Key performance indicators

Effectiveness indicators

Key performance indicators

Reporting of key performance indicators enables senior management to assess and monitor the extent to which we achieve our Government‑desired outcome, and ensures we are accountable to the community for our performance.

Government goal
Strong Communities: Safe communities and supported families

Desired outcome
School students across Western Australia have access to high quality education

Services
1. Public primary education
2. Public secondary education
3. Regulation and non‑government sector assistance
4. Support to the School Curriculum and Standards Authority

 

This section presents effectiveness indicators that show how well we met our desired outcome and efficiency indicators that show how efficiently we delivered our four services in 2020–21. The indicators are as per our Outcomes-Based Management (OBM) reporting structure. We revised our OBM reporting structure in 2018–19 to better reflect our current operations.

Supplementary information relating to our key performance indicators in the appendices is not audited by the Office of the Auditor General.

 

Effectiveness indicators

Outcome: School students across Western Australia have access to high quality education

We aim to provide everyone aged four to 17 years (at 30 June) in Western Australia with access to education through the public school system, irrespective of their location, circumstances and whether that provision is taken up or not.

Two approaches are used to measure how well we achieve this aim.

The rate of participation in education gives an indication of the extent to which school-aged Western Australian residents are engaged in some form of education during the senior secondary years. The rate includes data spanning the main forms of education, including public and non-government schools, vocational education and training, and university.

The apparent retention rate is the second measure of our success in providing access to education through the public system. Prior to 2020, the apparent retention rate was from Year 8 to Year 12. From 2020, the apparent retention rate is from Year 7 to Year 12. This is because the 2020 Year 12 cohort was the first cohort to commence secondary school in Year 7.

Our other indicators provide measures of the extent to which students achieve high standards of learning.

The WACE achievement rate shows the percentage of Year 12 public school students who achieved the Western Australian Certificate of Education (WACE) qualification – the criterion for overall success in school in WA.

Student achievement prior to Year 12 is shown using indicators that measure the percentage of public school students in Years 3, 5, 7 and 9 who achieve proficiency standards in national reading and numeracy tests.

This rate shows the proportion of the State’s estimated resident population of 15, 16 and 17 year olds who are participating in some form of education.

These ages align to Years 10, 11 and 12. The rate includes young people of these ages who either:

  • were enrolled in public and non-government schools at the Semester 2 student census
  • attended vocational education and training during the year
  • attended university during the year.

To ensure students are only counted once, students attending both school and vocational education and training are only counted in the school data.

Participation rates for 2016 to 2020 are in Table 19 with rates by gender in Appendix 2.

The target in the 2020–21 Budget Papers was based on the higher of the preliminary actual for 2018 and the estimated actual for 2019, rounded up to the next integer, using the latest available data at the time of the 2020–21 State Budget.

Table 19: Participation rate (%) of persons aged 15 to 17 years engaged in some form of education 2016 to 2020(a)(b)

2016 2017 2018 2019 2020 Target for 2020–21
96.8 96.2 98.1 97.8 99.4 99

Source: System and School Performance
(a) Based on Australian Bureau of Statistics preliminary estimates of resident population (age at 30 June) and data collected from public and non-government schools (Semester 2 student census, age at 1 July), universities (age at 30 June), and vocational education and training providers (age at 30 June).
(b) University enrolment data for 2020 is an estimate based on 2019 university enrolment data and an annual compound growth factor calculated from university enrolment data across the previous four years.

The extent to which students continue to participate in public school education is indicated by the apparent secondary retention rate. From 2020, this is the number of full‑time students in Year 12 expressed as a percentage of the number of full‑time students who enrolled in Year 7 five years earlier. Prior to 2020, the retention rate was based on the number of full-time students who enrolled in Year 8 four years earlier (the start of secondary school at that time). Retention rates for 2016 to 2020 are in Table 20 with rates by subgroup in Appendix 2.

The apparent retention rate does not account for net changes to the school population caused by interstate and overseas migration, or students moving between school sectors.

The target in the 2020–21 Budget Papers was based on the higher of the two most recent years’ performance at that time (2018 and 2019 Year 8 to Year 12), rounded up to the next integer.

