Once again the Federal Education Minister, Christopher Pyne, has been severely embarrassed by the OECD. This week in Federal Parliament, Pyne repeated his claim that more school autonomy delivers better student results only to be contradicted by another OECD report. Continue reading “OECD Contradicts Pyne’s Claim on School Autonomy Success”
Yet, another study of school autonomy has cast doubt on its effectiveness in raising student achievement. It also suggests schools may use greater autonomy to target resources to particular students at the expense of others. Continue reading “Another Study Shows that School Autonomy Does Not Increase Student Achievement”
It seems that the Federal Education Minister, Christopher Pyne, is either incapable of getting his facts straight or he is deliberately misleading the public about his plan for independent public schools.
Three governments have now rebuffed his claim that all governments except South Australia have signed on to his proposal. The NSW, Tasmanian and ACT governments say that they have not signed up. As well, the Liberal opposition in Tasmania says that if elected in next month’s election it will not introduce independent public schools. Continue reading “More Untruths by Pyne on Independent Public Schools”
Christopher Pyne’s deceit about the research evidence on the impact of independent public schools on student achievement has been further exposed by an academic from Melbourne University and by the Grattan Institute. Continue reading “More Deceit by Pyne on Independent Public Schools”
The Federal Education Minister, Christopher Pyne, is misleading the public yet again about the facts on the effects of school autonomy. The evidence he cites in support of creating more independent public schools is highly selective and misleading and completely ignores the latest evidence from the OECD’s Programme for International Student Assessment (PISA). Continue reading “Pyne Misleads the Public on School Autonomy Yet Again”
Last Thursday, the Federal Minister for Education, Christopher Pyne, misled the Parliament about OECD research on school autonomy. He told the Parliament that OECD and domestic research “shows that school autonomy has a major impact on school outcomes for students” even though the OECD’s PISA 2012 report issued two days earlier clearly shows that the form of school autonomy Pyne is pushing has no impact on student outcomes. Continue reading “Pyne Misled Parliament on School Autonomy Evidence”
Top Federal Education bureaucrats found themselves without a leg to stand on in Senate Estimates last week as Greens Senator, Penny Wright, thoroughly exposed their lack of evidence to support school autonomy. The Senator’s close questioning left them squirming and their only responses were to dissemble and resort to statements of faith. Continue reading “Bureaucrats in Nowhere Land on School Autonomy”
Christopher Pyne has used highly selective and misleading evidence to support his claim that greater school autonomy for independent public schools will improve school outcomes. He ignores overwhelming national and international evidence that indicates his project to make government schools more like private schools as a way to improve outcomes is doomed to fail. Continue reading “Pyne Misleads on School Autonomy Results”
School choice does not necessarily deliver better results for students according to a new research brief. The brief reviewed research on various alternatives to public schools in the United States and found that the impact of school choice on student learning generally shows mixed results with studies typically showing little or no difference in overall performance compared to traditional public schools. Continue reading “School Choice is No Guarantee to Improve Results”
The Federal Government, Labor and Coalition state and territory governments and the Federal Opposition all support greater school autonomy over staffing and budgets. They claim that it will lead to better school performance and student achievement. The Business Council of Australia has also put its weight behind school autonomy.
However, the research evidence from New Zealand’s decentralized schools, US charter schools, Sweden’s free schools, England’s academy schools and cross-country studies by the OECD shows no clear evidence that increased school autonomy leads to increased student achievement. The lack of evidence to support school autonomy is increasingly conceded by reports and some commentators in Australia as shown by the following. Continue reading “Reports Concede the Lack of Evidence for School Autonomy”