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| Measure | Canterbury Girls Secondary College Canterbury VIC | Camberwell Grammar School Canterbury VIC | Camberwell Girls Grammar School Canterbury VIC | Fintona Girls' School Balwyn VIC |
|---|---|---|---|---|
| Success Index | 81 Top 5% | 88 Top 5% | 81 Top 10% | 90 Top 5% |
| State rank (type) | #28 of 348 | #12 of 239 | #35 of 239 | #3 of 239 |
| National rank (type) | #62 of 1,472 | #19 of 1,259 | #87 of 1,259 | #5 of 1,259 |
| Sector | Government | Independent | Independent | Independent |
| Type | Secondary | Combined | Combined | Combined |
| Year range | 7-12 | Prep-12 | Prep-12 | Prep-12 |
| Students | 775 | 1,346 | 777 | 533 |
| Girls / boys | 775 / 0 | 0 / 1,346 | 777 / 0 | 533 / – |
| Foundation intake | – | 25 | 23 | 38 |
| Year 7 cohort | 164 | 175 | 96 | 61 |
| Year 12 cohort | 113 | 188 | 97 | 51 |
| VCE median study score VCAA, latest year | 31 | 34 | 36 | 35 |
| VCE study scores 40+ | 7.9% | 20.3% | 27.5% | 26.8% |
| 5-year enrolment growth | -24% | +2% | +3% | +19% |
| ICSEA Average 1000 | 1141 | 1192 | 1180 | 1191 |
| ICSEA percentile | 94th | 99th | 99th | 99th |
| Top SEA quarter | 57% | 79% | 74% | 75% |
| Bottom SEA quarter | 3% | 0% | 0% | 1% |
| Students per teacher | 12.1 | 8.5 | 8.6 | 9.5 |
| Teaching staff (FTE) | 63.6 | 158.3 | 89.8 | 55.9 |
| Non-teaching staff (FTE) | 14.1 | 90.5 | 47.0 | 30.0 |
| Language background other than English | 44% | 62% | 67% | 58% |
| Indigenous students | 1% | 0% | 1% | 0% |
| Suburb | Canterbury 3126 | Canterbury 3126 | Canterbury 3126 | Balwyn 3103 |
| Council area | Boroondara | Boroondara | Boroondara | Boroondara |
| Remoteness | Major Cities | Major Cities | Major Cities | Major Cities |
| Website | www.cgsc.vic.edu.au | www.cgs.vic.edu.au | www.cggs.vic.edu.au | www.fintona.vic.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.