Table 20: Apparent secondary retention rate (%) of public school students 2016 to 2020(a)(b)(c)

2016 2017 2018 2019 2020 Target for 2020–21
77.7 80.1 81.4 81.6 81.5 82

Source: System and School Performance
(a) Excludes Canning College and Tuart College students, part-time and international students, and mature‑aged students at senior campuses.
(b) Semester 2 student census.
(c) Prior to 2020, the apparent retention rate was from Year 8 to Year 12. From 2020, the apparent retention rate is from Year 7 to Year 12. This change is because the 2020 Year 12 cohort was the first cohort to commence secondary school in Year 7.

To achieve the Western Australian Certificate of Education (WACE) qualification, students must meet criteria established by the School Curriculum and Standards Authority. For 2020, students had to:

  • demonstrate the Authority’s minimum standards of literacy and numeracy
  • complete at least 20 units (or equivalent) that met the breadth and depth of study requirements
  • complete at least four Year 12 Australian Tertiary Admission Rank (ATAR) courses, or complete a certificate II (or higher) vocational education and training (VET) qualification
  • achieve a grade of C or better in 14 course units (or equivalent) of which at least six must be completed in Year 12.

The WACE achievement rate shows the percentage of Year 12 students enrolled in a public school in Semester 2 who achieved the WACE qualification that same year. The rates for 2016 to 2020 are in Table 21 with further breakdowns in Appendix 2.

The target in the 2020–21 Budget Papers was based on the higher of the two most recent years’ performance at that time (2018 and 2019), rounded up to the next integer.

Table 21: WACE achievement rate (%) of Year 12 public school students 2016 to 2020(a)(b)

2016 2017 2018(c) 2019 2020 Target for 2020–21
79.8 79.5 80.5 80.7 81.7 81

Source: System and School Performance
(a) Year 12 full-time students in the Semester 2 student census.
(b) Year 12 WACE achievement data from the School Curriculum and Standards Authority and taken at a point in time. Data may be updated after this time for a variety of reasons such as students successfully appealing their results.
(c) A few registered training organisations did not complete VET certification for some public school students in time to be included in the 2018 data. This may have affected the data reported for 2018.

The National Assessment Program – Literacy and Numeracy (NAPLAN) is conducted annually across all states and territories by the Australian Curriculum, Assessment and Reporting Authority.

Full cohorts of Year 3, 5, 7 and 9 students across the country undertake common tests in May.

This program provides valuable information for parents on their children’s achievements as well as useful information at the school level and Australia-wide. The national and state/territory results are reported in the national NAPLAN report.

The key performance indicators for reading and numeracy are defined as the proportion of public school students in Years 3, 5, 7 and 9 achieving proficiency standards in NAPLAN Reading and Numeracy.

We set the proficiency standards based on provisional work conducted nationally. They represent challenging but reasonable reading and numeracy achievement expectations for a typical student in Years 3, 5, 7 or 9. Proficiency indicates students are on track to meet the curriculum expectations for the year level and assessment area. Proficiency standards are more challenging to achieve than national minimum standards and we consider them to be better indicators of the quality of students’ reading and numeracy skills.

The 2020 NAPLAN assessments were cancelled nationally due to COVID-19. No targets were set in the 2020–21 Budget Papers as they were for performance on the cancelled 2020 NAPLAN assessments.

Results for WA public school students for 2016 to 2019 are in Table 22.

Refer to our website for WA NAPLAN public school performance reports.

Table 22: Percentage of Western Australian public school Year 3, 5, 7 and 9 students achieving proficiency standards in NAPLAN Reading and Numeracy, 2016 to 2020(a)(b)

  Assessment 2016 2017 2018 2019 2020 Target for 2020–21
Year 3 Reading
Numeracy		 64.6
63.5		 67.3
67.6		 70.0
69.2		 68.8
68.8		 n/a
n/a		 n/a
n/a
Year 5 Reading
Numeracy		 62.8
62.2		 65.0
64.5		 68.4
66.3		 70.2
66.1		 n/a
n/a		 n/a
n/a
Year 7 Reading
Numeracy		 60.6
58.7		 62.6
61.1		 64.3
62.1		 67.3
64.1		 n/a
n/a		 n/a
n/a
Year 9 Reading
Numeracy		 65.1
63.8		 64.3
65.3		 71.1
70.5		 69.8
67.8		 n/a
n/a		 n/a
n/a

Source: System and School Performance
(a) From 2018 NAPLAN began transitioning from pen and paper to online assessments.
(b) 2020 NAPLAN assessments were cancelled due to COVID-19. Targets in the 2020–21 Budget Papers were not applicable as they were for performance on the cancelled 2020 NAPLAN assessments.

