 | 13.0 | 37.7 | 100.0 |
| 0.5–2 hours | 85 | 21.2 | 56.5 | 20.0 | 2.4 | 100.0 | 12.9 | 18.8 | 15.3 | 52.9 | 100.0 |
| 2.5–4 hours | 46 | 21.7 | 60.9 | 10.9 | 6.5 | 100.0 | 19.6 | 32.6 | 17.4 | 30.4 | 100.0 |
| 4.5–8 hours | 20 | 30.0 | 50.0 | 15.0 | 5.0 | 100.0 | 15.0 | 0.0 | 20.0 | 65.0 | 100.0 |
| >8 hours | 42 | 21.4 | 47.6 | 9.5 | 21.4 | 100.0 | 11.9 | 11.9 | 4.8 | 71.4 | 100.0 |
| Total | 270 | 21.9 | 58.5 | 13.0 | 6.7 | 100.0 | 15.9 | 21.9 | 13.7 | 48.5 | 100.0 |
Table 4
Students Engaged With the SSEN:MMH in Year 4: Results of Regression Models Estimating Numeracy and Reading Achievement in Year 5.
| Numeracy | Reading | |||||||
|---|---|---|---|---|---|---|---|---|
| Model 1 | Model 2 | Model 1 | Model 2 | |||||
| Estimate | p-value | Estimate | p-value | Estimate | p-value | Estimate | p-value | |
| Intercept | 494.74 | <.001 | 189.41 | <.001 | 496.82 | <.001 | 201.79 | <.001 |
| Year 4 absences | –1.10 | <.001 | –0.18 | .093 | –1.01 | <.001 | –0.07 | .575 |
| Teaching hours | 0.56 | .039 | 0.22 | .201 | 0.35 | .269 | –0.20 | .343 |
| Absence days × Teaching hours interaction | 0.01 | .248 | 0.01 | .848 | 0.01 | .163 | 0.00 | .616 |
| Liaison Hours | –5.46 | <.001 | –1.00 | .211 | –5.83 | <.001 | 0.46 | .627 |
| Absence days × Liaison hours interaction | 0.07 | .001 | 0.01 | .645 | 0.09 | <.001 | 0.00 | .958 |
| Year 3 achievement | 0.71 | < 001 | 0.65 | <.001 | ||||
| Year 3 ABE score | 1.13 | <.001 | 1.56 | <.001 | ||||
| School-level advantage | –1.62 | .011 | –1.44 | .068 | ||||
| Female vs male | –8.04 | .025 | –3.80 | .383 | ||||
| Aboriginal vs non-Aboriginal | –6.55 | .225 | –16.77 | .011 | ||||
| Prior contact with SSEN:MMH (no vs yes) | 4.31 | .520 | –9.98 | .227 | ||||
| N in model | 833 | 831 | 845 | 843 | ||||
| R2 | 0.08 | 0.65 | 0.05 | 0.57 | ||||
[i] Note: Model 1 estimates are restricted to students who also had previous achievement and ABE scores.
Table 5
Students Engaged With the SSEN:MMH in Year 8: Results of Regression Models Estimating Numeracy and Reading Achievement in Year 9.
| Numeracy | Reading | |||||||
|---|---|---|---|---|---|---|---|---|
| Model 1 | Model 2 | Model 1 | Model 2 | |||||
| Estimate | p-value | Estimate | p-value | Estimate | p-value | Estimate | p-value | |
| Intercept | 592.93 | <.001 | 164.5 | <.001 | 583.54 | <.001 | 193.04 | <.001 |
| Year 8 absences | –0.63 | <.001 | –0.17 | .029 | –0.51 | <.001 | –0.04 | .652 |
| Teaching hours | –0.03 | .974 | –0.62 | .167 | –0.08 | .921 | –0.46 | .371 |
| Absence days × Teaching hours interaction | 0.00 | .815 | 0.01 | .251 | 0.00 | .796 | 0.01 | .421 |
| Liaison Hours | –6.79 | <.001 | –2.04 | .021 | –4.57 | .003 | –1.19 | .249 |
| Absence days × Liaison hours interaction | 0.09 | <.001 | 0.03 | .035 | 0.07 | .016 | 0.00 | .914 |
| Year 7 achievement | 0.79 | <.001 | 0.68 | <.001 | ||||
| Year 7 ABE score | 0.65 | .036 | 1.02 | .003 | ||||
| School-level advantage | –2.02 | .003 | –2.45 | <.001 | ||||
| Female vs male | –3.12 | .360 | 6.37 | .091 | ||||
| Aboriginal vs non-Aboriginal | –0.74 | .894 | –8.39 | .190 | ||||
| Prior contact with SSEN:MMH (no vs. yes) | –7.69 | .204 | –0.88 | .895 | ||||
| N | 664 | 596 | 672 | 605 | ||||
| R2 | 0.06 | 0.72 | 0.03 | 0.62 | ||||
Table 6
Students Engaged With the SSEN:MMH in Year 4: Results of Regression Models Estimating GPA and ABE Scores in Year 5.
