A new report published by the OECD in December highlights once again the large inequity in school results in Australia and the huge disparity in teacher shortages between advantaged and disadvantaged schools. A large proportion of disadvantaged 15 year-old students do not achieve expected standards and the difference in teacher shortages between advantaged and disadvantaged schools in Australia is the largest in the OECD. The report says that targeted support is essential to improve results for disadvantaged students and schools. Continue reading “OECD Says Targeted Support Is Essential to Improve Results for Disadvantaged Students and Schools”
The following is a summary of a new Education Policy Brief published by Save Our Schools. The full Brief can be downloaded below.
A recent report by the Australian National Audit Office has slammed the Commonwealth Government for failing to ensure its funding of private school systems is distributed according to need and for not knowing how private school systems distribute their funding. The report is a scathing indictment of a massive failure of ministerial responsibility and government administration. Yet, this failure is likely to continue under Gonski 2.0, as it has for the past decade or more. Continue reading “Govt. Failure to Ensure Private School Systems Distribute Funding According to Need Will Continue Under Gonski 2.0”
New NAPLAN results for 2017 show continuing large achievement gaps between disadvantaged students and those from highly educated families. The gaps have increased between students from highly and lowly educated families since 2008, but have narrowed between high education status students and Indigenous students. Continue reading “Large Achievement Gaps Between Advantaged and Disadvantaged Students Continue”
This is a summary of a new Education Research Paper published by Save Our Schools. The full version can be downloaded below.
The Prime Minister says that Gonski 2.0 is “fair, it’s needs-based and it’s consistent”. However, confidential data released by the Commonwealth Department of Education under FOI contradicts his claim. It shows a massive increase in over-funding of private schools by 2027 and continuing under-funding of public schools. Continue reading “Gonski 2.0 Is The Best Special Deal Private Schools Have Ever Had”
A new study comprehensively refutes the claim that phonetics is little used in teaching reading in Australian schools. It shows that the large majority of teachers in Australian primary schools use a combination of methods in teaching reading, including phonetics.
A new academic study has found that increased expenditure on primary schools has positive long-term effects on educational attainment. The study, published in the November issue of the journal Applied Economics, found that a 10% increase in spending for grades 4-7 in Michigan resulted in a 7% increase in college enrolment and an 11% increase in college completion. It also found that the additional expenditure led to an increase of 3–5 percentage points in high school graduation rates. Continue reading “Increased School Funding Increases Post-Secondary Attainment”
Several wealthy Melbourne private schools are set to get large windfall gains from the Turnbull Government’s Gonski 2.0 funding model after revisions to their assessed student need. Many of the schools will get increases of $1-$3.2 million between 2018 and 2027 because their student need has been revised upwards. Yet, about 75% or more of the students in these schools are from the most advantaged families in Victoria. Continue reading “Elite Melbourne Private Schools to Get Big Funding Windfalls from Turnbull Government”
The introduction of a National Year 1 Literacy and Numeracy Check has been heavily criticised by the Australian Literacy Educators’ Association (ALEA) in a position statement. It says that there is an unreasonable over-emphasis on phonics in the new assessment tool. Continue reading “Does Australia need an assessment tool to measure literacy and numeracy achievement in Year 1 classrooms?”
A new report by the OECD shows that about one-third of the variation in science performance across OECD countries is explained by the degree of equity in the allocation of educational resources across advantaged and disadvantaged schools. Countries with more equitable systems performed better on average. The report shows that the allocation of resources in Australian schools is highly inequitable.
The report shows that students in socio-economically disadvantaged schools in Australia are less exposed than students in advantaged schools to the learning environments and educational resources that matter the most for science performance. Effective teaching practices, a favourable school climate, exposure to science and access to educational resources are all better in advantaged schools than in disadvantaged schools in Australia. Continue reading “OECD Report Shows that the Allocation of Resources in Australian Schools is Highly Inequitable”
Teach for Australia (TFA) has abjectly failed to answer criticisms of the program. Save Our Schools has criticised TFA on several grounds:
• The large majority of its teachers are in marginally disadvantaged schools instead of highly disadvantaged schools;
• Its attrition rate is very much higher than for traditionally-trained early career teachers;
• The high turnover of TFA teachers imposes additional financial and human resource costs on schools and negatively impacts on disadvantaged students;
• It is a very high cost program in comparison with traditional teacher training; and
• There is no substantive evidence that TFA teachers improve student results more than traditionally trained teachers. Continue reading “Pathetic Response by Teach for Australia to Criticisms”