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Evidence and research synthesis indicate teachers make the difference, and governments and teacher training institutions must select and prepare teachers accordingly. The article also discusses how education systems may fail to deliver successful learning for many students and examines links between literacy and numeracy proficiency and adult outcomes.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/standards-in-literacy-and-numeracy-contributing-factors-volume-39-issue-7/593565/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/standards-in-literacy-and-numeracy-contributing-factors-volume-39-issue-7/593565.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Which international assessments are used to monitor literacy and numeracy effectiveness?","Question",{"text":112,"@type":113},"The article highlights PIRLS, TIMSS, and PISA as international testing regimes used to track and compare educational effectiveness across countries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the investigation suggest about what drives differences in student outcomes?",{"text":117,"@type":113},"Combined findings from the research literature suggest that teachers make the difference, requiring governments and teacher training institutions to select and prepare teachers accordingly.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Australian students participate in national and international literacy and numeracy assessment?",{"text":121,"@type":113},"Since 2008, Australian students in Years 3, 5, 7, and 9 take part in NAPLAN, and students also participate internationally via PIRLS (Grade 4), TIMSS (Grades 4 and 8), and PISA (15-year-olds).",{"name":123,"@type":110,"acceptedAnswer":124},"Why are literacy and numeracy standards described as having wider economic and life impacts?",{"text":125,"@type":113},"The text links low literacy and numeracy to serious economic concerns, including reduced access to desirable, well-paid employment opportunities and the need for substantial public and industry support to improve adult skills.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593565,1792171482,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 7 | Article 7 |\n| --- | --- |\n| 2014\u003Cbr>Standards in Literacy and Numeracy: Contributing Factors\u003Cbr>Linda Meeks\u003Cbr>Macquarie University, [linda.meeks@students.mq.edu.au](linda.meeks@students.mq.edu.au)\u003Cbr>Coral Kemp\u003Cbr>Macquarie University, [coral.kemp@mq.edu.au](coral.kemp@mq.edu.au)\u003Cbr>Jennifer Stephenson\u003Cbr>Macquarie University, [jennifer.stephenson@mq.edu.au](jennifer.stephenson@mq.edu.au) |  |\n\nRecommended Citation  \nMeeks, L., Kemp, C., & Stephenson, J. (2014). Standards in Literacy and Numeracy: Contributing Factors. Australian Journal of Teacher Education, 39 (7).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss7/7](http://ro.ecu.edu.au/ajte/vol39/iss7/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss7/7](http://ro.ecu.edu.au/ajte/vol39/iss7/7)  \nAustralian Journal of Teacher Education  \nStandards in Literacy and Numeracy: Contributing Factors  \nLinda Meeks  \nCoral Kemp  \nJennifer Stephenson  \nMacquarie University  \nAbstract: The establishment of international testing regimes such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) has provided one way for individual countries to monitor the effectiveness of their educational systems. In addition, student achievement may be compared with that of students from other participating countries. Studying the educational organisation of those countries and economies in which high-ranking results in international testing have been produced, including the roles played by teachers, students, and systems, provides valuable information for use in countries where there is a desire for improved student performance. In combination with the research literature, the main findings from such an investigation suggest that it is teachers who make the difference, and that it is the responsibility of governments and teacher training institutions to select and prepare teachers accordingly.  \nIt has become increasingly clear over the last decade that education systems in a number of countries are failing to provide a learning environment that leads to success for many of their students (Auguste, Kihn, & Miller, 2010; Department of Education, Science and Training, 1997; Greenberg, McKee, & Walsh, 2013; Office for Standards in Education (Ofsted), 2011, 2012; Rowe, 2005; Thomson, 2008) . In several member countries of the Organisation for Economic Cooperation and Development (OECD) low standards of literacy and numeracy are viewed as a serious problem in economic terms, especially when poor adult literacy requires a large financial commitment from governments, as well as from industry councils, in their drive to assist adults to attain basic literacy and numeracy skills (Baer, Kutner, & Sabatini, 2009; Industry Skills Council, 2011; Kingston, 2009; OECD, 2010b; Toppo, 2009) . A recent survey of adult skills conducted as part of the Programme for the International Assessment of Adult Competencies (PIACC) (OECD, 2013c), found a close relationship between countries' performance in the Programme for International Student Assessment (PISA) and the literacy and numeracy proficiency of their students later in life. The result of having poor skills in literacy and numeracy often had a major impact on access to more desirable, and well-paid, employment opportunities (OECD, 2013b) .  \nEvery year, since 2008, Australian students in years 3, 5, 7, and 9 have taken part in the National Assessment Program – Literacy and Numeracy (NAPLAN) . The results are used for a number of purposes: to give parents an indication of their child's school progress; to assist teachers and schools to provide programs that meet the needs of their students; and to enable school systems to evaluate and improve the services that they offer (Australian Curriculum, Assessment and Repo","cbCairiCUZhOWZjZ","https://ap.wps.com/l/cbCairiCUZhOWZjZ","pdf",251456,35,"English","# Standards in Literacy and Numeracy: Contributing Factors\n## International testing regimes and cross-country comparison\n## Teacher responsibility and system preparation\n## Challenges in national literacy and numeracy standards\n## Australia’s NAPLAN and participation in international assessments\n## Policy implications for comparing achievement and decline","[{\"question\":\"Which international assessments are used to monitor literacy and numeracy effectiveness?\",\"answer\":\"The article highlights PIRLS, TIMSS, and PISA as international testing regimes used to track and compare educational effectiveness across countries.\"},{\"question\":\"What does the investigation suggest about what drives differences in student outcomes?\",\"answer\":\"Combined findings from the research literature suggest that teachers make the difference, requiring governments and teacher training institutions to select and prepare teachers accordingly.\"},{\"question\":\"How do Australian students participate in national and international literacy and numeracy assessment?\",\"answer\":\"Since 2008, Australian students in Years 3, 5, 7, and 9 take part in NAPLAN, and students also participate internationally via PIRLS (Grade 4), TIMSS (Grades 4 and 8), and PISA (15-year-olds).\"},{\"question\":\"Why are literacy and numeracy standards described as having wider economic and life impacts?\",\"answer\":\"The text links low literacy and numeracy to serious economic concerns, including reduced access to desirable, well-paid employment opportunities and the need for substantial public and industry support to improve adult skills.\"}]","Standards in Literacy and Numeracy: Contributing Factors - Volume 39 - Issue 7 | PDF",1792077485,88]