Couple insensitivity with ignorance and very little good will follow. With a little luck, we will avoid the worst of the damage that could come from Senator Pauline Hanson’s public outburst, in which she argued for the removal of children with autism from mainstream schools. The public outrage her remarks evoked has been encouraging.
The following is an abridged media release announcing a new report by the Bankwest Curtin Economics Centre (BCEC) at Curtin University on inequality in education in Australia.
The BCEC’s latest report, Educate Australia Fair?: Education Inequality in Australia, examines the extent of educational disadvantage across and within Australia’s states and territories and among vulnerable groups.
A new report released by the OECD shows that social segregation in Australian schools is amongst the highest in the world. Australia has the 8th highest rate of social segregation out of 71 countries participating in the OECD’s Programme of International Students Assessments in 2015. Australia’s social segregation is also the 4th highest in the OECD.
This is one of the most alarming results to come out of PISA 2015. It shows that social apartheid is an enduring feature of Australia’s school system. Students are sharply divided by social class in schools. Other research shows staggering levels of ethnic and religious segregation in schools.
Social segregation in schools has dire consequences for education outcomes and the nature of our society. It is a key factor behind the high inequity in education in Australia as evidenced by the large achievement gaps between high socio-economic status (SES) students and low SES, Indigenous and remote area students. It allows privileged groups to maintain and enhance their advantages. It allows prejudice and social discrimination to hold sway.
School choice policies in Australia have compounded the effects of housing segregation. Government funding policies have fostered the expansion of private schools and have denuded many public schools of the resources they need to provide quality learning opportunities and outcomes for their students. Many advantaged families have abandoned their local public school in a search for better-resourced, high quality schools. The result has been an increasing concentration of disadvantaged students in some public schools and increasing concentration of advantaged students in others.
Governments must ensure that all schools are excellent schools. This requires increased funding for disadvantaged schools to provide them with the human and material resources necessary to provide high quality learning opportunities for their students. This can be financed by re-directing government funding from private schools whose total income exceeds that of public schools to disadvantaged public and private schools.
Ensuring that all local schools are excellent, well-resourced schools would reduce the incentive for families to look for more advantaged schools outside their local area. It would make for a better social mix of students in public schools. Continue reading “Social Segregation in Australian Schools is Amongst the Highest in the World”
Girls’ Uniform Agenda are leading a movement across Australia to challenge and change current school uniforms. Many schools across Australia, at both the primary and secondary level, require girls to wear dresses and skirts to school, and turning up in shorts or pants will see girls given detention. As girls wear shorts and pants in every other aspect of their lives in Australia, and boys wear shorts and pants to school, it is direct discrimination to refuse to allow them to wear shorts and pants to school because of their gender. Continue reading “Call to Change School Uniforms for Girls”
A newly published research brief shows the importance of school compositional effects on student outcomes. While it is based on studies conducted in the United States, the study has important implications for Australia. It shows that both socio-economic and racial diversity in schools are beneficial to students in terms of academic results and social understanding. It points to the importance of supporting socio-economically and racially diverse schools. Continue reading “The Benefits of Socio-Economic and Racial Diversity in Schools”
A major new meta-analysis of academic studies on ways to improve the school results of low socio-economic status (SES) students has identified several interventions that substantially improve achievement. They include small group tutoring, feedback and progress monitoring and co-operative learning in the classroom. Several other interventions also have smaller positive effects on achievement. Continue reading “Effective Ways of Improving Achievement by Low SES Students”
The latest report on Australia’s results in PISA 2015 shows huge disparities in shortages of educational staff and physical resources between advantaged and disadvantaged schools in Australia. It is more evidence of the need to improve the resourcing of disadvantaged schools and increase learning opportunities for their students. Continue reading “Huge Disparities Between the Resources of Disadvantaged and Advantaged Schools”
This is a summary of an Education Research Brief published by Save Our Schools. The full Brief can be downloaded below
Disadvantaged students in Australia are being denied equal opportunities to learn because they have less access to qualified teachers and material resources than advantaged students. The gaps in access to education resources between advantaged and disadvantaged schools in Australia are among the largest in the world and the OECD.
This is a summary of a new SOS research brief. The full version can be downloaded below
The national report on the NAPLAN results for 2015 published last December shows continuing large inequities in education in Australia. Large proportions of disadvantaged students are not achieving national standards in literacy and numeracy and there are large achievement gaps between disadvantaged and advantaged students, most of which have not changed since 2008 and some have increased. Continue reading “NAPLAN Report Shows Little Progress in Reducing Inequity in Education”
A path-breaking study published by the US National Bureau of Economic Research shows conclusively that school finance reforms over the last 25 years succeeded in lifting the results of disadvantaged students. It concludes that “money can and does matter in education” [p. 35].
The study shows the reforms led to larger increases in funding for low income school districts than for high income districts and that this increased the absolute and relative achievement of students in low income districts. It adds to the weight of evidence supporting the full implementation of the Gonski school funding plan.