The mystery of why some schools can’t make it to the top of the charts

The mystery is why some school children can’t keep up with the national average in maths.

Key points:The latest national school rankings, released on Monday, showed the gap between average and best in maths has narrowedThe National Performance Index (NPI) has been revised to take into account changes to school performanceThe NPI, which measures the performance of schools in a given year, has been adjusted to reflect changes to the school’s performance since 2016.

The new NPI for the first time took into account the impact of new teaching methods.

The NPHI for 2018, which included a focus on school quality, was also revised to reflect the impact on the school of the implementation of a new school-wide assessment system.

The revised rankings showed that students from disadvantaged backgrounds performed worse in maths than other students in the country.

It showed that those from low socio-economic backgrounds had an average score of 579 while those from disadvantaged households had an annual average score in the lower half of the scale.

The changes also meant that pupils from high socio-economically privileged families scored on average around 1,500 points better in maths, compared with the average score for other pupils in the same class.

In 2018, the NPI was 1,903 for all students, which equates to a 4,567% improvement on the previous year.

But in 2019, the average for all schools in the state had risen to 3,921, a 3,700% improvement.

The latest figures also showed that there were 532 more pupils from disadvantaged background in 2019 compared to the previous school year.

The figures showed that some schools in South Australia were struggling to make the national best in school rankings.

The school with the highest score for disadvantaged pupils in 2019 was the Dampier College in Adelaide, which had a score of 817.

The school had the lowest average for disadvantaged students of 479.

The National School Performance Index is a measure of schools performance in mathematics, reading and writing.

Schools in South Australian are assessed based on their performance in the NPHIs.

South Australia is the first state in the nation to adopt the new NPHIAS.

The national NPHICS has been used since 2016 to provide a measure to measure school performance across the country and the state.

However, in 2018, it was adjusted to take account of changes to teaching methods and the implementation in the local area of a national system of assessments and a new teacher recruitment program.

In 2019, NPHIS for South Australia showed that the proportion of students from low- and middle-income backgrounds in the district fell from 54.6% in 2016 to 46.2% in 2019.

The proportion of disadvantaged pupils rose from 31.4% to 36.2%.

The school average in 2019 also showed a significant decline in the proportion from 15.3% to 14.9% among students from high- and low-income families.

In 2019 the proportion was 13.2%, but it fell to 11.9%, in 2019 it fell again to 9.3%.

The report said that while the Nphias have improved in the past, there were still a number of issues that needed to be addressed.

“The NphIAS has shown significant improvements in the number of disadvantaged students but the rate of improvement is still very low,” the report said.

This included the continued decline in students from households where the father is the sole earner, as well as the continuing decline in children from households with two parents and those from households in which both parents are employed.

As the numbers of students with low and middle incomes and high levels of deprivation continue to increase, there is a greater need for school quality improvements, the report found.

“The implementation of new and existing teaching methods to address school quality has been an important factor in reducing the gap,” the NHPI said.

The report noted that the Nphi and NPHAs have provided a snapshot of the state’s schools, but it said that this was incomplete because many other measures, such as school funding and attendance, were also assessed.

There was no change in the percentage of disadvantaged children from disadvantaged families in the last year, the review said.

Topics:education,education-and-training,schools,school-and-“learning”,prince-general-of-the-state,south-australia,austrial-summer,alp,aesthetics,scholarships,education,secondary-schools—education,metropolitan-state-4217,aurns-4850First posted October 01, 2019 11:52:25More stories from South Australia