The following is a letter by a member of the Stop Shepparton Super-School group in response to a refusal by the local Independent MP, Suzanna Sheed, to discuss the super-school proposal.
The Executive Committee of Save Our Schools No Transition in Shepparton has been trying for months to obtain a meeting with our local Independent MP, Suzanna Sheed, in order to present to her the reasons and concerns of members of the community that are against having one huge super school in Shepparton with no choice for schooling and poor communication about its planning.
We have been aggressively refused a meeting with Ms. Sheed. She needs to remember that she was elected to represent her constituents.
The Stop Shepparton Super-School group will hold a rally on Friday 4th October at 11.30am to protest against the merger of four secondary schools in Shepparton/Mooroopna.
The march will assemble at Suzanna Sheed’s office where we will try to present letters from the public to her again, then march down Wyndham Street to Queens Gardens and Wendy Lovell’s office where we will call on her to receive letters. There will be speakers and information for the public.
We have been fighting
hard for over six months to have our voice heard on the merger of four Greater
Shepparton secondary schools into one school of 2,700 to 3,000 students. We
have met a stony wall of silence. We have been told ‘You need to get on board
for your children’s sake, during this difficult time of transition.’ Frankly,
if one more educator, politician or mayor says that sentence again, we might
The decision to
amalgamate the four schools was made during September/October in 2017. The
so-called ‘community consultation’ involved only an online survey and two
workshops held in Mooroopna and Shepparton on the same day, that families of
secondary students could attend. The consultation was not advertised either in
time or adequately for parents to take part in.
The following is an open letter to Victorian politicians and education department officials from a member of the Shepparton community.
I am concerned about the lack of evidence to back the Victorian Education Department’s claims that the super school is the best option for education in Shepparton. Studies have shown that large schools do not improve academic outcomes and small schools perform better in academic outcomes, discipline, mental health and safety. In the USA and UK large schools have been made into smaller ones. Studies show smaller schools graduate a larger proportion of their students than do large schools. Schools with populations of diverse or disadvantaged backgrounds should be limited to 600 or fewer students. Schools with advantaged students should be capped at about 1000 students.
The Minister for Education, James Merlino, is treating the
Shepparton/Mooroopna community with breathtaking arrogance and contempt in
refusing to provide any evidence that the new super-school will improve school
outcomes. He has repeatedly avoided fronting the community to justify the
The Minister claims that the merger will boost student
results. Yet, two years after the plan was first mooted, he hasn’t provided any
evidence for his claim. When faced with a direct request for this evidence at a
community meeting in Shepparton, government representatives couldn’t provide
There is good reason for this failure and the Minister’s
attempt to bluff it out – there is little evidence to support his claim!
In her profound and provocative book about the community
impact of Chicago’s closure of 50 so-called “underutilized” public schools at
the end of the 2013 school year, Eve Ewing considers the effect of school
closures on the neighborhoods they once anchored. Ewing’s book, Ghosts in the Schoolyard, is
about Chicago’s Bronzeville neighborhood and a set of school closures in
Chicago in which 88 percent of the affected students were African American, and
71 percent of the closed schools had majority-African American teachers.
(Ghosts in the Schoolyard, p. 5)
The NSW Minister for Education, Adrian Piccoli, has accepted the recommendations of a Parliamentary committee report to improve the consultation process on proposed school closures. The report had slammed the approach by the Department of Education to closing schools as “heavy handed”, ignoring the views of parents and local communities of small schools and failing to provide evidence on the relationship between education outcomes and small schools.
Closing public schools not only has a negative impact on student performance but also creates hardship for communities already struggling with disinvestment. The Stanford Centre for Opportunity Policy in Education, the Journey for Justice Alliance, and the Advancement Project sponsored a forum in December entitled “Closed for Learning: The Impact of School Closures” to brief members of the US Congress on the impact of community school closures in low-income neighbourhoods. The following is a brief prepared for the forum.
From the onset, the U.S. public education system has been wrought with challenges. It has never been a perfect system. Yet, for the past 15 years, the education reform movement has exploded – backed by investors and philanthropists that have sought to privatize education by capitalizing on our flawed accountability system and its over-reliance on high-stakes testing, high-stakes teacher evaluations, and high-stakes grading of schools.
Today, the interests of children of colour are being sidelined by the interests of philanthropists, hedge fund owners, and venture capitalists with their sights set on public education dollars and investments in inner-city neighbourhoods. The result has been massive takeovers of school districts and school closures across the country, particularly in Black and Brown neighbourhoods, which studies have found do not actually improve the academic futures of the displaced students they propose to help.
NSW Parliamentary Committee report has slammed the approach by the NSW
Department of Education to closing schools as “heavy handed”. It says the
Department failed to properly consult with communities affected by proposed
school closures, was not impartial in dealing with communities and ignored
research evidence on the value of small schools educationally and to small
regional communities. It makes ten recommendations to improve consultation
about school closures.