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Findings show the curriculum functions as a system reinforcing social status, funneling low socio-economic status and non-metropolitan students toward subjects with lower average achievement and toward vocational education. 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Student completion rates are also linked to student location and family characteristics, with additional hierarchies existing within subject options.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},205494,1788580184,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},8796096645457,"https://ap-avatar.wpscdn.com/avatar/800003749518d68ffe3?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345340919836971","Centre for Sustainable Communities Monograph Series No.1  \nStill Winning?  \nSocial Inequity in the NSW Senior Secondary Curriculum Hierarchy  \nPhilip Roberts, Jenny Dean  \n& Garrett Lommatsch | December 2019  \nCentre for Sustainable Communities Monograph Series No.1  \nStill Winning?  \n© Centre for Sustainable Communities, University of Canberra, 2021.  \nAll rights reserved. Apart from fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright Act 1968, no part of this publication may be reproduced, stored or transmitted in any form or by any means without the prior permission in writing of the publisher.  \nISBN: 978-1-74088-492-1  \nThe views expressed in this report are those of the authors and are not necessarily those of the Centre for Sustainable Communities, Action Research for Development research group, or the University of Canberra.  \nRecommended citation: Roberts, P. , Dean, J. , & Lommatsch, G. (2019) . Still Winning? Social Inequity in the NSW Senior Secondary Curriculum Hierarchy. Rural Education and Communities research group. University of Canberra. Centre for Sustainable Communities Monograph Series No.1.  \nAcknowledgements  \nThis report relates to findings from the ‘Access, achievement and the spatial distribution of curriculum in NSW senior secondary schooling’ research project. The research was supported by an early career research development grant from the Centre for Sustainable Communities, and the Faculty of Education, at the University of Canberra. We would like to acknowledge the support of the NSW Education Standards Authority in facilitating access to the data used in this project and their feedback throughout the research. We also acknowledge the advice of Dr Joanna Sikora in developing the socio-economic status scale.  \nCentre for Sustainable Communities Monograph Series No.1  \nStill Winning?  \nAbout the Centre for Sustainable Communities  \nThe Centre for Sustainable Communities (CSC) contributes to healthy and sustainable social, cultural, ecological and economic futures by providing research and professional development services to communities, government and the private sector.  \nOur strengths, developed over more than fifteen years, are those of collaborative and participatory research in regional and community development in both Australian and international contexts. Working in partnership with communities and related regional and community agencies, we aim to:  \n• Build sustainable environmental, social, cultural and economic capacity through partnership in research and development  \n• Work with communities in the recognition of their own strengths, assets and capacities using processes which respect action learning and collaboration  \n• Develop strategies for change in response to evolving environmental, social, cultural and economic contexts  \n• Build leadership and professional networks that support sustainable and cooperative endeavours in communities.  \nThe Centre’s research highlights learning and development beyond formal education, in community and organisational settings and contexts where informal learning is significant. We are interested in how this perspective can contribute to the adaptation of formal institutions to the contemporary challenges of social and cultural change.  \nThe Action Research for Development research group, within the CSC, uses asset-based community development analysis, appreciative inquiry, participatory action learning and the co-construction of knowledge to work with, and for, marginalised groups and/or those with low literacy. The group’s research focuses on how groups can be reached through experiential and informal learning that harnesses and values their local knowledge.  \nCSC Director: Dr Katharine McKinnon  \nMonograph Series Editor: Dr Philip Roberts  \n[www.canberra.edu.au/research/faculty-research-centres/csc](www.canberra.edu.au/research/faculty-research-centres/csc)  \nPage 1  \nCentre for Sust","cbCaiccFjc7EQJHQ","https://ap.wps.com/l/cbCaiccFjc7EQJHQ","pdf",1496019,"English","# Executive summary\n## Key findings","[{\"question\":\"What does the research focus on regarding the NSW HSC curriculum?\",\"answer\":\"The research examines inequalities in students’ access to the NSW Higher School Certificate (HSC) curriculum and in HSC achievement, considering how student and school socio-cultural characteristics relate to those outcomes.\"},{\"question\":\"How do the findings describe the role of the curriculum?\",\"answer\":\"The curriculum is presented as a vehicle for educational achievement that also operates as a system reinforcing social status, with low socio-economic status and non-metropolitan students increasingly directed toward lower-achievement subjects and more vocational education options.\"},{\"question\":\"What factors are reported to influence access to subjects and completion rates?\",\"answer\":\"Access to subjects is patterned by gender and location, and student family characteristics relate to both access and achievement. Student completion rates are also linked to student location and family characteristics, with additional hierarchies existing within subject options.\"}]","Still Winning? - Monograph Series No.1 - Executive summary and key findings | PDF",101]