Achievement Gaps in Australia: What NAPLAN Reveals about Education - Management Assignment Help

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Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia
Margot Ford* School of Education, University of Newcastle, Newcastle, Australia

Drawing on approaches used by Gillborn (2008), this article examines results from the most recent version of Australian national testing (NAPLAN) in Years 3, 5 and 9, operating since 2008. It analyses the inequality of achievement between indigenous and non-indigenous stu-dents in the States and Territories, with particular reference to New South Wales (NSW) and the Northern Territory (NT). It frames an analysis by using the concept of locked-in inequality, one element within Critical Race Theory (CRT) in education.

Introduction
All around me are do-gooders and no-hopers – can I say this? Whitefellas. Balanda. They all seem to be one and the same sometimes: talking, talking, talking – smothering us – but with no vision to guide them; holding all the power, all the money, all the knowledge of what to do and how to work the white world....
And the ‘gap’ that politicians now talk of grows larger as we speak.... I don’t think anyone except the few of us who have lived our lives in the Aboriginal world understand this task that is called ‘closing the gap’. There is no one in power who has the experience to know these things.

Critical Race Theory
CRT is an approach that focuses on white hegemony, critiquing governance, policy and enacted social practices that adversely impacts upon people of  colour (Delgado and Stefanic 2001; Crenshaw et al. 1995). Although it does not preclude analysis based on other classed or gendered forms of oppres-sion, the focus on race reminds us of the history of ethnic and racial institu- tionalized discrimination. In Australia, governments sanctioned actions to take children away from their families (Rintoul 1993; Pilkington 1996), to incarcerate people (Cummings 1990), to deny indigenous people proper wages for work (Kidd 1997), and deny access to a proper education (Miller 1986; Ford 1998).

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