National Assessment Program – Literacy And Numeracy Research Articles

School performance in children with prenatal drug exposure and out-of-home care in NSW, Australia: a retrospective population-based cohort study.

Prenatal drug exposure (PDE) is a global public health problem that is strongly associated with the need for child protection services, including placement into out-of-home care (OOHC). We aimed to assess school outcomes for children with PDE (both with and without neonatal abstinence syndrome [NAS]) and the association of school performance with OOHC. Using linked population health, OOHC, and school test data, we compared results on the Australian standardised curriculum-based test, the National Assessment Program-Literacy and Numeracy (NAPLAN), for children with PDE who were born in New South Wales (NSW) between 2001 and 2020 and had completed at least one NAPLAN test between Jan 1, 2008, and June 30, 2021, administered in Year 3 (age 8-9 years), Year 5 (age 10-11 years), Year 7 (age 12-13 years), or Year 9 (age 14-15 years). Linked datasets included NSW Perinatal Data Collection (birth data), NSW Admitted Patient Data Collection (hospital diagnoses), NSW Education Standards Authority (NAPLAN scores), NSW Family and Community Services Dataset-KiDS Data Collection (OOHC information), NSW Mental Health Ambulatory Data Collection, and NSW Registry for Births, Deaths, and Marriages. The primary outcome was scoring above or below the National Minimum Standard (NMS) in any test domain (mathematics, language, writing, and spelling) at each year level, comparing the relative risk of scoring below NMS between children with and without PDE (and with or without NAS within the PDE group), and with and without OOHC contact. The association between OOHC on the likelihood of scoring above NMS was also investigated for PDE and non-PDE cohorts. The PDE cohort included 3836 children, and the non-PDE cohort included 897 487 children. Within the PDE cohort, 3192 children had a NAS diagnosis and 644 children had no NAS diagnosis. 1755 (45·8%) children with PDE required OOHC compared with 12 880 (1·4%) of 897 487 children without PDE. Children with PDE were more likely than children without PDE to score below NMS in any domain from Year 3 (risk ratio 2·72 [95% CI 2·58-2·76]) to Year 9 (2·36 [2·22-2·50]). Performance was similar regardless of a NAS diagnosis (Year 3: 0·96 [0·84-1·10]; Year 9: 0·98 [0·84-1·15]). The likelihood of scoring above NMS in Year 9 was reduced for children with PDE and without NAS (0·57 [0·45-0·73]) and NAS (0·58 [0·52-0·64]) compared with those without PDE, and also for children who received OOHC (0·60 [0·57-0·64]) compared with those without OOHC, when adjusted for confounders. Among children with PDE, those receiving OOHC had a similar likelihood of scoring above NMS compared with children who did not receive OOHC, from Year 3 (1·01 [0·92-1·11]) to Year 9 (0·90 [0·73-1·10]), when adjusted for confounding factors. By contrast, among children without PDE, those receiving OOHC were less likely to score above NMS than those who did not receive OOHC, from Year 3 (0·78 [0·76-0·80]) to Year 9 (0·58 [0·54-0·61]). Compared with children without PDE, school performance in children with PDE-regardless of whether they were diagnosed with NAS-is poor, and the gap widens with age. The risk of poor performance persists regardless of OOHC status. This finding underscores the need for all children with PDE to receive long-term, culturally sensitive, and proactive support to improve life success. SPHERE Mindgardens Neuroscience Network, Australian Red Cross, Alpha Maxx Healthcare, Centre for Research Excellence for Integrated Health and Social Care, National Health and Medical Research Council, and University of Sydney.

