UK independent public schools called “free schools” are cherry picking higher income and higher achieving students according to new research published by the Institute of Education at London University.
The research shows that while free schools have opened in disadvantaged neighbourhoods they take fewer poor children (those receiving free meals) than the other local schools. Around 13.5 per cent of students attending primary free schools were eligible for free school meals while 18.3 per cent of students within the neighbourhoods of free schools were eligible. Across the rest of England 15.9 per cent of primary-age children were entitled to free school meals. Continue reading “Independent Public Schools in England are More Socially Selective”
The Federal Opposition education spokesman, Christopher Pyne, supports the extension of the “independent public schools” (IPS) model of school autonomy operating in Western Australia to other states. He says that some of the greatest success stories have been in low socio-economic status (SES) schools.
However, many low SES schools find it difficult to compete with IPS in attracting and retaining high quality teachers. as these stories from principals of low SES schools in Western Australia attest. The stories show that the IPS model is creating a two-tier education system in terms of staffing. Continue reading “School Autonomy Has Created a Privileged Set of Schools in WA”
Charter schools are generally doing no better than traditional public schools in the United States according to a new national study. Three-quarters of all charter schools are doing no better than traditional schools in reading and 70 per cent are doing no better in mathematics. The study concludes that the greater school autonomy granted to charter schools had little effect on student achievement over time.
Continue reading “Charter Schools Do No Better Than Other Public Schools”
A review of independent public schools in Western Australia has found that they have not increased student achievement but could be developing a two-tiered education system in the state. The review found there is little evidence of changes to student outcomes, attendance and behaviour as a result of the introduction of independent public schools.
The great promise of school autonomy is that it will deliver increased school outcomes. However, it appears that the WA school autonomy program has so far failed to deliver on this promise. There are also widespread concerns that it is contributing to greater social segregation in public schools in the state.
Continue reading “Independent Public Schools Fail to Increase Student Achievement, but Increase Social Segregation”
School principals in Western Australia are overloaded, under-resourced and lacking in support systems under the new regime of increased autonomy in decision-making according to an independent report. The findings suggest that school autonomy is more about cutting costs than supporting principals and improving education outcomes.
The report shows that principals have not been given the resources to match their increased responsibilities while central and district office support services have been withdrawn. It concluded that the administrative burden on principals is excessive. It says the lack of support systems threatens the achievement of desired education outcomes. Continue reading “Report Reveals that School Autonomy is not Working in WA”
This article is summary of a Policy Brief published by SOS on P-TECH schools. The Brief can be downloaded below.
Last year, the Federal Government announced $0.5 million funding for a new type of school in Australia incorporating high school education and two years of tertiary training. It is based on the P-TECH (Pathways in Technology Early College) school in Brooklyn, New York, established by the giant IT multinational IBM and now being rolled out in several US cities. The model is personally endorsed by the Prime Minister, Tony Abbott. Under the proposal, two existing schools in Ballarat and Geelong will be converted into P-TECH schools.
The introduction of P-TECH schools is proceeding without any evidence that they work and without any open discussion of their implications for the curriculum, how public schools are governed and how education is delivered in the classroom. IBM says that the new schools will replicate the New York model but it appears to be incompatible with the provisions of the Victorian Education and Training Act relating to school councils and curriculum development and accreditation and with the national curriculum for Years 9 & 10. Continue reading “P-TECH Schools are Unproven and Threaten Public Education”
A new study has found that school autonomy widens the gap between the top and bottom achieving students. It shows that school autonomy has little effect on overall student performance, but has a small positive effect for the top students and no effect on lower achieving students. It adds to the weight of evidence that increasing school autonomy does not work. Continue reading “New Study Shows that School Autonomy Increases the Gap Between Top and Bottom Students”
The Senate education committee has delivered a major rebuff to the Federal Government and the Coalition on school autonomy. It says that there is no clear evidence that greater school autonomy leads to better student performance and recommends more research on its impact.
Both the Federal Government and the Opposition have made school autonomy a key part of their education policies. However, the report is a severe embarrassment to the Coalition spokesman on education, Christopher Pyne, because he has put school autonomy at the centre of the Coalition’s education policy and a majority of the Senate education committee are Coalition members. Continue reading “Senate Education Committee Rebuffs Govt & Coalition on School Autonomy”
A review of market-based education “reforms” in the United States has found that they have not delivered the success promised. The report found that test scores increased less, and achievement gaps grew more, in cities that introduced comprehensive market reforms compared to other urban districts. Continue reading “Market-Based Education Policies in the US Have Failed to Increase Student Results”
Sweden is the latest model for those advocating markets in education as the way to improve school results. It provides the model for so-called “free schools” being introduced in England by the UK Coalition Government.
Professor Henry Levin, distinguished economist and director of the National Center for the Study of Privatization in Education at Teachers College, Columbia University in New York, recently gave a presentation to a conference convened by the Royal Swedish Academy of Sciences to review the evidence about the effects of vouchers in education, which were introduced in Sweden in 1992.
Professor Levin has provided the following summary of his presentation. It was originally published on Diane Ravitch’s blog. Professor Levin’s powerpoint presentation can be downloaded from the blog.
Continue reading “The Market in Education has Failed in Sweden”