{'fraction_non_alphanumeric': 0.013828867761452032, 'fraction_numerical': 0.001728608470181504, 'mean_word_length': 5.811764705882353, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Assessing educational disadvantage

Currently, modes of resourcing ‘disadvantage’ in Queensland secondary, primary and special schools is a contentious issue. It appears that neither the criteria nor the procedures for decision making in this area are satisfactory or consistent. Accountability and professional standards require processes which can be shown to be just and use objective criteria. This study seeks to recommend more objective and comprehensive criteria and procedures for identification of, and resource allocation for, the educationally disadvantaged. A Departmental Reference Group was consulted regularly throughout the development of this project in order to incorporate appropriate Departmental perspectives and practices and to expedite the dissemination of material to schools. The findings of a literature review were used in conjunction with consultation with a regional reference group for social justice issues, survey information, and a field test to formulate a profile which assessed disadvantage. This instrument was trialled in 16 Darling Downs schools and evaluated with a view to its usefulness, practicality and accuracy.