Patterns of educational performance among Indigenous students in Australia, 2010–2019: Within-cohort, peer matching analysis for data-led decision-making

Data reporting in the Australian education system produces deficit-based comparisons of academic achievement between Indigenous and non-Indigenous students. Since 2009, data from the National Assessment Program – Literacy and Numeracy (NAPLAN) have been used by the Australian government to allow it to report on ‘Closing the Gap’ policy. These data are used to justify government-funded initiatives designed to improve educational outcomes for Indigenous students. While the logic of this approach has political cachet, the ‘gaps’ have persisted. Instead, we propose using ‘within-cohort, peer matching’ quantitative methods to achieve such aspirational goals. Using publicly available NAPLAN data, we examined patterns of relative performance within the cohort of Indigenous students. We assessed trends in Indigenous students’ performance in NAPLAN relative to their Indigenous peers across grades (3, 5, 7, and 9), states and territories, remoteness categories, and calendar years from 2010 to 2019 inclusive. Key insights available through this approach include detailed patterns of higher and lower relative performance for Indigenous students within matched remoteness categories, across states and territories, and over time, laying the groundwork for further analyses of the local, systemic, and school-level factors associated with these differing outcomes. Our methods provide novel findings that justify changing the deficit assumption, supporting the use of within-cohort peer matching instead.

On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities

ABSTRACT This paper engages, Sara Ahmed’s theorising on ‘the uses of use’ to frame an analysis of the hidden, embedded effects of standardised testing policy that have become normative practice/s in Queensland, Australia. It (re)examines data from an ethno-case study into the datafication of assessment and learning over one school year, in primary and secondary schooling contexts, to understand the uses of the National Assessment Program – Literacy and Numeracy (NAPLAN) in a new, critical light. We explore schools’ contemporary uses of NAPLAN – intended or otherwise – to demonstrate how the policy effects of NAPLAN have become insidiously submerged within the daily practices in schools. Drawing on interviews with 27 teachers and seven school leaders, classroom and staff meeting observations, and artefact data, we reveal the invisible yet profoundly altering presence of NAPLAN and its consequences. Specifically, we analyse the ways in which NAPLAN practices, structures and technologies are both hidden and yet manifestly altering as a) practices that disappear into their uses, becoming unidentifiable and routine; and b) practices that follow well-used pathways that further embed particular uses. We counter rhetoric of NAPLAN normativity and complacency, instead demonstrating that its current uses, while not originally intended, are insidious and profound.

The influence of students’ prior numeracy achievement on later numeracy achievement as a function of gender and year levels

AbstractStudents’ prior achievements in school have significant correlations with their later achievements. Specifically, students’ prior numeracy achievement is the most important predictor of later numeracy success. However, the assessment of this predictor across gender and its trend across students’ year levels is often overlooked or not adequately investigated. This study examined the relationships between prior numeracy achievement and its influence on students’ later numeracy achievement across gender. A focus on students’ year level also supported this examination. The data source was the Australian National Assessment Program—Literacy and Numeracy (NAPLAN) numeracy results of Years 5, 7 and 9 students (ages 9 to 14) from the 2017 to 2021 test years. The NAPLAN numeracy scores were analysed using regression analysis. The author examined prior numeracy achievement to determine the predictive value for students’ numeracy performance in NAPLAN across students’ year levels and gender. Findings from this study indicate that prior NAPLAN numeracy results for students were found to be very large in its predictive value (between R2 = .591 and .747) across the year levels. Notably, the predictive value showed an increasing pattern as students progressed through their academic years. Additionally, the study observed a discernible influence of gender on the predictive value of prior numeracy results. Potential initiatives to assist the educational outcomes of students across gender are discussed. Awareness of the influence of numeracy performance across gender might help teachers and educators create better and more efficient mathematics programs and targeted interventions. Such a decision requires identifying the relevant factors and measuring their degree of influence across students’ year levels and gender.

Machine learning to predict poor school performance in paediatric survivors of intensive care: a population-based cohort study