Efficiency indicators

Efficiency indicators

Efficiency indicators show how efficiently we delivered our four services in 2020–21. The indicators have been calculated based on costs of services excluding any non‑cash revaluation decrement, extraordinary asset write-offs and any other costs that are not related to the approved efficiency indicators.

Service 1: Public primary education

This service provides access to education in public schools for persons aged generally from four years and six months to 11 years and six months.

Cost per student full-time equivalents of public primary education

This indicator is the total cost of services for primary education in public schools divided by the average full-time equivalent (FTE) of public school primary students across the two semesters of the financial year.

The 2020–21 result is higher than 2019–20 primarily due to:

  • An increase in employee benefits expense due to:
    • salary cost growth in accordance with the State Government’s public sector wages policy
    • additional cleaning staff to provide enhanced cleaning regimes across all public schools and community kindergartens in accordance with the State Government’s COVID-19 safety plans and guidelines
    • an increase in leave liability expense due to staff FTE increases and leave arrangements being deferred or cancelled to maintain essential services and as a result of COVID-19 pandemic travel restrictions.
  • An increase in minor works expenditure for high priority maintenance projects due to the implementation of the State Government's Maintenance Blitz program across all Western Australian public schools.

The 2020–21 result is higher than the 2020–21 budget target primarily due to approved adjustments to the Department’s budget during 2020–21. This included:

  • additional funding allocated for extra cleaning staff and supplies to provide enhanced cleaning regimes across all public schools and community kindergartens in accordance with the State Government’s COVID-19 safety plans and guidelines
  • actuarial movement in leave liability
  • extension of the National Partnership Agreement on Universal Access to Early Childhood Education in 2021
  • extra funding to support the growth in the number of students with a disability.

Table 23: Cost ($) per full-time equivalent student of public primary education 2017–18 to 2020–21(a)

2017–18(b) 2018–19 2019–20(c) 2020–21 Target for 2020–21
15,155 15,242 16,197 16,816 16,278

Source: Education Business Services
(a) Figures are not adjusted for inflation.
(b) The 2017–18 actual varies from what was published in our 2017–18 annual report due to a change in the calculation methodology as a result of the Department’s revised OBM reporting structure.
(c) The 2019–20 actual varies from what was published in our 2019–20 annual report due to a change in accounting policy to expense library collections previously recorded as assets.

Service 2: Public secondary education

This service provides access to education in public schools for persons aged generally from 11 years and six months. It includes the provision of accommodation, care and services for students from rural and remote areas who have to board away from home to attend a public school.

Cost per student full-time equivalents of public secondary education

This indicator is the total cost of services for secondary education in public schools divided by the average full-time equivalent (FTE) of public school secondary students across the two semesters of the financial year.

The 2020–21 result is higher than 2019–20 primarily due to:

  • An increase in employee benefits expense due to:
    • salary cost growth in accordance with the State Government’s public sector wages policy
    • additional cleaning staff to provide enhanced cleaning regimes across all public schools and residential colleges in accordance with the State Government’s COVID-19 safety plans and guidelines
    • an increase in leave liability expense due to staff FTE increases and leave arrangements being deferred or cancelled to maintain essential services and as a result of COVID-19 pandemic travel restrictions.
  • An increase in minor works expenditure for high priority maintenance projects due to the implementation of the State Government's Maintenance Blitz program across all Western Australian public schools.

The 2020–21 result is higher than the 2020–21 budget target primarily due to approved adjustments to the Department’s budget during 2020–21. This included:

  • additional funding allocated for extra cleaning staff and supplies to provide enhanced cleaning regimes across all public schools and residential colleges in accordance with the State Government’s COVID-19 safety plans and guidelines
  • actuarial movement in leave liability
  • extra funding to support the growth in the number of students with a disability.

