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- Publisher
- SAGE
- Copyright
- © 2012 Australian Council for Educational Research
- ISSN
- 0004-9441
- eISSN
- 2050-5884
- DOI
- 10.1177/000494411205600104
- Publisher site
- See Article on Publisher Site
Abstract
An overview of positive and negative potential effects of the setting of compulsory exit-level standards in literacy and numeracy for students completing their final years of schooling is presented. The overview rests on studies completed primarily outside Australia, reflecting the reality of such practices not having been implemented widely in Australia. Both negative and positive potential effects are discussed, culminating in a summary of the evidence for these. The relevance of implementation of such standards in Australia is considered, particularly in the context of the implementation of the national curriculum. Notwithstanding individual studies, which appear to demonstrate both negative and positive impacts of such standards, the weight of evidence is judged to be insufficient to justify implementation of this approach in Australia.
Journal
Australian Journal of Education – SAGE
Published: Apr 1, 2012