In Australia, children are falling through the education gap every day

The "education gap" refers to the educational inequality between the highest and lowest performing students’ educational achievement due to external areas of disadvantage children have no control over. This gap can have a profound effect on a child’s whole future.

Australian students have significantly higher educational outcomes than the international average and are ranked similarly to countries such as the United Kingdom and Germany. Yet for some children, being born in a different area of Australia means they will have significantly lower educational outcomes. (ACER 2015) 

 
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Educational inequality is growing in Australia as while the average student is showing declining performance, those at the bottom are falling faster than those at the top. The education gap also widens as children move through school. On average low achievers in Year 3 are two years and eight months behind high achievers, a gap which grows to three years and eight months by Year 9. (Public Education Foundation 2018)

Aboriginal and Torres Strait Islander students are by far over represented in all areas of under-performance, and are on average two and a half years behind their counterparts in all areas. 75% of Aboriginal and Torres Strait Islander students fail to achieve the baseline mathematics level for Australia compared to 57% for other students. (ACER 2015)

Not only are Aboriginal and Torres Strait Islander students consistently outperformed by other students, they are also significantly below the international average. Nearly half of all Aboriginal and Torres Strait Islander students are low performing (43%) by year ten, which is more than twice that of other students (18%) and the international average (21%). (ACER 2015)

Teach Learn Grow is committed to obtaining an Australia where every child has equal opportunities in education, regardless of their location, background or circumstance.

Based on location alone, remote students are on average one and a half years behind their metropolitan counterparts and one and a half times less likely to achieve the baseline mathematics level for Australia. (ACER 2015)

Very remote students in Australia are 20 times more likely than metropolitan students to be below the minimum national standard in mathematics by year nine. A massive 32% of students in very remote Australia are below national minimum standards. (NAPLAN 2017)

No matter the location that a student goes to school in Australia, children of the lowest socioeconomic households are on average three years behind students of the same age from high socioeconomic households. (ACER 2015)

As a result approximately three in five students experiencing disadvantage (low socioeconomic household, remote communities, Aboriginal and/or Torres Strait Islander descent) will not complete a Year 12 or Certificate III equivalent by age nineteen. [MI 2015]




Our Mission is to improve the educational outcomes and aspirations of rural and remote students in socio-disadvantaged areas so that they can reach their full potential.