(1)   What evidence is there to suggest that the current Year 3 national reading benchmark is too low.

(2)   Are there any plans to raise the standard of the current Year 3 national reading benchmark.

(3)   Will parents be informed of any changes to the national literacy test and the reasons for any changes.

(4)   What measures are being taken to ensure those students most in need of assistance with literacy will receive it through the Tutorial Voucher Initiative (TVI).

(5)   Was this issue examined before the TVI commenced.

(1)   The Australian Government supports the development of authoritative measures of the standard of literacy and numeracy achievement of all students. Parents require assurance that their child is achieving minimum acceptable literacy and numeracy standards.         The development of the national literacy and numeracy benchmarks was realised through a cooperative process involving all State and Territory school authorities, the Australian Government and representatives of non-government schools. The development work was undertaken by Curriculum Corporation and informed by evidence such as levels of achievement as demonstrated in national surveys, State assessment programs and international data. The development process involved both technical expertise and extensive consultation. Those involved included all key school education authorities, academic experts in literacy and numeracy, educational testing experts, parent groups, teachers and teacher professional organisations.         The national benchmarks that underpin the reporting of student achievement describe nationally agreed minimum acceptable standards for aspects of literacy and numeracy at particular year levels. That is, they represent the minimum acceptable standard of literacy and numeracy that a student must have at a particular year level in order for the student to continue to make progress at school.         The benchmarks do not attempt to describe the whole range of literacy learning, nor the full range of what students are taught; nor do they try to describe the full range of student achievement. Instead, they represent important and essential elements of literacy at a minimum acceptable level.

(2)   Education Ministers agreed in July 2003 to move towards enhanced reporting of literacy and numeracy achievement. In addition to reporting the percentage of students achieving national literacy and numeracy benchmarks this would enable to range of student achievement to be reported.         On 30 November 2004 the Minister for Education, Science and Training, the Hon Dr Brendan Nelson, MP, announced details about the Australian Government National Inquiry into the Teaching of Literacy. The Inquiry will be a broad, independent examination of reading research, teacher preparation and practices for the teaching of literacy, particularly reading. One of the objectives of the Inquiry is to examine the effectiveness of assessment methods being used to monitor the progress of students’ early reading learning. A report of the Inquiry’s findings will be prepared in the second half of 2005.

(3)   State and Territory standardised tests are currently the basis of assessment against national benchmarks. Under MCEETYA arrangements, brochures are being developed for parents to inform them of the national assessment programme including literacy assessments.

(4)   The Tutorial Voucher Initiative is a pilot programme and hence eligibility is limited to a defined group of students - those who were below the Year 3 national reading benchmark in 2003. Parents of all students who fall into this category are eligible to apply for a Tutorial Voucher. The Initiative will be independently evaluated. Any decision to extend the Initiative to other groups of students will be a matter for future consideration by the Government.

(5)   National data available at the time the TVI commenced indicated that those students below the minimum national reading benchmark would be in most need of assistance in literacy.