Table 1. Demographic characteristics of NT children who received AEDC assessments, attended public school (from preschool to Year 3) and participated in Year 3 NAPLAN test.

	All (n = 3,199)	Aboriginal (n = 1,432)	non-Aboriginal (n = 1,767)
Demographic characteristics (%)
Male	49.5	49.2	49.8
non-English speaking background	40.8	70.2	16.9
Lived in remote/very remote regions	47.0	75.3	24.0
Lived in most socio-economic disadvantaged regions	29.5	51.0	12.1
Proportion of children developmentally vulnerable (%)
Self-regulation and executive function
Overall Social Competence	9.3	13.9	5.8
Responsibility and respect	18.5	28.7	10.8
Approaches to learning	12.8	20.6	6.9
Readiness to explore new things	11.3	14.8	8.6
Pro-social and helping behaviour	13.2	19.9	8.3
Anxious and fearful behaviour	12.1	15.9	9.2
Aggressive behaviour	18.8	30.3	10.1
Hyperactive and inattentive behaviour	16.2	23.7	10.5
Interest in literacy/numeracy and memory	11.0	17.4	6.2
Early literacy/numeracy skills
Basic literacy	23.0	41.2	9.2
Advanced literacy	19.8	32.9	9.9
Basic numeracy	26.8	47.2	11.3
Median of school attendance (out of 100)
Preschool attendance	85.1	65.8	90.9
Early year attendance	90.1	77.3	93.5
Proportion of children at/above NMS (%)
Year 3 NAPLAN Reading	72.0	48.3	91.2
Year 3 NAPLAN Numeracy	76.2	52.0	95.8

Note: The proportion of children identified as developmentally vulnerable in each of the AEDC sub-domains was calculated based on non-missing records. The proportion of missing data ranged from 3.3%-3.4% for the sub-domains used as the manifest indicator variables for the latent construct ‘early literacy/numeracy skills’, and ranged from 3.1%-6.3% for the sub-domains used as the manifest indicator variables for the latent construct ‘self-regulation and executive function’ (refer to S3 Table in S1 File for the proportion of missing data for each of the individual sub-domains). The calculation of proportion of children living in most socio-economic disadvantaged regions exclude one children with missing socio-economic information.