This is a summary of the Save Our Schools submission to the Senate Committee Inquiry on the Australian Education Amendment Bill.
Save Our Schools believes that the Australian Education Amendment Bill (Gonski 2.0) should be put aside until the Commonwealth and State and Territory governments have negotiated a national agreement on school funding.
Gonski 2.0 has too many serious flaws to proceed with. Continue reading “Gonski 2.0 Abandons Public Schools and Increases Over-Funding of Private Schools”
The following is a new Education Policy Brief from Save Our Schools. The paper together with the charts can be downloaded below.
Private schools are set to get more over-funding under Gonski 2.0, not less as the Turnbull Government claims. Far from reducing over-funding of private schools as the Government claims, Gonski 2.0 will massively increase over-funding. The Government has played a ‘smoke and mirrors’ trick by reducing over-funding for a very small number of grossly over-funded private schools while boosting over-funding for many more schools and retaining over-funding for others. It is a hoax on a grand scale. Continue reading “Gonski 2.0 Provides Even More Over-Funding for Private Schools”
This is the first in a series of articles to be published by Save Our Schools on the Turnbull Government’s Gonski 2.0 school funding plan. The next article will examine private school funding.
Gonski 2.0 is not what is seems. It is not a good deal for public schools. Despite the appearance of a large increase in school funding to 2026-27, it will deliver only a miniscule increase in inflation-adjusted funding per student. The increase amounts to only about 40% of the increase planned under Gonski 1.0. Thousands of public schools will get much smaller increases than under Gonski 1.0. Continue reading “Gonski 2.0 is a 40% Gonski”
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”
East Asian countries dominate the education arms race. Singapore,
Hong Kong, South Korea, Japan, China and Taiwan regularly get the highest
scores on international tests such as the Trends in Mathematics and Science
Study (TIMSS) and the OECD’s Programme for International Student Assessment
(PISA). Other countries, including Australia, seek to emulate their test
However, a key factor behind the success of these countries
is the cultural emphasis on studying at the expense of other activities outside
school. This brings costs in terms of student well-being and health which are
Continue reading “The Hidden Cost of East Asian Test Results”
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 Labor Shadow Education Minister, Tanya Plibersek, rejects redistributing funding from well-off private schools to disadvantaged schools. She claims that over-funding of private schools involves “a very small number of schools” and “is a drop in the bucket of the extra money required” to fully fund the Gonski plan.
She is completely mistaken. Thousands of private schools are over-funded by governments. They are over-funded to the tune of $4-$5.6 billion a year. This huge amount of taxpayer funds would be far better used to support disadvantaged students in both public and private schools. It would easily fund the last two years of the Gonski funding plan (originally estimated at $7 billion) which the Turnbull Government refuses to support. Continue reading “Private Schools are Over-funded by $4-6 Billion a Year”
A new study shows that students who attend at partially selective schools in England do not achieve any better results than students in non-selective schools. It found that some results for students with high or low prior achievement are worse at partially selective schools than for their peers at non-selective schools. Continue reading “No Academic Benefit to Attending Partially Selective Schools”