Group items tagged

Every year in Australia, the National Assessment Program - Literacy and Numeracy (NAPLAN) results show Indigenous school students are well behind their non-Indigenous peers. Reducing this disparity is a vital part of Australia's national Closing the Gap policy. ... Using an updated version of our equivalent year levels metric, introduced in Grattan Institute's 2016 report Widening Gaps, we estimate year nine Indigenous students in very remote areas are: five years behind in numeracy six years behind in reading, and seven to eight years behind in writing. In other words, the average year nine Indigenous student in a very remote area scores about the same in NAPLAN reading as the average year three non-Indigenous city student, and significantly lower in writing. But it would be a big mistake to see this only as a problem for isolated outback communities. Most Indigenous students live in cities or regional areas. So, even though learning outcomes are worse in remote and very remote areas, city and regional students account for more than two-thirds of the lost years of learning.

It's pretty common nowadays to see the likes of the Reserve Bank of Australia or the Australian Bureau of Statistics issue warnings about the size of Australian household debt. The reason is that the consequences of poor financial decisions often reach far wider than an individual or family. The global financial crisis showed us how rapidly financial contagion can spread - one person's debt is another person's asset, so when the debt is written off so is the asset. However, there has been little improvement in financial literacy in the wake of the financial crisis, the lack of which was one of the underlying causes.

Numbers are often used to persuade rather than inform, statistical literacy needs to be improved, and so surely we need more statistics courses in schools and universities? Well, yes, but this should not mean more of the same. After years of researching and teaching statistical methods, I am not alone in concluding that the way in which we teach statistics can be counterproductive, with an overemphasis on mathematical foundations through probability theory, long lists of tests and formulae to apply, and toy problems involving, say, calculating the standard deviation of the weights of cod. The American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (2016) strongly recommended changing the pedagogy of statistics into one based on problemsolving, real-world examples, and with an emphasis on communication.

hen the AP United States history students at Aragon High School in San Mateo California, scanned the professionally designed pages of www.minimumwage.com, most concluded that it was a solid, unbiased source of facts and analysis. They noted the menu of research reports, graphics and videos, and the "About" page describing the site as a project of a "nonprofit research organization" called the Employment Policies Institute. But then their teacher, Will Colglazier, demonstrated how a couple more exploratory clicks-critically, beyond the site itself-revealed that the Employment Policies Institute is considered by the Center for Media and Democracy to be a front group created by lobbyists for the restaurant and hotel industries. "I have some bright students, and a lot of them felt chagrined that they weren't able to deduce this," said Colglazier, who videotaped the episode last January. "They got duped."

It's not just disadvantaged and vulnerable groups that struggle with financial decision-making. People who are highly educated in finance also make poor decisions - for instance, by focusing too much on growing their assets and ignoring risks. But studies show that when regulation is effective and the financial system can be trusted, even consumers with limited financial knowledge and information-processing capabilities have the potential to deal with complex financial decisions. For example, when considering mortgage protection insurance, applicants stand to benefit from knowing the actual risk of events like serious illness or injury that can affect their ability to meet monthly loan repayments.

Journalists know they need to get better with data and statistics, but they have a long way to go Only 25 percent of journalists surveyed said they were "very" well equipped to interpret statistics from sources, and only 11 percent said the same about doing statistical analysis themselves.