| GPA | ABE Total | |||||||
|---|---|---|---|---|---|---|---|---|
| Model 1 | Model 2 | Model 1 | Model 2 | |||||
| Estimate | p-value | Estimate | p-value | Estimate | p-value | Estimate | p-value | |
| Intercept | 3.272 | <.001 | 0.830 | <.001 | 27.97 | <.001 | 12.28 | <.001 |
| Year 4 absences | –0.013 | <.001 | –0.003 | <.001 | –0.06 | <.001 | –0.01 | .444 |
| Teaching hours | 0.006 | .006 | 0.001 | .312 | 0.06 | .002 | 0.01 | .502 |
| Absence days × Teaching hours interaction | 0.000 | .165 | 0.000 | .630 | 0.00 | .432 | 0.00 | .661 |
| Liaison Hours | –0.060 | <.001 | –0.014 | .007 | –0.60 | <.001 | –0.18 | <.001 |
| Absence days × Liaison hours interaction | 0.001 | <.001 | 0.001 | .011 | 0.01 | <.001 | 0.00 | .123 |
| Year 3 GPA | 0.691 | <.001 | 1.02 | <.001 | ||||
| Year 3 ABE score | 0.011 | <.001 | 0.49 | <.001 | ||||
| School-level advantage | –0.034 | <.001 | –0.26 | <.001 | ||||
| Female vs male | 0.045 | .121 | 1.85 | <.001 | ||||
| Aboriginal vs non-Aboriginal | –0.037 | .381 | –0.34 | .425 | ||||
| Prior contact with SSEN:MMH (no vs yes) | –0.025 | .641 | –1.03 | .060 | ||||
| N | 1,041 | 1,037 | 1,045 | 1,040 | ||||
| R2 | 0.14 | 0.69 | 0.12 | 0.49 | ||||
[i] Note: GPA scores are reported to three decimal places due to scaling of the variable.
Table 7
Students Engaged With the SSEN:MMH in Year 8: Results of Regression Models Estimating GPA and ABE Scores in Year 9.
| GPA | ABE Total | |||||||
|---|---|---|---|---|---|---|---|---|
| Model 1 | Model 2 | Model 1 | Model 2 | |||||
| Estimate | p-value | Estimate | p-value | Estimate | p-value | Estimate | p-value | |
| Intercept | 3.44 | <.001 | 0.671 | <.001 | 22.66 | <.001 | 10.56 | <.001 |
| Year 8 absences | –0.016 | <.001 | –0.009 | <.001 | –0.09 | <.001 | –0.06 | <.001 |
| Teaching hours | 0.008 | .297 | 0.003 | .650 | 0.11 | .044 | 0.05 | .259 |
| Absence days × Teaching hours interaction | 0.000 | .557 | 0.000 | .704 | 0.00 | .519 | 0.00 | .601 |
| Liaison Hours | –0.071 | <.001 | –0.016 | .130 | –0.34 | <.001 | –0.06 | .424 |
| Absence days × Liaison hours interaction | 0.001 | <.001 | 0.000 | .294 | 0.003 | .008 | 0.00 | .810 |
| Year 7 GPA | 0.687 | <.001 | 1.12 | .001 | ||||
| Year 7 ABE score | 0.018 | .001 | 0.33 | <.001 | ||||
| School-level advantage | –0.021 | .055 | –0.01 | .870 | ||||
| Female vs male | 0.068 | .225 | 0.51 | .244 | ||||
| Aboriginal vs non-Aboriginal | –0.158 | .065 | –1.28 | .053 | ||||
| Prior contact with SSEN:MMH (no vs yes) | –0.025 | .797 | –1.01 | .178 | ||||
| N | 869 | 793 | 764 | 694 | ||||
| R2 | 0.23 | 0.56 | 0.22 | 0.36 | ||||
[i] Note: GPA scores are reported to three decimal places due to scaling of the variable.