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--- |\n| Q U A L I T Y A S S U R A N C E I N\u003Cbr>V I C T O R I A N S C H O O L S\u003Cbr>B E N C H M A R K S |\n\n1999  \nV C E  \nV I C T O R I A N C E R T I F I C AT EO F E D U C AT I O N  \nVCE Benchmarks 1999  \nPublished by the Department of Education, Employment and Training, Victoria  \n© State of Victoria, 2000  \nISBN 0 7306 9199 3  \nPublished by the Community Information Service for the Accountability and Development Division, Department of Education, Employment and Training,  \nGPO Box 4367  \nMelbourne Vic. 3001  \nAustralia.  \nThe Department of Education, Employment and Training welcomes any use of this publication within the constraints of the Copyright Act. Provided acknowledgment is made to the source, Victorian government and nongovernment schools are permitted to copy material freely for the purpose of teaching students in schools, or for communication with parents and others in the community. When a charge is authorised for supplying material, such charge shall be limited to direct costs only. When the material is sold for profit, then written authority must first be obtained.  \nAddress inquiries to: The Manager Copyright Services GPO Box 4367  \nMelbourne Vic. 3001  \nAustralia.  \nC O N T E N T S  \nIntroduction 3  \nSchool performance benchmarks 1999 4  \nStudent achievement VCE 1999 4  \nInterpretation of Results 5  \nMaking Judgements 6  \nDistribution of all CATs for 1999 VCE results 7  \nDistribution of 1999 VCE study scores by study area  \nEnglish 9  \nFurther Mathematics 19  \nMathematical Methods 29  \nHighest, average and lowest performing schools in each ‘like’ school group 39  \nComparison of study score distribution by school type 45  \nComparison of study score distribution by location 49  \nComparison of study score distribution by region 53  \nComparison of study score distribution by VCE cohort size and school location 57  \nComparison of study score distribution for girls in coeducational and all girl schools 61  \nComparison of study score distribution for ‘like’ school group 3  \nand selected entry schools 65  \nApparent Retention and Completion 69  \nYear 7 – 10 apparent retention by ‘like’ school group 70  \nYear 7 – 10 apparent retention by region 71  \nYear 7 – 10 apparent retention by gender 72  \nYear 11 – 12 apparent retention by ‘like’ school group 73  \nYear 11 – 12 apparent retention by region 74  \nYear 11 – 12 apparent retention by gender 75  \nYear 12 completion by ‘like’ school group 76  \nYear 12 completion by region 77  \nYear 12 completion by gender 78  \nAppendix 1: Apparent retention and completion: definition of terms 79  \nAppendix 2: ‘Like’ school groups 80  \nIdentifying the relevant ‘like’ school group 84  \nI N T R O D U C T I O N  \nThe Victorian accountability framework, Quality Assurance in Victorian Schools, aims to support schools to improve their effectiveness. It does this by providing the framework through which schools can learn about the effectiveness of their programs, their policies, their processes and procedures.  \nThe school annual report and the triennial school review are the formal framework for assessment of school performance. They summarise the data collected on each school’s achievement in the delivery of its curriculum, the quality of its student welfare and management programs, its organisational health and its relationships with its community. They indicate the standards of learning achieved by its students.  \nTo support schools in monitoring and improving their effectiveness, the Accountability and Development Division publishes school performance benchmarks each year. These benchmarks analyse the actual levels of performance reported by schools in their annual reports. They do not, as some commercial benchmarking frameworks do, concentrate on the characteristics of specific processes in order to identify‘best practice’. Rather, they analyse the results of school processes and help schools to answer the question: ","cbCaih0gUPuGIwyn","https://ap.wps.com/l/cbCaih0gUPuGIwyn","pdf",365714,88,"English","# Introduction\n# School performance benchmarks 1999\n## Student achievement VCE 1999\n## Interpretation of Results\n## Making Judgements\n## Distribution of CATs and VCE study scores\n# Apparent Retention and Completion\n## Year 7 – 10 apparent retention\n## Year 11 – 12 apparent retention\n## Year 12 completion\n# Appendix 1: Definitions\n# Appendix 2: “Like” school groups","[{\"question\":\"What is the purpose of the Victorian accountability framework described in the document?\",\"answer\":\"It supports schools to improve effectiveness by helping them learn about program, policy, and process effectiveness using assessment of school performance data.\"},{\"question\":\"How do “like” school groups work for comparing school performance?\",\"answer\":\"For 1999, nine “like” school groups are created using a three-year average (1997–1999) based on Educational Maintenance Allowance/Youth Allowance and language background other than English, with group listings provided by the division.\"},{\"question\":\"Which types of outcomes are covered by the 1999 school performance benchmarks?\",\"answer\":\"The benchmarks include VCE and Years Prep–10 student achievement, VCE provision, time allocated to Key Learning Areas, student absence and destinations, staff and student accident measures, and apparent retention and completion from different year levels.\"}]","VCE Benchmarks 1999 - Victorian Certificate of Education - Quality Assurance in Victorian Schools | PDF",1789908533,222,[148,152,156,160,164,168,172,176,180],{"page_no":22,"url":149,"width":150,"height":151},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/5716d2942c41a469d1055c8b371f2dcc.webp",983,1391,{"page_no":26,"url":153,"width":154,"height":155},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/7a4c8ce6e50e6537f104cbd0e313bdca.webp",982,1389,{"page_no":30,"url":157,"width":158,"height":159},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/4525b6d407b6989eab35223f1e15457e.webp",981,1388,{"page_no":33,"url":161,"width":162,"height":163},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/8124e0acd849c249aa24a76c77fcff77.webp",980,1386,{"page_no":97,"url":165,"width":166,"height":167},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/dbda2fc1a24fb952e7909f77ebd9eac2.webp",979,1385,{"page_no":102,"url":169,"width":170,"height":171},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/2ad5f3d8188e90557ccf95ba4a9d0d7a.webp",978,1383,{"page_no":107,"url":173,"width":174,"height":175},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/51e12f630b06ef763a9eaf0f2d24b27c.webp",977,1382,{"page_no":112,"url":177,"width":178,"height":179},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/8fb04f613af7837f6aed6363f0f16748.webp",976,1381,{"page_no":116,"url":181,"width":182,"height":183},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/90f033d289dd05bf0d27a1806ba81fa9.webp",975,1379]