Some articles from last week worth reading.
The Victorian Competition and Efficiency report on school autonomy says that research studies show that the effect of school autonomy on school results is inconclusive. However, the Commission rejects is own finding and recommends increasing school autonomy.
Some articles from last week worth a read.
Unpublished letter to The Australian criticizes the lack of transparency of the review of the low SES loadings.
A Western Australian principal has written an inspiring letter to his students to put their NAPLAN results into perspective.
The Federal Government has confirmed that its review of the low SES funding loadings is not open to the public and is confined to selected invitees. The review is considering whether the loadings should be changed.
OECD figures show that Australia lags well behind most other OECD countries in enrolment in pre-school education.
Under pressure from public school organisations the Federal Government has opened up the hitherto secret and biased review of the Gonksi low SES funding loadings. SOS calls on public school organisations, teachers, principals and parents to make submissions.
The secrecy and biased representation of private schools in the Government’s consultation on low SES funding loadings is a threat to the future funding of low SES students and schools.
The OECD says that more competition between schools has failed to improve student results and has increased social segregation between students.
New research shows that Australia’s Chinese students do just as well as Shanghai students in the PISA tests. It suggests that the large difference in average results between Shanghai and Australia is due to cultural factors rather than education policies.
Despite the increasing expansion and popularity of gifted and talented programs, there is little evidence that they are effective. A new research study shows that they do not improve the results of students.
Northern Territory funding of remote and very remote schools on the basis of attendance rather than enrolments is making it harder to improve Indigenous student achievement in these areas.
Free schools in England add to social segregation between schools because they take fewer poor children than other local schools.
A US educator answers the question of “what do standardized tests teach”.
New research has found that Catholic and Independent schools achieve no better results than public schools after taking account of student background characteristics.
The South Korean education system has a dark underside. Its cram schools and authoritarian teachers produce ranks of overachieving students who pay a high price in health and happiness.
A new paper by the Australian Bureau of Statistics provides more evidence on the education divide between rich and poor.
Professor Alan Reid has demolished the case for independent public schools. He says that the concept of independent public schools is an oxymoron and the evidence that they improve student outcomes does not stack-up.
An SOS research paper shows that the debate over whether money matters in education is over. Money does matter, especially for disadvantaged students.
A comprehensive review of research studies on the relationship between school funding and student achievement shows that money matters in education, especially for disadvantaged students.
Chile’s notoriously inequitable free market education system established under the Pinochet dictatorship is being overhauled to provide a comprehensive free education system.
A study of school autonomy in Austria found that it has resulted in more competition between schools, created greater opportunities for student selection by favoured schools and led to more social differentiation between schools.
New results from the OECD’s 2012 PISA study show large gaps in financial literacy between advantaged and disadvantaged students in Australia.
A new international survey shows that Australian teachers work longer hours and in more challenging circumstances than teachers in many other countries.
Gonski panel member, Ken Boston, calls for more action to implement the Gonski funding model.
Teach for Australia is not cost-effective. It incurs very high costs to the taxpayer, but there is no substantive evidence that it improves outcomes in disadvantaged schools and a very high proportion of TFA teachers leave teaching within four or five years.
A new study shows that wealthy philanthropic education foundations in the US have a major influence over national and state education policy and are using that influence to undermine public education.
A new study has found that competition between schools and greater school autonomy do not increase student achievement. More competition also tends to increase social inequalities in school results.
Social Services Minister, Kevin Andrews, has exposed Christopher Pyne’s rejection of conditions on Federal school funding for the states as an opportunistic way to subvert the Gonski funding plan.