Data from the OECD’s
Programme for International Assessments (PISA) in 2018 confirm everyday
impressions of the vast gap in the resources of public and private schools in
Australia. They show that private schools have far more, and better quality,
teacher and physical resources than public schools. Despite the fact that
public schools enrol over 80% of the most disadvantaged students, they are
constrained by a lack of education resources.
While class sizes and student-teacher ratios are similar in
public and private secondary schools, public schools have far fewer highly
qualified teachers, more teacher shortages, more inadequately qualified
teachers, more teacher absenteeism and more shortages of assisting staff than
private schools. Much higher proportions of students in public schools have
their learning hindered by a lack of educational materials, poor quality
educational materials, lack of physical infrastructure and poor quality
infrastructure than in private schools. There are also significant differences
between the resources available to lower fee and higher fee private schools.
Continue reading “Private Schools Continue to Have a Massive Resource Advantage Over 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”
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”
The following is a summary of a new report from the Learning Policy Institute in the United States on school finance reform. It reviews reforms by four US states to undertake progressive school funding strategies in order to substantially improve learning opportunities for all students. It provides recommendations for federal and state policies to address funding inequalities that contribute to the cycle of poverty. It shows that money matters when it comes to improving schools and that how money is spent is critical.
Continue reading “How Money Matters”
A new OECD report, Balancing School Choice and Equity, shows that school choice policies have increased social and academic segregation between schools which, in turn, reduced equity in education. Australia is a prime example of the impact of choice on social segregation. School choice has been at the centre of education policy for the last 20 or more years. Australia now has one of the most socially and academically segregated school systems in the OECD and has highly inequitable education outcomes.
Continue reading “School Choice Increases Social Segregation and Inequity in Education”
The Gonski Institute for Education recently published a
valuable paper on equity in education titled Improving
Educational Equity in Australian Education. It discusses what is equity,
why equity in education matters and makes recommendations for improving equity
in education. However, its definition of equity in education is limited and imprecise.
The paper should have adopted the equity definition of the original Gonski
report because it offers a more effective guide for education policy and
Continue reading “On the Definition of Equity in Education”
The following is a summary of a new Education Research paper published by Save Our Schools. It can be downloaded below.
Data drawn from the My School website show that school
systems in Australia are highly segregated by socio-economic background both nationally
and in each state, although the extent of the segregation varies between states.
Highly and medium disadvantaged schools are over-represented
in public schools and under-represented in private schools. In contrast, highly
and medium advantaged schools are under-represented in public schools and
over-represented in private schools.
Continue reading “The Vast Majority of Disadvantaged Schools are Public Schools”
A recent OECD report shows that
Australia has one of the most socio-economically segregated school systems in
the OECD and in the world. It also shows that Australia had the
equal largest increase in social segregation in the OECD and the world since 2006.
A research brief recently published by The Century Foundation in the United States outlines the benefits of socio-economic and racial integration in schools (references are available in the original which can be downloaded below). Research shows that socio-economic and racial diversity in schools provides a range of academic, cognitive, social and economic benefits.
is a slightly edited version of the brief. An earlier more detailed paper is
also available from the Foundation titled A Bold Agenda for School Integration.
Continue reading “The Benefits of Socio-Economically and Racially Integrated Schools”
One of the challenges to improving results in highly disadvantaged
schools is recruiting and retaining high quality teachers. Disadvantaged
schools often have high teacher turnover which impacts on student achievement. A
new US study has found that selective retention bonuses for high quality
teachers leads to increases in student achievement in high poverty schools.
Continue reading “Bonuses Increase Retention of High-Quality Teacher and Student Achievement in Disadvantaged Schools”
Australia prides itself on its egalitarian ethos, but it is a myth in education.
Not only do we have one of the most segregated school systems in the OECD and the world, but a report just published by the United Nations International Children’s Emergency Fund shows that Australia’s education system is nearly the most unequal in the developed world. There is a clear link between social segregation and education performance in Australia.
Continue reading “Australia’s Education System is Nearly the Most Unequal in the Developed World”