AEDC data can help schools plan for the needs of children arriving at school and provide a catalyst to assist schools to develop productive relationships with providers of early childhood services in their community.
More broadly, AEDC data provides evidence to support governments focused on investing in the early years. Governments have incorporated early childhood development outcomes into broader federal policies for school education, community and family services, disability, Aboriginal and Torres Strait Islander peoples, and housing, in recognition of the value of the early years.
AEDC School Profiles are provided at the individual school level and contain information about children in their first year of full-time school who were measured by the Australian version of the Early Development Instrument. Results include details about the number and percentage of children considered to be developmentally vulnerable, at risk or on track on each of the five AEDC domains. School Profiles provide in-depth information about the cohort of children captured in the AEDC data collection for a school in a single year.
The School Profile Addendum includes trend data for all collections in which the school participated as well as state/territory and national results to enable comparison as Appendix 1.
To preserve confidentiality, schools with fewer than six children participating in the AEDC will have not been provided with a School Profile. However, results for these children will be included in Community Profiles and the National Report.
Accessing the School Profile
School Profiles from the 2018 AEDC collection were available to Principals to download or via a unique link in November 2018. The School Profile Addendum was distributed in the same way following the National Data release in March 2019.
Principals seeking access to their 2018 AEDC School Profile can contact the AEDC Help Desk or the relevant State or Territory AEDC Coordinator.
How can schools use the data?
School Profiles are available to the school principal of each participating school. It is recommended that schools do not publicly release their School Profiles (e.g. place them on the school website or post them to parents).
However, schools may choose to share and discuss their AEDC results with key stakeholders within their school community. These stakeholders include:
- school staff
- early years teachers
- early years partnerships
- early childhood service providers
- local secondary schools
- local government
- school community (e.g. school council)
- school principal networks/clusters
Schools are encouraged to view School Profiles alongside community and national level AEDC results to contextualise school results in the broader context of changes shaping early childhood development in Australia. To view data at the community and national level, in a report, as tables, maps or graphs see the AEDC Data Explorer.
The AEDC website has a range of additional resources to assist schools to use AEDC data in their planning.
Resources available for schools include:
Your State or Territory AEDC Coordinator is available to offer valuable insight and state-level knowledge to assist you to understand your school results.
There are several important things to consider when reading and interpreting the results in your School Profile:
- The results do not identify individual children.
- AEDC results should only be used for analysis at the group level as the Australian version of the Early Development Instrument has not been validated for use with individual children.
- In some cases, schools may not have results for all domains. This will occur if there were insufficient questions answered on a particular domain during data collection.