An analysis published today by Save Our Schools (SOS) shows that the Federal Government has a potential revenue pool of at least $34 billion a year to finance the $7 billion needed to fund the last two years of the Gonski plan.
SOS National Convenor, Trevor Cobbold, said that the Government could easily fund Gonski by reducing several tax concessions to high income earners and by clamping down on rampant tax evasion by high income earners and large Australian and multinational corporations. Continue reading “Government Could Easily Fund Gonski Plan”
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.
Continue reading “Closed for Learning: The Impact of School Closures on Students and Communities”
Competition and choice policies in education are leading to the de-professionalization of teaching. A policy brief published by the US National Education Policy Centre titled Reversing the Deprofessionalization of Teaching says that it is being driven by fast-track teacher preparation, teacher evaluation based on student test scores and the use of scripted, narrow curricula.
Continue reading “The De-Professionalization of Teaching”
In general, there is no case for governments to fund private schools to a level beyond what they are prepared to fund public schools. However, government funding enables some 1,400 private schools to have more resources than public schools. It costs the taxpayer about $3 billion a year that would be far better spent on supporting disadvantaged public and private schools.
There are two aspects of government over-funding of private schools. The first is that privately-sourced income from fees and donations of wealthy private schools exceeds the total income per student in public schools. Government funding for these schools extends their resource advantage.
The second is that there are many private schools whose income from private sources is less than total income per student in public schools, but whose government funding is more than that which would provide them with the same average total income per student as public schools. The extra government funding also gives these schools a resource advantage over public schools.
Continue reading “Well-off Private Schools Are Over-Funded by $3 Billion a Year”
One of the arguments used by the wealthy to justify government subsidization of their fees at elite private schools is that they pay taxes and there should receive government funding for whatever school their child attends. Apart from being a spurious argument, it appears that many of the wealthy are not paying taxes anyway.
Last month, the Australian Taxation Office announced that it has contacted more than 100 Australian parents with children at 60 elite private schools who paid school fees of $100,000 a year from overseas bank accounts. The ATO obtained information from the schools and matched it against parents’ tax returns. It is part of the ATO’s crackdown on tax evasion by wealthy individuals with hidden income and assets offshore.
Continue reading “Wealthy Private School Parents Evading Taxes”
Technology will revolutionize the classroom! I have been hearing these promises for most of my 20 year physics teaching career and yet there is scant high quality evidence for it. Cyber schools show little learning. The OECD found “no appreciable improvement in student achievement” with large scale investments in computer technology. Computer technology seems like such a natural fit in the classroom. Why has it not been the game changer that it should be?
Continue reading “Technology is No Game-Changer in the Classroom”
A study published by
the US National Bureau of Economic
Research this week shows that bringing all students up to a basic level of
education increases work force skills and economic growth. It adds to the
substantial weight of international and Australian evidence that increasing
student achievement increases economic growth.
Continue reading “More Evidence That Better School Results Increases Economic Growth”
Given that Australia’s international test results in mathematics and science have fallen in recent years, it is somewhat bewildering that the Turnbull Government’s innovation statement released on Monday virtually ignores school education.
The statement says
that ensuring students have the skills to equip them for the workforce of the
21st century is critical to maximising Australia’s productivity, and ensuring economic
and social well-being in an increasingly STEM-based and digital economy.
However, it proposes spending a
miserly extra $100 million on school education over five years from 2016-17,
comprising $48 million on prizes
and competitions in science and mathematics and $51 million on digital literacy
The proposed increase is farcical. It amounts to only $20 million a year or $54 per student a year. It represents only one per cent of the increase in Gonski funding planned by the Gillard/Rudd governments over the three years from 2016-17 to 2018-19. It will do little to reverse Australia’s declining maths and science results.
A study published by the US National Bureau of Economic Research this week shows that bringing all students up to a basic level of education increases work force skills and economic growth. It adds to the substantial weight of international and Australian evidence that increasing student achievement increases economic growth.
The study analysed the economic implications of improved educational achievement and estimated how economic development would be altered by school improvement in individual US states. It estimated that if all US students achieve a basic education within ten years this would increase GDP in 2095 by 14.6 per cent and increase long-run economic growth by 0.24 per cent a year. GDP in 2095 would be 1.8 times higher than in 2015. Continue reading “More Evidence That Better School Results Increases Economic Growth”
The latest national report on the NAPLAN results published last
week indicates that the ACT school system (public and private) is
underperforming. It appears to be underperforming on average student results,
student progress and equity. The apparent under-performance warrants an
independent public review.
The ACT has many advantages over other jurisdictions in
factors that influence school results. It has higher average income and parent
education levels than elsewhere. It has fewer disadvantaged students and less
extreme poverty. The average
socio-economic status of students and schools in the ACT is much higher than in
other states. All its schools are in the metropolitan area; it has no remote
area students. Average school (public and private) income per student is higher
than any other jurisdiction except Western Australia and the Northern
Despite these advantages, average NAPLAN results for the ACT
are no better than for Australia and several states. The report’s statistical analysis
of state relativities shows that the ACT results in writing, spelling, grammar
and punctuation, and numeracy for Years 3, 5, 7 and 9 are not statistically
different from the Australian average or those in several states.
Continue reading “The ACT’s Underperfoming School System Warrants Independent Review”