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.
In the wake of the latest version of My School two researchers have published a startling account of what the numbers behind the website actually show. Former school principals Chris Bonnor and Bernie Shepherd have revealed new findings which challenge myths about Australia’s schools.
While reports are frequently about the ‘drift to the private schools’ Bonnor and Shepherd have found that the drift could be equally seen as one from low socio-educational advantage (SEA) schools to higher SEA schools. As recently reported on Lateline, they show that enrolments are increasing in higher SEA government schools, but declining in low SEA government schools.
The following article is a summary of a new report called School Daze by Chris Bonnor and Bernie Shepherd.
Australia’s schools are very diverse, if only because of where they are and who they serve. Educational diversity is something to value, but we also have a social diversity, in fact a socio-educational hierarchy of schools which is serving some people more than others – and not serving the nation at all well.
A new OECD report shows that a significant proportion of Australian students are not achieving expected standards in mathematics, reading and science. It shows that low performance is strongly associated with the socio-economic status (SES) of students’ families and schools. It also shows that the incidence of teacher shortage and lower quality educational resources is higher in schools with a high proportion of low achieving students. It says that additional resources and a multi-pronged approach are needed to address low performance.
Last year, there was widespread criticism of the plan by the Australian Curriculum, Assessment and Reporting Authority (ACARA) to take the NAPLAN persuasive writing test online. Two hand-picked Federal Government advisors said it would discriminate against disadvantaged students. It has also been widely criticised by teachers’ unions. Continue reading “NAPLAN Online Test of Writing Could Widen the Achievement Gap”
A new OECD report provides some interesting perspective on the debate over immigration in Europe and the Paris terrorist attacks. It shows a sharp contrast between the integration of immigrant children in schools in France and Belgium compared to Australia. Immigrant children in France and Belgium are the most alienated in the OECD, indicating a failure of integration, whereas far fewer immigrant children in Australia are alienated from school.Continue reading “Integrating Immigrant Children in School is an Australian Success Story”