NALP reports

Student outcome and participation reports inform the development and direction of the National Accelerated Literacy Program (NALP).

The National Accelerated Literacy Program in the Northern Territory: Implementation and outcomes – Final Evaluation Report

NALP in the Northern Territory was an ambitious attempt to implement a method of literacy teaching, known as Accelerated Literacy (AL), in 100 primary and secondary schools across the jurisdiction. NALP attempted to address the literacy outcomes of the NT's Aboriginal population and was the largest project of its kind in the NT. This evaluation of NALP in the NT was carried out by the School for Social and Policy Research at Charles Darwin University.

It covers the period from the program's inception in 2004 to its system-wide delivery in 2008. The evaluation examines the program's implementation, teacher practice and student outcomes. It makes recommendations for continued improvement of NALP and delivers findings that are relevant to any state or territory attempting to drive system-wide delivery of an education program.

The report has two volumes: findings, discussion and recommendations are presented in NALP in the Northern Territory Final Evaluation Report Volume 1; while methodology and supplementary material are documented in NALP in the Northern Territory Final Evaluation Report Volume 2. The two volumes of the report are downloadable from the NDLRN repository. Go to the Support materials page for information about downloading NALP resources from NDLRN. 

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NT 2008 Student Progress Summary Report

This summary below reports progress for students participating in the Accelerated Literacy program during 2008 in NT DET schools. It compares the students' assessed reading levels during 2008 with those received in previous years.

Student progress (compared to previous years) for students participating in the National Accelerated Literacy Program in NT during 2008.

Participation

  • At the end of the 2008 school year, there were 63 schools participating in the National Accelerated Literacy Program (NALP).
  • 66 schools participated in the Accelerated Literacy program at some time in 2008.
  • There were 6,560 students participating in the Accelerated Literacy program at the end of Week 8 of Term 4 2008.
  • There were 8,412 students who participated in the Accelerated Literacy program at some time during 2008.

Participating students are students that are receiving literacy instruction using the Accelerated Literacy methodology.

Student progress

Care must be taken when interpreting student progress results as these measures were calculated using a small subset of students.

Individual Level (IL) assessment sequences

  • In 2008, the average progress rate for students with an IL assessment sequence on the IL scale was 1.24 reading year levels per year. There were 1,952 students included in this calculation.
  • Approximately 36.4% (1,115 of 3,067) of the IL assessment sequences were unable to be included in calculations as both assessments were below the IL scale. That is, the students were assessed to be unsuccessful using the easiest text for both assessments in the sequence.
  • In 2008, there were 725 students whose IL assessment sequences indicated that they progressed at 2 or more reading year levels per year, an increase of 22.6% from 2007 (591 students).

Tests of Reading Comprehension (TORCH) assessment sequences

  • In 2008, the average progress rate for students with a TORCH assessment sequence was 1.40 reading year levels per year. There were 590 students included in this calculation.
  • For TORCH, there were 289 students who progressed at 2 or more reading year levels per year during 2008, an increase of 9.5% from 2007 (264 students). 

 

Note: 1 reading year level per year is considered to be normal.

Individual Level (IL) assesses reading from texts which have not been taught in class and which are sometimes known as ‘unseen’, ‘unfamiliar’ or ‘unsupported’ texts. These texts have been assigned a ‘benchmark’ level matching them with a school year level.

TORCH assessment is another reading test that is administered to students with a successful IL at Year 4 or above. It is an assessment of how well the student comprehends an unseen text.

Assessment sequence is a series of student assessments of the same type (ie IL or TORCH) in more than one term.

Comparing 2005, 2006, 2007 and 2008

Average IL student progress rate – 2005, 2006, 2007 and 2008

 

2005

2006

2007

2008

IL student progress

       

Number of students – Term 4

2,534

4,165

5,167

6,560

Students with assessment sequences (on scale)

526

914

1,599

1,952

Progress rate

1.67

1.74

1.18

1.24

TORCH student progress

       

Number of students – Term 4

2,534

4,165

5,167

6,560

Students with assessment sequences (on scale)

212

415

548

590

Progress rate

1.34

1.22

1.35

1.40

Care must be taken when interpreting the information in this table as some 2006 assessment information was updated during 2007.  It will vary slightly from the information reported in the 2006 Student Progress Report.

Indigenous students

  • During 2008, 80.8% (or 7,111 of 8,412) of the students who participated in the Accelerated Literacy program were Indigenous.
  • There were 1,112 students with IL pre-scale assessment sequences during 2008 (ie these students were unsuccessful at Transition level for both assessments in the sequence). The majority (1,061 or 95.4%) of these students were Indigenous.
  • Of the 633 students with a TORCH sequence during 2008, Indigenous students were under-represented with 335 (or 52.9%).