PurposeWhilst survival in paediatric critical care has improved, clinicians lack tools capable of predicting long-term outcomes. We developed a machine learning model to predict poor school outcomes in children surviving intensive care unit (ICU).MethodsPopulation-based study of children < 16 years requiring ICU admission in Queensland, Australia, between 1997 and 2019. Failure to meet the National Minimum Standard (NMS) in the National Assessment Program-Literacy and Numeracy (NAPLAN) assessment during primary and secondary school was the primary outcome. Routine ICU information was used to train machine learning classifiers. Models were trained, validated and tested using stratified nested cross-validation.Results13,957 childhood ICU survivors with 37,200 corresponding NAPLAN tests after a median follow-up duration of 6 years were included. 14.7%, 17%, 15.6% and 16.6% failed to meet NMS in school grades 3, 5, 7 and 9. The model demonstrated an Area Under the Receiver Operating Characteristic curve (AUROC) of 0.8 (standard deviation SD, 0.01), with 51% specificity to reach 85% sensitivity [relative Area Under the Precision Recall Curve (rel-AUPRC) 3.42, SD 0.06]. Socio-economic status, illness severity, and neurological, congenital, and genetic disorders contributed most to the predictions. In children with no comorbidities admitted between 2009 and 2019, the model achieved a AUROC of 0.77 (SD 0.03) and a rel-AUPRC of 3.31 (SD 0.42).ConclusionsA machine learning model using data available at time of ICU discharge predicted failure to meet minimum educational requirements at school age. Implementation of this prediction tool could assist in prioritizing patients for follow-up and targeting of rehabilitative measures.

Do student differences in reading enjoyment relate to achievement when using the random-intercept cross-lagged panel model across primary and secondary school?

Recent longitudinal research using the random-intercept cross-lagged panel model (RI-CLPM), which disentangles the within and between variances, has afforded greater insights than previously possible. Moreover, the impact of reading enjoyment and reading for fun on subsequent school achievement, and vice versa, has only recently been scrutinized through this lens. This study's longitudinal data (grades 3, 5, 7, and 9) comprised 2,716 Australian students aged 8 to 16 years, with school reading achievement measured by the National Assessment Program: Literacy and Numeracy (NAPLAN). The RI-CLPMs' within-person effects were not trivial, accounting for approximately two-thirds and one-third of the variance in enjoyment/fun and achievement, respectively, with between-person effects accounting for the balance. Here, we highlight a reversing direction of reading achievement's cross-lagged effect on subsequent reading enjoyment but note that the evidence for this over a reciprocal directionality was marginal. In mid-primary school, achievement at grade 3 predicted enjoyment at grade 5 more than the converse (i.e. enjoyment at grade 3 to achievement at grade 5). By secondary school, however, the directionality had flipped: enjoyment at grade 7 predicted achievement at grade 9 more so than the reverse. We termed this pattern the skill-leisure-skill directionality (S-L-S), as it concurred with the only two former studies that modelled equivalent instruments with the RI-CLPM. This model's cross-lagged estimates represent deviations relative to a student's average (i.e., within-person effect). In other words, students who enjoyed reading more (or less) in grade 7 achieved reading scores that were higher (or lower) than their average in grade 9. The implications for reading pedagogy are further discussed.

Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results

The National Assessment Program – Literacy and Numeracy (NAPLAN) is a nationwide testing program for literacy and numeracy in Australia. Several studies explored and used NAPLAN numeracy test results as a source of valuable data and a potential means to improve education. This paper presents a systematic literature review to investigate the use of NAPLAN numeracy test results in those peer-reviewed articles in relation to the purposes of NAPLAN results mentioned by the Australian Curriculum, Assessment and Reporting Authority (ACARA). Findings showed a variety of uses of the NAPLAN numeracy test results in these studies. Most of the studies used the test results to map student progress and identify strengths and weaknesses in teaching. A significant number of studies used the NAPLAN numeracy test results that differ from the purposes mentioned by ACARA. The review concluded that there is currently insufficient use which reflects the purpose of NAPLAN test results.

Public Opinion About National Large-Scale Student Assessment: A Case of NAPLAN

ABSTRACT This study examines public opinion about the National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia, based on an online survey conducted with a sample of New South Wales (NSW) residents (n = 2,017). Our study participants did recognize the benefits of NAPLAN despite their opinion generally trending toward negative viewpoints of the testing program. The views about the positive aspects of NAPLAN varied across socio-demographic groups, but there were more similar views concerning the negative views of NAPLAN. As predicted by the social-cultural and institutional performance models, those living in metropolitan areas and those from high SES groups tended to possess stronger positive views. Political party preference was a strong predictor of the perceptions about NAPLAN. Overall, this study offers possible explanations for the underlying mechanisms explaining sub-group differences in attitudes toward large-scale standardized national testing.

