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| Measure | Ballarat Clarendon College Ballarat VIC | Trentham District Primary School Trentham VIC | St Patrick's School Ballarat VIC | Loreto College Ballarat VIC |
|---|---|---|---|---|
| Success Index | 79 Top 10% | 74 Top 25% | 70 Top 25% | 70 Top 25% |
| State rank (type) | #50 of 239 | #305 of 1,290 | #400 of 1,290 | #104 of 348 |
| National rank (type) | #130 of 1,259 | #677 of 4,908 | #1000 of 4,908 | #288 of 1,472 |
| Sector | Independent | Government | Catholic | Catholic |
| Type | Combined | Primary | Primary | Secondary |
| Year range | Prep-12 | Prep-6 | Prep-6 | 7-12 |
| Students | 1,896 | 85 | 249 | 948 |
| Girls / boys | 918 / 978 | 35 / 50 | 124 / 125 | 948 / 0 |
| Foundation intake | 88 | 14 | 42 | – |
| Year 7 cohort | 176 | – | – | 183 |
| Year 12 cohort | 194 | – | – | 136 |
| VCE median study score VCAA, latest year | 37 | – | – | 29 |
| VCE study scores 40+ | 35% | – | – | 4.7% |
| 5-year enrolment growth | +25% | -23% | -1% | -3% |
| ICSEA Average 1000 | 1172 | 1093 | 1096 | 1073 |
| ICSEA percentile | 98th | 82th | 83th | 76th |
| Top SEA quarter | 68% | 40% | 35% | 27% |
| Bottom SEA quarter | 1% | 7% | 7% | 11% |
| Students per teacher | 13.1 | 9.4 | 16.1 | 11.1 |
| Teaching staff (FTE) | 144.3 | 9.0 | 15.5 | 85.3 |
| Non-teaching staff (FTE) | 62.5 | 2.6 | 7.9 | 54.3 |
| Language background other than English | 46% | 9% | 14% | 5% |
| Indigenous students | 1% | 0% | 0% | 2% |
| Suburb | Ballarat 3350 | Trentham 3458 | Ballarat 3350 | Ballarat 3350 |
| Council area | Ballarat | Hepburn | Ballarat | Ballarat |
| Remoteness | Inner Regional | Inner Regional | Inner Regional | Inner Regional |
| Website | www.clarendon.vic.edu.au | www.trenthamps.vic.edu.au/TDPS/Home.html | www.spballarat.catholic.edu.au | www.loreto.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.