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Independent · Secondary · Boronia

Urban College

100
Students
49 boys · 51 girls
10-12
Year range
975
ICSEA
avg = 1000
5%
Students from non-English speaking background
ICSEA - socio-educational intake context 975

ICSEA reflects the socio-educational background of students at this school - it is an intake measure, not a teaching quality or outcomes ranking. National average is 1000. Range is roughly 500–1300. This school's ICSEA places it above 35% of Australian schools.

VCE outcomes - 2025
-
Median VCE study score
Not published - the VCAA suppresses small-cohort figures
84%
Satisfactory VCE completions
28
Students in a VCE / VCE VM study
Units 3–4

Senior pathways offered: VCE · VCE VM · 9 VCE, VCE VM and VCE VET studies (Units 3–4) · 13 VET certificates.

A median study score is one published measure, not a school ranking - study scores sit on a 0–50 scale per subject. Source: VCAA Senior Secondary Completion and Achievement Information (SSCAI), 2025. © Victorian Curriculum and Assessment Authority; reproduced with permission. For current versions and related content visit http://www.vcaa.vic.edu.au

Suburb Boronia 3155
Local government area Knox
Remoteness Major Cities
Sector Independent
School type Secondary
Indigenous students 6%
Statistical area (SA2) Boronia
Official website www.urbancollege.vic.edu.au

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Catchment zone shown where matched to official VIC government data.

Map: © OpenStreetMap contributors. School pin is approximate (ACARA geocoded location).

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Other schools in Boronia

School Sector Years Enrolment ICSEA
Boronia Heights Primary School Government Prep-6 507 1051
Boronia K-12 College Government Prep-12 494 982
Dillbadin Primary School Government Prep-6 35 977
Knox Central Primary School Government Prep-6 75 1018
St Joseph's Primary School Catholic Prep-6 129 1086

Source: ACARA School Profile & School Location 2025 (Data Access Program). VIC and NSW government catchment zones from DET School Zones 2027 and NSW DoE School Intake Zones 2026. ICSEA is a socio-educational intake index - it measures student background, not teaching quality or outcomes. Methodology →