The Fallacy of Using the National Assessment Program–Literacy and Numeracy (NAPLAN) Data to Identify Australian High-Potential Gifted Students

In Australia, gifted or talented students are defined according to the widely accepted model proposed by Gagné, where giftedness is understood as potential, and talent is shown through competencies (or achievements); in this definition there is a clear differentiation between the two constructs. Most Australian education jurisdictions espouse Gagné’s definitions and use a variety of mechanisms for identifying gifted and talented students—a commonly used identification practice is the results from the Australian National Assessment Program–Literacy and Numeracy (NAPLAN) test. This article sets out to explore the fallacy of using the NAPLAN results to identify giftedness in high-potential (gifted) students in Australia, outlining key reasons why the NAPLAN is unsuitable as an identification instrument for giftedness. Moreover, it explores the erroneous use of the NAPLAN as an identification tool for giftedness when it was never designed, validated, or intended as such an instrument.

Evaluating the impact of Hazelwood mine fire event on students' educational development with Bayesian interrupted time-series hierarchical meta-regression.

Environmental disasters such as wildfires, floods and droughts can introduce significant interruptions and trauma to impacted communities. Children and young people can be disproportionately affected with additional educational disruptions. However, evaluating the impact of disasters is challenging due to difficulties in establishing studies and recruitment post-disasters. We aimed to (1) develop a Bayesian model using aggregated school-level data to evaluate the impact of environmental disasters on academic achievement and (2) evaluate the impact of the 2014 Hazelwood mine fire (a six-week fire event in Australia). Bayesian hierarchical meta-regression was developed to evaluate the impact of the mine fire using easily accessible aggregated school-level data from the standardised National Assessment Program-Literacy and Numeracy (NAPLAN) test. NAPLAN results and school characteristics (2008-2018) from 69 primary/secondary schools with different levels of mine fire-related smoke exposure were used to estimate the impact of the event. Using an interrupted time series design, the model estimated immediate effects and post-interruption trend differences with full Bayesian statistical inference. Major academic interruptions across NAPLAN domains were evident in high exposure schools in the year post-mine fire (greatest interruption in Writing: 11.09 [95%CI: 3.16-18.93], lowest interruption in Reading: 8.34 [95%CI: 1.07-15.51]). The interruption was comparable to a four to a five-month delay in educational attainment and had not fully recovered after several years. Considerable academic delays were found as a result of a mine fire, highlighting the need to provide educational and community-based supports in response to future events. Importantly, this work provides a statistical method using readily available aggregated data to assess the educational impacts in response to other environmental disasters.

The substantiveness of socioeconomic school compositional effects in Australia: measurement error and the relationship with academic composition

This study examines the effect of school socioeconomic composition on student achievement growth in Australian schooling, and its relationship with academic composition utilising the National Assessment Program—Literacy and Numeracy (NAPLAN) dataset. Previous research has found that school composition predicts a range of schooling outcomes. A critique of school compositional research has been that measurement error may have biased findings of compositional effects. Prior studies have found that socioeconomic compositional effect sizes are small when models include academic composition. The relationship between socioeconomic and academic compositions has yet to be fully determined. Multi-level regressions and structural equation models were compared to estimate the degree of bias in socioeconomic compositional effects due to measurement error. Multi-level path models were used to test if academic composition mediated the relationship between socioeconomic composition and achievement growth. The results showed that measurement error did not bias compositional effects in the dataset, and academic composition mediates the relationship between socioeconomic composition and achievement growth. We argue that school value-add research should include academic composition to account for contextual effects. The socioeconomic compositional effect is of practical significance to policy makers and educational researchers due to its relative size compared to average student achievement growth. Potential reforms include ensuring public subsidies to private schools in Australia do not increase school segregation and the amelioration of the effects of residential segregation through school funding reforms.

