Table 4.

Binary mixed model: aOR of not reaching NAPLAN or WALNA benchmarks by Indigenous status, testing domain and testing year

Maternal alcohol diagnosis versus no diagnosis by year	Non-Indigenous		Indigenous		Significance of difference in aOR*
	aOR	95% CI	aOR	95% CI
	Numeracy
	n=80 442 observations		n=35 102 observations
Year 3	1.2	(1.1 to 1.3)	1.6	(1.4 to 1.7)	p=0.016
Year 5	1.4	(1.2 to 1.5)	1.6	(1.5 to 1.8)	p=0.003
Year 7	1.4	(1.3 to 1.5)	1.6	(1.5 to 1.8)	p=0.016
Year 9	1.6	(1.4 to 1.8)	1.9	(1.6 to 2.1)	p=0.065
	Reading
	n=80 306 observations		n=34 376 observations
Year 3	1.4	(1.2 to 1.5)	1.4	(1.3 to 1.5)	p=0.715
Year 5	1.4	(1.2 to 1.5)	1.5	(1.4 to 1.7)	p=0.066
Year 7	1.3	(1.2 to 1.5)	1.7	(1.5 to 1.9)	p=0.001
Year 9	1.6	(1.4 to 1.8)	1.9	(1.6 to 2.1)	p=0.105
	Writing
	n=78 663 observations		n=33 213 observations
Year 3	1.3	(1.2 to 1.4)	1.7	(1.5 to 1.8)	p<0.001
Year 5	1.3	(1.2 to 1.4)	1.7	(1.6 to 1.9)	p<0.001
Year 7	1.3	(1.2 to 1.4)	2.0	(1.8 to 2.2)	p<0.001
Year 9	1.5	(1.3 to 1.6)	2.0	(1.8 to 2.3)	p<0.001
	Spelling†
	n=74 133 observations		n=32 587 observations
Year 3	1.3	(1.2 to 1.4)	1.7	(1.6 to 1.9)	p<0.001
Year 5	1.4	(1.3 to 1.5)	1.8	(1.6 to 2.0)	p<0.001
Year 7	1.3	(1.2 to 1.4)	1.7	(1.6 to 1.9)	p<0.001
Year 9	1.3	(1.1 to 1.5)	1.5	(1.3 to 1.8)	p=0.103

Notes: Results are adjusted for maternal age and year of birth (matching variables), child gender, low birth weight, preterm, gender, calendar year of test, maternal marital status, SEIFA, rural/metro place of residence, illicit drug use and mental disorder.

*p Value of difference in estimates between Indigenous and non-Indigenous cohorts.

^†Spelling tests were only conducted in Year 9 under NAPLAN not WALNA.

aOR, adjusted OR; NAPLAN, National Assessment Program – Literacy and Numeracy; SEIFA, Socio-Economic Index for Areas; WALNA, Western Australian Literacy and Numeracy.