This is a summary of a new Education Research Paper
published by Save Our Schools. It can be downloaded below.
New figures show that total government funding per student
in public schools adjusted for inflation (“real funding”) was cut between 2009
and 2017 while funding for Catholic and Independent schools increased
massively. Even during the Gonski funding period of 2013-2017 the funding
increase for private schools was over three times the increase for public
Continue reading “The Facts About School Funding in Australia”
Here is a list of studies since 2015 showing that money matters in education, especially for disadvantaged schools and students. Many of these studies have been reviewed on this site.
Continue reading “Studies Since 2015 Showing that Money Matters in Education”
Three new US
studies have found that increasing funding for disadvantaged students increases
school results. They bring to 21 the number of studies in the last five years
showing that funding increases targeted at disadvantaged students improves
achievement. This is a remarkable degree of unanimity amongst education
economists. Even notorious sceptics of the worth of increasing school spending such
as Professor Eric Hanushek from Stanford University (USA) and The Economist
magazine have been forced to concede that money matters for disadvantaged
Continue reading “More Studies Show That Money Really Does Matter in Education”
A new OECD report, Balancing School Choice and Equity, shows that school choice policies have increased social and academic segregation between schools which, in turn, reduced equity in education. Australia is a prime example of the impact of choice on social segregation. School choice has been at the centre of education policy for the last 20 or more years. Australia now has one of the most socially and academically segregated school systems in the OECD and has highly inequitable education outcomes.
Continue reading “School Choice Increases Social Segregation and Inequity in Education”
The Gonski Institute for Education recently published a
valuable paper on equity in education titled Improving
Educational Equity in Australian Education. It discusses what is equity,
why equity in education matters and makes recommendations for improving equity
in education. However, its definition of equity in education is limited and imprecise.
The paper should have adopted the equity definition of the original Gonski
report because it offers a more effective guide for education policy and
Continue reading “On the Definition of Equity in Education”
The following is a summary of a new Education Research paper published by Save Our Schools. It can be downloaded below.
Data drawn from the My School website show that school
systems in Australia are highly segregated by socio-economic background both nationally
and in each state, although the extent of the segregation varies between states.
Highly and medium disadvantaged schools are over-represented
in public schools and under-represented in private schools. In contrast, highly
and medium advantaged schools are under-represented in public schools and
over-represented in private schools.
Continue reading “The Vast Majority of Disadvantaged Schools are Public Schools”
A paper presented to the annual
conference of the American Economic Association in January that examined
the largest school construction program ever in the United States found strong evidence
that it lead to improvements in test scores, attendance and student effort. It also
found that the construction program increased neighbourhood house prices.
Continue reading “New School Facilities Matter for Student Achievement”
Strong teacher unions are critical to improving equity in school funding according to a new study published in the academic journal Review of Economics and Statistics. They also play a major role in translating funding increases into increases in student achievement.
Continue reading “Teacher Unions Benefit Schools and Students”
One of the challenges to improving results in highly disadvantaged
schools is recruiting and retaining high quality teachers. Disadvantaged
schools often have high teacher turnover which impacts on student achievement. A
new US study has found that selective retention bonuses for high quality
teachers leads to increases in student achievement in high poverty schools.
Continue reading “Bonuses Increase Retention of High-Quality Teacher and Student Achievement in Disadvantaged Schools”
An ACT Legislative Assembly Committee
report on student test results has re-ignited the controversy over school
performance. It draws on several reports showing under-performance in
comparison with other states and recommends a public inquiry into the causes.
A full public inquiry is even more necessary than suggested
by the Committee. It is needed to address the poor results of disadvantaged
students and high inequity in outcomes between rich and poor as well as general
under-performance relative to the ACT’s demographic characteristics.
Continue reading “A Public Inquiry into ACT School Results Is Long Overdue”