Access to early childhood education in Australia

Research Report No. 24 – April 2013

Appendix E: Multivariate analyses

Table E1: Variables used in multivariate analyses, child in ECE versus not in ECE
Variable AEDI NSPCCC LSAC
State/territory
  An indicator of large eastern states (NSW, Vic. & Qld) versus other state/territories was included

Models were also estimated separately by state

An indicator of large eastern states (NSW, Vic. & Qld) versus other state/territories was included An indicator of large eastern states (NSW, Vic. & Qld) versus other state/territories was included
Local area characteristics
Remoteness Major cities, inner regional, outer regional, remote, very remote; the two remote categories were combined in the analyses Major cities, inner regional, outer regional, remote, very remote; the two remote categories were combined in the analyses Major cities, inner regional, outer regional, remote, very remote; the two remote categories were combined in the analyses
Socio-economic status of region SEIFA score of relative disadvantage used to capture information about local area disadvantage, such as low income, low educational attainment, high unemployment and relatively unskilled occupations
SEIFA score for the AEDI community was used, but was not available for NT records
The distribution of scores in the dataset was used to classify children as living in areas with SEIFA score in the bottom 20%, the middle 60% or the top 20%
Not available Uses SEIFA score of relative disadvantage, matched from 2006 Census by SLA
The distribution of scores in the dataset was used to classify children as living in areas with SEIFA score in the bottom 20%, the middle 60% or the top 20%
Family characteristics
Family income Not available The distribution of household income for those in scope was examined to identify those in bottom 20%, middle 60% and top 20% of the distribution, and those with missing income were identified The distribution of household income for those in scope was examined to identify those in bottom 20%, middle 60% and top 20% of the distribution, and those with missing income were identified
Parental employment Not available Yes (not employed, part-time, full-time); part-time is < 35 hours per week Yes (not employed, part-time, full-time); part-time is < 35 hours per week
Single parent Not available Yes Yes
Parental education Not available Primary carer education (incomplete secondary, secondary/diploma/certificate, bachelor or higher) Primary carer education (incomplete secondary, secondary/diploma/certificate, bachelor or higher)
Child characteristics
Indigenous child Whether child is of Aboriginal or Torres Strait Islander origin Indigenous status of parent respondent Indigenous status of child
Non-English speaking background Whether child considered English as second language Main language spoken by parent respondent Main language spoken by child
Special health care needs Children with special needs: those who have chronic medical, physical or intellectual disabilities that require special assistance

Teachers were asked to base their response on medical diagnosis

Not available Child has special health care needs
Age at survey Not applicable since ECE information collected retrospectively In months - used as a control variable; results not discussed In months - used as a control variable; results not discussed