Full list: The South Australian public schools that produce SACE high achievers

For the first time, we’ve scoured the data from every SA public high school to create a searchable database showing the percentage of Year 12 A-grades awarded each year. FIND THE RESULTS FOR YOUR LOCAL SCHOOLS

Some of South Australia’s highest-achieving Year 12 students — from both public and private schools — gathered in Victoria Park after receiving their SACE results in December. Picture: Matt Loxton

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Drive, determination and long hours of extra work by teachers and students after the afternoon bell sounds are the key to SACE success.

That is the message from some of those involved in the high-scoring SACE schools, like the rapidly improving Booleroo Centre District School. In 2014 only two in every 10 grades awarded to its senior students were As, but that number has now doubled to four in every 10.

The small country school is one of the surprise packets on the SACE high achievers database published by The Advertiser today.

For the first time, we’ve scoured the data from every SA public high school’s annual report to create a searchable database showing the percentage of Year 12 A-grades awarded each year.

To explore this data, either search by school name or click on the arrows for each year to filter the data in either ascending or descending order. For best usability on mobile devices, switch your phone to landscape orientation or tap here if using our app.

Booleroo principal Jenny Stringer, said the result reflected hard work and dedication by staff and students beyond the school day.

“Students are offered after-hours tuition and many participate in online discussion groups centred on learning,’’ she explained.

“Staff also attend regular workshops offered by the SACE Board and undertake online training.’’

And the SACE focus isn’t just on old-course university outcomes after school, Ms Stringer said

“Our students value the SACE and strive to excel, with a number of students highly engaged in the vocational education training aspect,’’ she said.

What many would think of as highly successful schools can be found scattered throughout the state, for example in Lameroo where the small regional community school has seen its percentage of A marks awarded grow from 8 per cent in 2014 to 50 per cent last year.

One of the high achievers for 2018 was also from a small country school. Ella Schultz from Loxton High School received an ATAR of 96 for her efforts.

Ella Schultz from Loxton High School was one of the top Year 12 students from a country high school in 2018, receiving an ATAR of 96 and a commendation from the Governor. Picture: Matt Loxton

University of Western Australia expert Glenn Savage said parents should look at SACE and NAPLAN results online.

“But what is important is that they must look at what the numbers can tell them and what they can’t tell them,’’ he said.

“Don't compare your school score to that of a school which is nothing like it. You can make like-school comparisons.’’

Department of Education director of schools Anne Millard urged parents not just to look at scores, but talk to the school and other parents, especially using school open days.

“Dozens of complex, non-school factors influence raw results and the data tells you very little about culture and environment,’’ she said.

Chief executive of the SACE Board Professor Martin Westwell said the student results should not be seen as a competition by parents.

“When we turn education into a contest, research tells us that it has a detrimental effect on all our students, altering students’ choices, encouraging a fixed mindset and producing fragile learners, even among our highest performers,” he said.

Flinders University educational leadership academic Dr Andrew Bills said parents searching The Advertiser’s SACE score database for their school should not take it as the only measure.

“Parents should not forget that value-adding or improving NAPLAN and SACE results over time is just one indicator of a school making ground,’’ he said.

“But more definitive are young people and parents who testify to many positive experiences of their school in offering a meaningful and engaging education.

“Schools are doing well when they unlock the potential in young people.”