A brief published by the Association for Supervision and Curriculum Development in the United States highlights the extent of poverty amongst school children and its effects on their learning and the resources available to them.Continue reading “Poverty and Education”
Young people in schools with ethnically diverse classrooms are likely to have more favourable attitudes towards immigrants, according to a new international study from the Institute of Education at the University College London. This is particularly true when there are many second-generation immigrants in the class. Continue reading “Mixed Schools Make for a More Socially Tolerant Society”
A new education policy brief published by Save Our Schools has confirmed the need for higher funding loadings for schools with greater concentration of disadvantaged students. SOS National Convenor, Trevor Cobbold, said that a proposal by Independent Schools Victoria to remove additional funding for highly disadvantaged schools should be rejected by the Federal Government. Continue reading “Call to Keep Funding Loadings for Disadvantaged Students”
The public education advocacy group Save Our Schools today called for government schools to be included in negotiations over the funding loadings for disadvantaged students in the new school funding model. SOS National Convenor, Trevor Cobbold, said that the future funding for disadvantaged schools is being held hostage to negotiations with the richest schools in Australia. Continue reading “Outrageous that Rich Schools Decide Funding for the Disadvantaged”
A new analysis shows that students from high socio-economic status (SES) backgrounds in Australia are more likely to be better taught than disadvantaged students. Low SES students have less exposure to teaching practices that are associated with higher results.
The Victorian Government recently announced changes to the Education Maintenance Allowance which provides assistance to low-income families for textbooks, stationary, excursions and school uniforms. Until now half the allowance was paid directly to parents and the other half to schools. From 2013, an increased allowance will be paid to parents but no payments will go to schools. The Government says that the savings achieved will allow more equity-based funding to be provided to schools with a high proportion of students from low socio-economic backgrounds. The following article on the changes was contributed by a Victorian school principal. Continue reading “Many Victorian Schools to Miss Out on Equity Funding”
The latest national literacy and numeracy results (NAPLAN) show that government education policies have had little to no impact on student achievement in Australia since 2008. There has been virtually no change in overall average results, in the results of disadvantaged students and in the large gaps between the results of disadvantaged and advantaged students. Governments are failing disadvantaged students and their families.
An OECD report on equity and quality in education to be released this week will add pressure on the Australian Government to come up with a more equitable system of school funding. The report says that students from low socio-economic status (SES) backgrounds are twice as likely to have low results as other students. It recommends that governments should better target funding for disadvantaged students. Continue reading “New OECD Report Calls for Greater Fairness in Education”
The following is a summary of a confidential submission to the Gonski Review of School Funding commissioned by state government education departments. It was written by Professor Richard Teese from the University of Melbourne. It says that the Australian school system has become segregated between rich and poor with government funding being spent on supporting school choice rather than reducing the achievement gap between rich and poor.
A report published by the Australian Primary Principals Association provides some revealing insights into the targeting and funding of low income students under the Smarter Schools National Partnerships. The lead author of the study said that the programs are too ‘hit and miss’.
The findings suggest that the programs are unlikely to lead to any significant improvement in outcomes for low income and low achieving students. The amount of funding per school and student is small; it is not well targeted as many students and schools miss out and is not being used in the most effective ways. Continue reading “National Equity Funding Programs are too ‘Hit and Miss’”