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Add up to four schools to compare them side by side on every published measure.
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| Measure | Hume Valley School Broadmeadows VIC | Ilim College Dallas VIC | My College Dallas VIC | Holy Child School Dallas VIC |
|---|---|---|---|---|
| Success Index | – Not rated | 54 Top 50% | 41 Lower 50% | 30 Lower 50% |
| State rank (type) | – | #146 of 239 | #184 of 239 | #1220 of 1,290 |
| National rank (type) | – | #564 of 1,259 | #844 of 1,259 | #4103 of 4,908 |
| Sector | Government | Independent | Independent | Catholic |
| Type | Special | Combined | Combined | Primary |
| Year range | U | Prep-12 | Prep-7 | Prep-6 |
| Students | 380 | 2,868 | 325 | 200 |
| Girls / boys | 120 / 260 | 1,528 / 1,340 | 166 / 159 | 95 / 105 |
| Foundation intake | – | 231 | 45 | 25 |
| Year 7 cohort | – | 235 | 44 | – |
| Year 12 cohort | – | 163 | – | – |
| VCE median study score VCAA, latest year | – | 30 | – | – |
| VCE study scores 40+ | – | 9.6% | – | – |
| 5-year enrolment growth | +8% | +15% | – | -31% |
| ICSEA Average 1000 | 934 | 1024 | 1005 | 911 |
| ICSEA percentile | 19th | 57th | 49th | 13th |
| Top SEA quarter | 5% | 15% | 10% | 3% |
| Bottom SEA quarter | 60% | 28% | 32% | 68% |
| Students per teacher | 5.6 | 9.8 | 12.1 | 9.1 |
| Teaching staff (FTE) | 65.5 | 293.6 | 26.8 | 22.0 |
| Non-teaching staff (FTE) | 75.4 | 143.3 | 22.5 | 13.8 |
| Language background other than English | 61% | 96% | 100% | 90% |
| Indigenous students | 6% | 0% | 0% | 1% |
| Suburb | Broadmeadows 3047 | Dallas 3047 | Dallas 3047 | Dallas 3047 |
| Council area | Hume | Hume | Hume | Hume |
| Remoteness | Major Cities | Major Cities | Major Cities | Major Cities |
| Website | www.humevalley.vic.edu.au | www.ilimcollege.vic.edu.au | www.mycollege.vic.edu.au | www.hcdallas.catholic.edu.au |
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Reading the comparison
Success Index is our 0–100 score from ACARA data (see the methodology). ICSEA describes the socio-educational advantage of the school community; 1000 is the national average and most schools fall between 900 and 1100. SEA quarters show what share of students come from the most and least advantaged quarter of Australian families. Students per teacher divides full-time-equivalent students by full-time-equivalent teachers; it is not class size.