Gender differences in reading and numeracy achievement across the school years

Developing students’ reading and numeracy skills remain key goals of contemporary schooling. In Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests have assessed these skills since 2008. Previous research found a significant gender gap in favour of females for the NAPLAN writing test, yet no study has examined whether gender gaps exist for reading and numeracy or their developmental pattern across the school years. Given the educational and public interest in NAPLAN and its considerable costs, it is important to understand what these tests reveal about student outcomes. The paper presents the first investigation of patterns of male and female student achievement on the NAPLAN reading and numeracy tests from 2008 to 2021. It applies the equivalent year level technique to explain the pedagogical significance of NAPLAN achievement and compares the findings with the writing gender gap to present a fuller picture of male and female achievement.

O-085 School-Age Outcomes Among IVF-Conceived Children: A Causal Inference Analysis Using Linked Population-Wide Data

Abstract Study question To determine the causal effect of in-vitro fertilisation (IVF) on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Summary answer The school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived peers. What is known already More than 8 million children have been conceived globally with the assistance of in-vitro fertilization (IVF). Large cohort studies have suggested an increase in the frequency of congenital abnormalities, autism spectrum disorder, developmental-delay and intellectual disability in children conceived via IVF. Educational and cognitive outcomes following IVF conception have not yet been adequately established. Two large Scandinavian studies (Norrman et al 2018 and Wienecke et al 2020) found poorer educational outcomes in children born after IVF-conception. Study design, size, duration Causal inference methods (based on the potential outcomes approach) were used to analyse observation data in a way that emulates the results of a target randomised clinical trial. The study cohort comprised state-wide linked maternal and childhood administrative data from Victoria, Australia. Participants/materials, setting, methods The study included singleton infants conceived spontaneously or via IVF and born between 2005-2014. The exposure of interest was conception via IVF, with those born after spontaneous conception as the control group. Two separate measures of childhood outcome were examined: The Australian Early Developmental Consensus (AEDC), (age 4-6); and the National Assessment Program – Literacy and Numeracy (NAPLAN) at age 7-9. We combined inverse probability weighting with regression adjustment to estimate population average causal effects. Main results and the role of chance The final cohort included 412,713 children across the two outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC outcome data, and 8,976 cases and 333,335 controls for NAPLAN data. The mothers of IVF-conceived children were older, more highly educated mothers, who lived in more socio-economic advantaged areas and were less likely to be from non-English speaking backgrounds. There was no causal effect of IVF-conception on the on the risk of developmental vulnerability at school-entry compared to spontaneously conceived children, as defined by AEDC metrics; with an adjusted risk difference of -0.3% (95% CI -3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7-9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, adjusted mean difference of 0.030 (95% CI -0.018 to 0.077) between IVF-conceived and spontaneously conceived children. Given the use of observational data, there were missing data and inherent differences in the covariate profile of the exposure cohorts. Multiple imputation and doubly robust inverse probability weighting regression adjustment modelling was utilised to allow a causal interpretation of results. Limitations, reasons for caution Children who did not attend school due to severe disability were not included, possibly leading to selection bias. It is possible that unmeasured common cause confounders could have led to bias in estimating the average treatment effects. Wider implications of the findings This study, in contrast to previous evidence, suggests that conception via IVF does not affect early childhood developmental and educational outcomes. These findings provide important reassurance for current and prospective parents, and clinicians alike. Trial registration number Not applicable

The utility of NAPLAN data: issues of access, use and expertise for teaching and learning.

Internationally, assessment and the use of diagnostic data are recognized as critical capabilities for teachers. This is not a recent development, with assessment recognized for some decades as playing a significant role in informing learning and learners.This paper will examine whether teachers and members of the school leadership team utilize the National Assessment Program - Literacy and Numeracy (NAPLAN) data for informing teaching and improving learning. Using a theoretical framework that draws on the conceptualisation of assessment as a social practice and Wenger’s social theory of learning as a shared enterprise in a community of practice, this paper will provide evidence of the common power relationships (school leaders and teachers) that exist as part of social structures within a community of practice. The paper will present how these power relationships impede access to, use of or enable expertise in the analysis of NAPLAN data.The findings are based on an empirical study of nine case study schools across two Australian states and suggest there are inequalities of access to NAPLAN data between school leaders and teachers. The study discovered variegated access and distinct pathways of data dissemination and analysis dependent on a teacher’s specified role within the school. The paper concludes with suggestions for greater stewardship from school leaders in building school cultures of data literacy and highlights the importance of collaboration between school leaders and teachers to build professional capability in this area.

