The Benefits of Socio-Economically and Racially Integrated Schools

A recent OECD report shows that Australia has one of the most socio-economically segregated school systems in the OECD and in the world. It also shows that Australia had the equal largest increase in social segregation in the OECD and the world since 2006.

A research brief recently published by The Century Foundation in the United States outlines the benefits of socio-economic and racial integration in schools (references are available in the original which can be downloaded below). Research shows that socio-economic and racial diversity in schools provides a range of academic, cognitive, social and economic benefits.

The following is a slightly edited version of the brief. An earlier more detailed paper is also available from the Foundation titled A Bold Agenda for School Integration.

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Empathy is the Key to Teacher-Student Relationships

If you ask a group of educators, from any sector what is the most important feature of successful teacher/student interaction invariably you get the answer relationships.  And I would agree.  However, personal relationships are hard work even when both parties are committed to having such a connection.  It is a challenge when the relationship you need is between a teacher and an angry, oppositional student.  It is obvious that it will be up to that teacher to build that relationship, not only is that connection a prerequisite for engagement, how else are they going to participate, it really is an ethical duty.

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Class Sizes will be “The Biggest Ever” Boasts President Trump

Doubling down on Education Secretary Betsy DeVos’ recent claim that students “can learn better with larger classes, with more students to collaborate with, to learn with,” President Trump this morning bragged that the U.S. will lead the world in class size. “Under President Trump, our classes will be huge. They’ll be the biggest, most beautiful class sizes you’ve ever seen, believe me!”

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US Senate Bill Proposes Smaller Class Sizes for High-Poverty School Districts

Following a year of teacher strikes where educators in West Virginia, Los Angeles, Denver and beyond called for wage increases and reduced class sizes, Sen. Jeff Merkley (D-OR) has introduced a new bill to incentivize smaller class sizes in kindergarten and first, second and third grades. The legislation, which would allocate $2 billion for competitive grant funding, primarily to high-poverty school districts in the United States, is co-sponsored by Democratic Sens. Kamala Harris (CA), Kirsten Gillibrand (NY), Elizabeth Warren (MA), Cory Booker (NJ) and Michael Bennet (CO). The bill is also endorsed by the American Federation of Teachers, the National Education Association, the National Parent Teacher Association, and First Focus Campaign for Children.

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The Dishonourable Lie

How often have we all sat through those frustrating meetings where someone from head office or a university articulates with such commitment the first lie – if you can’t measure it then it’s not worth doing.  This quantification of education based on an economically rational approach started in the sixties.  This was the dawn of outcomes-based learning. 

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Media Release: Advantaged Schools Get First Call on the Best Teachers

A research paper published today by Save Our Schools shows that Australia allocates more and better teacher resources to socio-economically advantaged schools than to disadvantaged schools. SOS National Convenor, Trevor Cobbold, said there is a shocking mis-allocation of teaching resources between disadvantaged and advantaged schools in Australia that ranks alongside the worst in the OECD.

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New research shows what makes a difference in teaching literacy and why ‘evidence-based’ is not enough

Public discourse about schooling generally assumes that it’s in crisis. The script goes something like this: There’s a problem and it’s big – really big! Test results show us Australia is going downhill and teachers need to be accountable. There are ‘evidence-based’ solutions but teachers are not using them. If they did, literacy standards would improve, test results would improve, and Australia would be among the best in the world again.

Well we have some good news and bad news for you. Continue reading “New research shows what makes a difference in teaching literacy and why ‘evidence-based’ is not enough”

Who is for teaching?

What conclusion can be drawn from the Turnbull government’s announcement that a national review of teacher registration, will examine ways in which the process for becoming a teacher around Australia will be streamlined in order to make it easier for people in the trades and other professions to switch careers? It begs the question of why aren’t teachers being encouraged to rapidly retrain as tradies, nurses or for other professions, to fill skill shortages in rural Australia? Continue reading “Who is for teaching?”

Does Australia need an assessment tool to measure literacy and numeracy achievement in Year 1 classrooms?

The introduction of a National Year 1 Literacy and Numeracy Check has been heavily criticised by the Australian Literacy Educators’ Association (ALEA) in a position statement. It says that there is an unreasonable over-emphasis on phonics in the new assessment tool. Continue reading “Does Australia need an assessment tool to measure literacy and numeracy achievement in Year 1 classrooms?”