Table 24: Cost ($) per full-time equivalent student of public secondary education 2017–18 to 2020–21(a)

2017–18(b) 2018–19 2019–20(c) 2020–21 Target for 2020–21
18,383 18,488 19,080 19,500 19,103

Source: Education Business Services
(a) Figures are not adjusted for inflation.
(b) The 2017–18 actual varies from what was published in our 2017–18 annual report due to a change in the calculation methodology as a result of the Department’s revised OBM reporting structure.
(c) The 2019–20 actual varies from what was published in our 2019–20 annual report due to a change in accounting policy to expense library collections previously recorded as assets.

Service 3: Regulation and non-government sector assistance

This service provides regulatory and assistance services, as required by legislation or government policy, to support provision of quality services by non-government schools, universities and teachers across all Western Australian schools. It also includes the provision of accommodation, care and services for students from rural and remote areas who have to board away from home to attend a non-government school.

Cost of non-government school regulatory services per non-government school

This indicator shows the cost to the Department of regulatory services provided for non-government schools divided by the number of Independent non‑government schools.

The 2020–21 result is lower than 2019–20 primarily due to a higher number of non-government schools and a decrease in employee benefits expense related to staff vacancies.

The 2020–21 result is lower than the 2020–21 budget target primarily due to lower than expected employee benefits expense related to unanticipated staff vacancies, and lower than expected corporate costs due to the relocation of operations to the Department’s East Perth office.

Table 25: Cost ($) of non-government school regulatory services per non-government school 2017–18 to 2020–21(a)(b)

2017–18 2018–19 2019–20 2020–21 Target for 2020–21
7,407 6,747 7,316 6,330 8,041

Source: Education Business Services
(a) Figures are not adjusted for inflation.
(b) The calculation of this indicator excludes expenditure not relating to regulatory services.

 

 

Cost of teacher regulatory services per teacher

This indicator is the cost to the Department of providing secretariat support to the Teacher Registration Board of Western Australia divided by the number of registered teachers at 30 June.

The 2020–21 result is lower than 2019–20 primarily due to a decrease in corporate costs due to the relocation of office accommodation for operations to the Department’s East Perth office resulting in savings of rental and other outgoings. This was partially offset by an increase in employee benefits expense, as a result of increased staffing levels to meet the operational costs of increased activity associated with a large cohort of teachers’ registrations falling due for renewal.

The 2020–21 result is lower than the 2020–21 budget target primarily due to lower than expected employee benefits expense, and lower than expected corporate costs due to the relocation of operations to the Department’s East Perth office.

Table 26: Cost ($) of teacher regulatory services per teacher 2017–18 to 2020–21(a)(b)

2017–18 2018–19 2019–20 2020–21 Target for 2020–21
95 110 132 109 121

Source: Education Business Services
(a) Figures are not adjusted for inflation.
(b) The calculation of this indicator excludes expenditure not relating to regulatory services.

 

Service 4: Support to the School Curriculum and Standards Authority

This service provides resources to the School Curriculum and Standards Authority to assist it to perform its statutory functions under the School Curriculum and Standards Authority Act 1997 (WA).

Cost per student of support to the School Curriculum and Standards Authority

This indicator shows the cost to the Department of providing secretariat services to the Authority divided by the average full-time equivalent of all students across the two semesters of the financial year.

The 2020–21 result is higher than 2019–20 primarily due to:

  • An increase in employee benefits expense due to increased staffing levels for the Curriculum Support Project related to the School Education Act Employees’ (Teachers and Administrators) General Agreement 2019 (WA). 
  • An increase in computer software licensing expenditure relating to Brightpath assessment software. This is now used by over 600 Western Australian schools, allowing teachers and school leaders to access comprehensive reports about student performance.
  • An increase in expenditure associated with NAPLAN markers fees, consultant fees and evaluation materials due to the resumption of NAPLAN testing, after being cancelled in 2020.

The 2020–21 result is higher than the 2020–21 budget target due to additional funding for the Curriculum Support Project approved post-budget as part of the School Education Act Employees’ (Teachers and Administrators) General Agreement 2019 (WA).

Table 27: Cost ($) per student of support to the School Curriculum and Standards Authority 2017–18 to 2020–21(a)

2017–18 2018–19 2019–20 2020–21 Target for 2020–21
76 77 73 81 76

Source: Education Business Services
(a) Figures are not adjusted for inflation.