An OECD review of studies of school size shows that small schools may provide better school outcomes for students, especially at the primary school level and for lower socio-economic status students, and that closing small schools is not as cost-effective as often assumed.
A new academic study shows that additional funding for low achieving students significantly increases schooling outcomes. It provides additional support for the full implementation of the Gonski funding plan.
A leading education academic says that education policy in Australia is based on myths.
A report to the UN General Assembly warns that the rapid expansion of private education is increasingly replacing public education and exacerbating inequalities in societies.
The head of Australia’s leading education research body, the Australian Council for Educational Research (ACER), has questioned the effectiveness of teacher and school incentives as a school improvement strategy.
A new academic study shows that private schools are no better than public schools after taking account of the socio-economic background of students and schools. This is the fourth study in the last year to show no difference between public and private schools.
A new PISA in Focus published by the OECD shows that the gap in educational resources between advantaged and disadvantaged schools in Australia is the fifth largest in the OECD and one of the largest of all the 65 countries participating in PISA.
A supplementary submission by Save Our Schools to the Federal Government’s review of the low SES funding loadings says that the proposal by Independent Schools Victoria to remove the additional loadings for schools with greater concentrations of low SES students should be rejected.
A proposal by Independent Schools Victoria to remove additional funding for highly disadvantaged schools is hypocritical, disingenuous and indefensible. It ignores a corpus of research evidence that supports more funding for disadvantaged schools.
Research shows that increased funding definitely improves student outcomes, especially for disadvantaged students. Claims by the Federal Minister for Education regarding large increases in funding over the past decade are incorrect.
Gonski funding will provide significant learning opportunities for students most in need.
The evidence for Jennifer Buckingham’s claim that the expansion of Independent Public Schools will benefit students who have the most to gain does not stack up.
The preliminary NAPLAN results for 2014 show that reading and numeracy have stagnated across Year levels while writing has continued to decline.
Media Release:Uninvited Submission Calls for Gonski Plus Funding Loadings for Disadvantaged StudentsPosted on Thursday October 2, 2014
An uninvited submission from Save Our Schools to the Federal Government’s selective consultation on the Gonski funding loadings for disadvantaged students has called for the loadings to be increased.
An education research brief from SOS shows that the current Federal Government funding loadings for low SES students are far too low to be effective.
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”.