Summary – student progress groups

  • In 2008, there were 725 students whose IL assessment sequences indicated that they progressed at 2 or more reading year levels per year. For TORCH, there were 289 students who progressed at 2 or more reading year levels per year.
  • 86 of the 448 students whose IL assessment sequences indicated No Progress were assessed as reading at Transition.  There were also 81 students who were re-tested on the highest-level IL assessment  (Year 8) and could not demonstrate progress.
  • During 2008, there were 4,840 students with one or more IL assessments recorded. Of these, there were 1,568 students (or 32.4%) who were assessed as 'unsuccessful at transition' at some stage during the year, a decrease of 16% from 2007 (2,306 students).

pdf icon  Download the full 2008 report

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NT 2007 Student Progress

This summary below reports progress for students participating in the AL program during 2007 in NT DET schools. It compares the students' assessed reading levels during 2007 with those received in previous years.

Student progress (compared to previous years) for students participating in the National Accelerated Literacy Program in NT during 2007.

Participation

  • At the end of the 2007 school year, there were 58 schools participating in the National Accelerated Literacy Program (NALP).
  • 60 schools throughout 2007 had schools with recorded assessments in the Accelerated Literacy Information Analysis System (ALIAS).
  • There were 5,167 students participating in the Accelerated Literacy program at the end of Week 8 of Term 4 2007.
  • There were 6,781 students who participated in the Accelerated Literacy program at some time during 2007.

Participating students are students that are receiving literacy instruction using the Accelerated Literacy methodology.

Student progress

Care must be taken when interpreting student progress results as these measures were calculated using a small subset of students.

Individual Level (IL) assessment sequences

  • In 2007, the average progress rate for students with an IL assessment sequence on the IL scale was 1.18 reading year levels per year. There were 1,599 students included in this calculation.
  • Approximately 34.8% (855 of 2,454) of the IL assessment sequences were unable to be included in calculations as both assessments were below the IL scale. That is, the students were assessed to be unsuccessful using the easiest text for both assessments in the sequence.
  • In 2007, there were 591 students whose IL assessment sequences indicated that they progressed at 2 or more reading year levels per year.

Tests of Reading Comprehension (TORCH) assessment sequences

  • In 2007, the average progress rate for students with a TORCH assessment sequence was 1.35 reading year levels per year. There were 548 students included in this calculation.
  • For TORCH, there were 264 students who progressed at 2 or more reading year levels per year during 2007.

Note: 1 reading year level per year is considered to be normal.

Individual Level (IL) assesses reading from texts which have not been taught in class and which are sometimes known as ‘unseen’, ‘unfamiliar’ or ‘unsupported’ texts. These texts have been assigned a ‘benchmark’ level matching them with a school year level.

TORCH assessment is another reading test that is administered to students with a successful IL at Year 4 or above. It is an assessment of how well the student comprehends an unseen text.

Assessment sequence is a series of student assessments of the same type (ie IRL or TORCH) in more than one term.

Comparing 2005, 2006 and 2007

Average IL student progress rate – 2005, 2006 and 2007

 

2005

2006

2007

IL student progress

     

Number of students – Term 4

 2,534

 4,165

 5,167

Students with assessment sequences (on scale)

 526

 914

 1,599

Progress rate

 1.67

 1.74

 1.18

TORCH student progress

     

Number of students – Term 4

 2,534

 4,165

 5,167

Students with assessment sequences (on scale)

 212

 415

 548

Progress rate

 1.34

 1.22

 1.35

Care must be taken when interpreting the information in this table as some 2006 assessment information was updated during 2007.  It will vary slightly from the information reported in the 2006 Student Progress Report.

Indigenous students

  • During 2007, 84.6% (or 5,738 of 6,781) of the students who participated in the Accelerated Literacy program were Indigenous.
  • There were 852 students with IL pre-scale assessment sequences during 2007 (ie these students were unsuccessful at Transition level for both assessments in the sequence). The majority (805 or 94.5%) of these students were Indigenous.
  • Of the 583 students with a TORCH sequence during 2007, Indigenous students were under-represented with 273 (or 46.8%).

