Urban Indigenous students’ school attendance and factors contributing to annual attendance rates are relatively unknown, and yet almost 80% of the Indigenous population resides in non-remote regions. Our longitudinal study evaluated an urban primary school where Indigenous families preferentially enrolled their children because they recognised it supported their children in ways that celebrated Indigenous culture and ameliorated school-related symptoms of poverty. Indigenous students’ attendance influences appeared in phases: Indigenous status, poverty, and family characteristics, until significant influences for attendance were exhausted. While Indigenous students’ mean attendance rates were bounded between 80% and 90%, and below non-Indigenous peers’ attendance in each year, slight improvement occurred, even as poverty universally pervaded the Indigenous community. As poverty among non-Indigenous students increased, their mean attendance also declined below the 90% national benchmark.

中文翻译：

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就读澳大利亚城市小学的土著学生（2005-2015 年）：案例研究

城市原住民学生的就学率和影响年出勤率的因素相对未知，但近 80% 的原住民人口居住在非偏远地区。我们的纵向研究评估了原住民家庭优先让他们的孩子入学的城市小学，因为他们认识到它以庆祝原住民文化和改善与学校相关的贫困症状的方式支持他们的孩子。原住民学生的出勤影响分阶段出现：原住民地位、贫困和家庭特征，直到对出勤的显着影响消失。虽然土著学生的平均出勤率在 80% 到 90% 之间，并且每年都低于非土著同龄人的出勤率，但略有改善，即使贫困普遍存在于原住民社区。随着非土著学生贫困的增加，他们的平均出勤率也下降到 90% 的国家基准以下。