Impact of teachers’ professional learning on students’ learning of multiplicative thinking

The shift from additive to multiplicative thinking is challenging for students. A professional learning program was developed that focused on an identified area of need by teachers, namely multiplicative thinking. Program content focused on concepts underpinning multiplicative thinking, pedagogical approaches, challenging tasks, and application to classroom practice. It was delivered via six 90-min modules in 13 participating schools across terms 2–4, as part of regular after school professional learning. Whilst all staff participated, the research focus was year 3–4 teachers. Students’ historical data were collected across four years (2016–2019) to determine mean growth over time, in participating and non-participating schools. National Assessment Program Literacy and Numeracy (NAPLAN) and Mathematics Assessment Interview (MAI) data were used to determine the impact of the learning, as both assessments are administered annually. Analysis of year 4 students’ longitudinal data showed greater mean growth in student learning over a 2-year period in schools involved in the learning and additional in-class coaching support, than students in non-participating schools. Our findings showed that targeted school-based professional learning, with in-class support from a knowledgeable other, leads to teachers’ improved understanding of multiplicative thinking and subsequent pedagogical content knowledge to support student learning.

School academic performance of children hospitalised with a chronic condition

ObjectiveTo examine academic outcomes among children hospitalised with a chronic health condition.DesignPopulation-level birth cohort.SettingNew South Wales, Australia.Participants397 169 children born 2000–2006 followed up to 2014.Intervention/exposureHospitalisations with a chronic condition.Main outcome...

844Considering child maltreatment in social inequalities of educational achievement: a whole-of-population data linkage study

Abstract Background Strategies aimed at reducing health inequalities include a focus on improving education, a key determinant of health and labour market outcomes. Studies have demonstrated that both early life socioeconomic disadvantage and child maltreatment result in poorer educational outcomes, but have not examined the effect of the combination of these adversities. Methods This study used de-identified, linked government administrative data from the South Australian Early Childhood Data Project on children born in South Australia who completed Year 5 National Assessment Program—Literacy and Numeracy (NAPLAN) during 2008-2015 (n = 61,445), and their corresponding birth, perinatal, school enrolment and child protection system data. Results Overall, 23.7% (95% CI 23.4-24.1) had a poor NAPLAN outcome (at or below national minimum standard on three or more of the five domains - reading, writing, spelling, grammar and punctuation, numeracy). This proportion was approximately double for children who experienced substantiated maltreatment compared to children who did not experience contact with the child protection system, irrespective of the social circumstances (parental education, employment, housing and area-level disadvantage) in which the child lived. Conclusions Social advantage is not sufficient to protect children from poor educational outcomes if they experience substantiated maltreatment. Interventions and services will need to focus on child maltreatment, in addition to socioeconomic factors, to improve educational outcomes in the population. Key messages Within each social group, from advantaged to disadvantaged children, the risk of poor NAPLAN outcomes was greater for children who had contact with the child protection system.

Elective labor induction vs expectant management of pregnant women at term and children's educational outcomes at 8 years of age

To estimate the effect of elective induction of labor at 39 weeks' gestation on children's educational outcomes as measured using the Australian National Assessment Program-Literacy and Numeracy (NAPLAN) tests in school year 3 (∼8 years of age), compared with expectant management. We merged perinatal data on all infants born in South Australia from 1999 to 2008 with children's school assessment data from NAPLAN. The study population included all singleton infants born without a malformation at 39-42 weeks in vertex presentation. Children who had undertaken the NAPLAN test in school year 3 were included. We excluded births to women who had a contraindication to vaginal delivery and those with a condition possibly justifying elective delivery before 39 weeks. The outcome of interest was children's educational outcome as measured using NAPLAN, which includes five learning domains (reading, writing, spelling, grammar and numeracy). Each domain was categorized according to performance at or below vs above the national minimum standard (NMS). Average treatment effects (ATEs) of elective induction of labor at 39 weeks compared with expectant management on the proportion of children performing at/below the NMS for each domain were estimated using the augmented inverse-propensity-weighted estimator, accounting for potential confounders. Of 53 843 children born at 39-42 weeks in vertex presentation from 1999 to 2008 and who were expected to participate in the year-3 NAPLAN from 2008 to 2015, a total of 31 120 had at least one year-3 NAPLAN domain. Of these, 1353 children were delivered after elective induction of labor at 39 weeks while 29 767 children were born following expectant management. The ATEs (mean differences) of elective induction of labor at 39 weeks compared with expectant management on the proportion of children scoring at/below the NMS on each domain were 0.01 (95% CI, -0.02 to 0.03) for reading, 0.02 (95% CI, 0.00-0.04) for writing, 0.01 (95% CI, -0.01 to 0.04) for spelling, 0.02 (95% CI, -0.01 to 0.04) for grammar and 0.03 (95% CI, 0.00-0.05) for numeracy. Elective induction of labor at 39 weeks did not affect children's standardized literacy and numeracy testing outcomes at 8 years of age when compared with expectant management. © 2020 International Society of Ultrasound in Obstetrics and Gynecology.