Summary – student progress groups

  • In 2007, there were 591 students whose IL assessment sequences indicated that they progressed at 2 or more reading year levels per year. For TORCH, there were 264 students who progressed at 2 or more reading year levels per year.
  • 85 of the 362 students whose IL assessment sequences indicated No Progress were assessed as reading at Year 8.
  • During 2007, there were 4,765 students with one or more IL assessments recorded. Of these, there were 2,306 students (or 48.4%) who were assessed as 'unsuccessful at transition' at some stage during the year. 

pdf icon Download the full 2007 Report

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Results Discussion Paper: 2007 Student Progress

This downloadable report provides additional commentary for the student progress report (above) and attempts to highlight how the rapid expansion of NALP, and the changing profile of the participating student population, impact on the reported summary student performance statistics.

pdf icon  Download the 2007 Student Progress Discussion Paper

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Analysis of Non-Readers 2005 & 2006

This downloadable report provides additional analysis and commentary of 2007 student progress. It investigates the progress made by the non-readers who entered the Accelerated Literacy program during 2005 and 2006.

pdf icon  Download the Analysis of Non-Readers 2005-6

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2006 Student Progress

This summary below reports progress for students participating in the Accelerated Literacy program during 2006 in NT DET schools. It compares the students assessed reading levels during 2006 with those received in previous years.

Participation

  • At the end of the 2006 school year, there were 50 schools participating in the National Accelerated Literacy Program (NALP). Of these, there were 36 schools with recorded assessments in Accelerated Literacy Information Analysis System (ALIAS).
  • There were 4,165 students participating in the Accelerated Literacy program at the end of Week 8 of Term 4 2006. There were 5,167 students who participated in the Accelerated Literacy program at some time during 2006.

Participating students are students that are receiving literacy instruction using the Accelerated Literacy methodology.

Student progress

Care must be taken when interpreting student progress results as these measures were calculated using a small subset of students.

Individual Level (IL) assessment sequences

  • In 2006, the average progress rate for students with an IL assessment sequence on the IL scale was 1.74 reading year levels per year. There were 914 students included in this calculation.
  • Approximately 38% (558 of 1472) of the IL assessment sequences were unable to be included in calculations as both assessments were below the IL scale. That is, the students were assessed to be unsuccessful using the easiest text for both assessments in the sequence.
  • In 2006, there were 458 students whose IL assessment sequences indicated that they progressed at 2 or more reading year levels per year.

Tests of Reading Comprehension (TORCH) assessment sequences

  • In 2006, the average progress rate for students with a TORCH assessment sequence was 1.22 reading year levels per year. There were 415 students included in this calculation.
  • For TORCH, there were 175 students who progressed at 2 or more reading year levels per year during 2006.

Note: 1 reading year level per year is considered to be normal.

Individual Level (IL) assesses reading from texts which have not been taught in class and which are sometimes known as ‘unseen’, ‘unfamiliar’ or ‘unsupported’ texts. These texts have been assigned a ‘benchmark’ level matching them with a school year level.

TORCH assessment is another reading test that is administered to students with a successful IL at Year 4 or above. It is an assessment of how well the student comprehends an unseen text.

Assessment sequence is a series of student assessments of the same type (ie IRL or TORCH) in more than one term.

Comparing 2005 and 2006

Average IL student progress rate – 2005 and 2006

 

2005

2006

IL student progress

   

Number of students – Term 4

2,534

4,165

Students with assessment sequences (on scale)

526

914

Progress rate

1.67

1.74

TORCH student progress

   

Number of students – Term 4

2,534

4,165

Students with assessment sequences (on scale)

212

415

Progress rate

1.34

1.22

Care must be taken when interpreting the information is this table as some 2005 assessment information was updated during 2006. It will vary slightly from the information reported in the 2005 Student Progress Report.

Indigenous students

  • During 2006, 75.4% (or 3,898 of 5,167) of the students participating in the Accelerated Literacy program were Indigenous.
  • There were 556 students with IL pre-scale assessment sequences during 2006 (ie these students were unsuccessful at Transition level for both assessments in the sequence).  The majority (513 or 92.2%) of these students were Indigenous.
  • Of the 441 students with a TORCH sequence during 2006, Indigenous students were under-represented with 174 (or 39.5%).

Summary – student progress groups

  • In 2006, there were 458 students whose IL assessment sequences indicated that they progressed at 2 or more reading year levels per year. For TORCH, there were 175 students who progressed at 2 or more reading year levels per year.
  • 71 of the 184 students whose IL assessment sequences indicated No Progress were assessed as reading at Year 8.
  • During 2006, there were 2,936 students with one or more IL assessments recorded. Of these, there were 1,338 students (or 45.6%) who were assessed as Unsuccessful at Transition at some stage during the year.

pdf icon  Download the 2006 Report

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