The following is a summary of a new Education Research Paper published by Save Our Schools. The full paper can be downloaded below.
New figures show that government (Commonwealth and State) funding increases massively favoured private schools over public schools between 2009-10 and 2017-18. Government funding for private schools increased by $1,779 per student, adjusted for inflation, while funding for public schools was cut by $49 per student. The increase for private schools was 18.9% while funding for public school students was cut by 0.4%.
Continue reading “New Figures Show Huge Funding Increases for Private Schools & Cuts to Public Schools”
The following is a summary of a new Education Research Paper published by Save Our Schools. The paper can be downloaded below.
New data from the OECD’s Programme for International Student Assessment (PISA) in 2018 show that Australia allocates more and better quality teacher and physical resources to socio-economically advantaged secondary schools than to disadvantaged schools. The gaps are amongst the largest out of 36 countries in the OECD. The highest performing countries in the OECD generally allocate resources more equitably between low and high SES secondary schools.
Continue reading “Low SES Schools Have Far Less Resources than High SES Schools”
Private schools should pay rates according to the Municipal
Association of Victoria. It claims that local councils are missing out on
millions of dollars in revenue because private schools are exempted from paying
rates. It says the exemptions are unfair and inequitable as other ratepayers
must pay more to cover the revenue loss.
Continue reading “Call for Private Schools to Pay Local Government Rates”
One factor not considered in the commotion over the
continuing decline in Australia’s PISA results is whether students try their
best on the tests. The OECD’s
own report on PISA 2018 shows that about three in four Australian students and
two-thirds of students in OECD countries did not try their hardest on the tests.
There are also wide differences between countries. It has potentially explosive
implications for the validity of international comparisons of student
achievement based on PISA.
The PISA data also shows increasing student dissatisfaction with school which likely contributes to lack of effort on tests and is a factor, among others, behind Australia’s declining results. There is also a perplexing contradiction between Australia’s declining PISA results and its improving Year 12 results. Lack of effort in PISA may partly explain this because performance on PISA has no consequences for students as they don’t even get their individual results. In contrast, Year 12 outcomes affect the life chances of students and even students dissatisfied with school have greater incentive to try harder. The fact that Australia’s Year 12 results have improved significantly since the early 2000s raises further questions about the reliability of the PISA results.
Continue reading “OECD Says 3 in 4 Australian Students Do Not Try on PISA Tests”
A new study has found that recession-induced spending cuts
in school education in the United States led to declines in student achievement,
particularly in school districts serving economically disadvantaged and
minority students. It is the second study in recent years showing the effect of
spending cuts and the 27th study since 2015 showing that school
expenditure has a significant effect on student achievement.
Continue reading “School Spending Cuts Lead to Declines in Student Achievement”
Total government funding of Northern Territory private schools adjusted for inflation (“real funding”) increased massively between 2009 and 2017 while funding for public schools was cut. Even during the Gonski funding period of 2013-2017 the funding increases for private schools were 20-30 times that for public schools.
The NT Government took the opportunity of increased Commonwealth funding for public schools to massively cut its own real funding of public schools.
Government funding increases have been badly mis-directed in favouring private schools. About 83% of disadvantaged students in the Northern Territory are in public schools and 88% of disadvantaged schools are public schools.
Under the new Commonwealth/Northern Territory funding agreement, NT public schools will continue to be badly under-funded to 2023 and beyond while private schools will be nearly fully funded by 2023.
Continue reading “The Facts About School Funding in the Northern Territory”
The evidence that increased expenditure on schools improves
student outcomes continues to accumulate. Yet another
study has found that it increases test scores, reduces drop-out rates and
increases tertiary education enrolments.
Continue reading “New Study Shows that Increased Funding Improves Student Outcomes”
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!
Continue reading “Shepparton Super-School is Unlikely to Improve Outcomes”
Total government funding per student in ACT public schools adjusted for inflation (“real funding”) was cut between 2009 and 2017. In contrast, per student funding for Catholic schools was massively boosted and Independent schools received a lesser but significant increase. Public schools endured a massive cut in funding during the Gonski funding period of 2013-2017 while Catholic schools received a huge boost in funding and Independent schools a small increase.
Continue reading “The Facts About School Funding in the ACT”
There is extensive research evidence that the social composition
of schools is a significant factor in educational inequality. Students from
different socio-economic status (SES) families who attend schools with a high
concentration of students from high SES families tend to achieve higher test
results and higher graduation rates. There are negative consequences for high
and low SES students from attending low SES schools.
A new study published in the academic journal Studies
in Educational Evaluation has found similar effects on educational
inequality from social segregation in school systems. It found that social
segregation within European education systems amplifies social disparities in
educational achievement. Achievement gaps between low and high SES students
tend to be higher in more highly segregated school systems.
Continue reading “Segregated School Systems Increase Social Inequality in Education”