Perinatal and Child Factors Mediate the Association between Preeclampsia and Offspring School Performance

To determine whether maternal preeclampsia is an independent risk factor for poorer academic school performance in offspring, taking into account important perinatal and child factors. A population-based cohort study using record-linkage of state-wide data was undertaken. We evaluated children born at 28+ weeks of gestation in New South Wales, Australia who had grade 3 record-linked education outcomes via the National Assessment Program-Literacy and Numeracy (NAPLAN) between 2009 and 2014. Children with in utero preeclampsia exposure were compared with those without exposure. Robust multivariable Poisson models were used to determine adjusted relative risks. Crude models demonstrated an increased risk of scoring below the national minimal standard in all 5 domains (reading, writing, spelling, grammar and punctuation, and numeracy) for children exposed to preeclampsia, ranging from a relative risk (RR) of 1.13 (95% CI, 1.04-1.24) for reading to 1.19 (95% CI, 1.09-1.30) for numeracy. These differences were attenuated once adjusted for perinatal and child factors (RR, 1.07 [95% CI, 0.97-1.18] to 1.11 (95% CI, 0.99-1.22]), with combined perinatal and childhood factors mediating between 35.7% (writing) to 55.1% (spelling) of the association. Gestational age at birth was the most important perinatal factor, explaining 10.5% (grammar and punctuation) to 20.6% (writing) of the association between preeclampsia and poor school performance, followed by small for gestational age. The poorer educational performance experienced by children born to women with preeclampsia appears largely attributable to perinatal and childhood factors, suggesting an opportunity to improve school performance in children exposed to preeclampsia by optimizing these perinatal factors, particularly gestational age at birth.

Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

ABSTRACT Background: On an annual basis, students across Australia in Years 3, 5, 7 and 9 are assessed on their literacy and numeracy skills via the National Assessment Program – Literacy and Numeracy (NAPLAN), with the student performance data used for purposes including national accountability. Purpose: Against this backdrop of large-scale national assessment, this practitioner-research case study explored the possibilities of using existing NAPLAN writing assessment rubrics as a basis for formative assessment purposes. Specifically, the aim was to galvanise and encourage a culture of self-assessment within one school, using the notion of intelligent accountability. Sample: Participants included seven teachers and 126 students in Years 2, 4 and 6 (students aged approximately 7, 9 and 11 years), at an independent school in Northern Territory, Australia. Design and methods: The data presented here derive from a larger study which aimed to explore ways in which assessment can be used to scaffold students’ ability to self-regulate their learning, as part of a classroom writing project. Data sources included planning templates, writing samples, interviews with students and teachers, and email correspondence with teachers. The data were analysed for emerging themes and interpreted within a framework of social cognitive theory. Findings: The analysis identified that students used the self-assessment process to set specific learning goals for developing a number of aspects of their writing. In terms of intelligent accountability, three elements of difference were distinguished: time, confidence and experience. Conclusions: The findings from this study highlight the crucial role of self-assessment within classroom practice. The researcher-practitioner self-assessment framework developed suggests the potential for utilising large-scale assessment rubrics as a basis for formative assessment activity.