In Senate Estimates last week Greens Senator, Penny Wright, exposed the ignorance of Federal Education Department officials about research evidence showing that school autonomy over budgets and staffing has little to no effect on education outcomes.
Christopher Pyne has used highly selective and misleading evidence to support his claim that greater school autonomy for independent public schools will improve school outcomes. The overwhelming evidence indicates he is mistaken in his claim.
Christopher Pyne’s agenda to make government schools more like private schools is under challenge before it has got off the ground. A new education research brief from Save Our Schools shows that private schools do not achieve better results than public schools.
Two new US studies also show that results in private schools are no better than in public schools, and may be worse. They add to the evidence from new Australian studies that making public schools more like private schools is not the answer to improving school education.
The lack of evidence that school autonomy leads to increased student outcomes is increasingly conceded by reports and some commentators in Australia.
Christopher Pyne wants to extend the “independent public schools” model in WA to other states. Principals in low SES schools in WA say that it creates a priviliged set of schools while low SES schools struggle to attract and retain high quality teachers.
A new study of charter schools in the US – independent public schools – has found that they do no better than traditional public schools. The greater school autonomy granted to charter schools had little effect on student achievement over time.
A story about how schools are not businesses and should not be run as businesses as advocates of markets in education would have it.
A review of independent public schools in Western Australia has found that they have not increased student achievement but could be developing a two-tiered education system in the state.
An independent report shows that principals in Western Australia have not been given the resources to match their increased responsibilities under school autonomy while central and district office support services have been withdrawn. It says the lack of system support threatens the achievement of improved student outcomes.
There is a growing rebellion by teachers and parents in the United States against market-based education policies that are resulting in resource deprivation in public schools, inequity, public disempowerment and the widespread perception that governing policies are driven by corruption.<
A new study has found that school autonomy widens the gap between the top and bottom achieving students. It adds to the weight of evidence that increasing school autonomy does not work. <
The Senate education committee has delivered a major rebuff to the Federal Government and the Coalition on school autonomy. It says that there is no clear evidence that greater school autonomy leads to better student performance.
A review of market-based education “reforms” in the United States has found that they have not delivered the success promised.
The introduction of a market in education in Sweden has failed. Since the introduction of government funding for private schools Swedish school results in reading, science, and mathematics have fallen and social stratification and segregation in schools has increased. Private schools have no better results than public schools. <
An international symposium conducted this month by the Swedish Academy of Sciences examined the consequences of school choice for the efficiency and equity of schooling and the consequences of applying market principles for systems of governance, accountability and the teaching professions.
The Federal Minister for Education, Peter Garrett, yesterday completely undermined his own school autonomy program with a stunning admission that there is little evidence that charter schools – the archetype of school autonomy – lead to better school results.
The deputy director for education at the OECD, Andreas Schleicher, has warned that independent public schools risk reducing collaboration between schools and creating a wider gap between the best and worst performing schools.
The SOS submission on the Australian Education Bill recommends adoption of a clear definition of equity in education and that collaboration between schools be included as part of the national plan for improving the performance of schools and students.<
A submission by Save Our Schools to the Senate Education Committee inquiry on Teaching and Learning shows that school autonomy has little to no effect on student results and leads to greater inequality and social segregation between schools. It calls for governments to support greater collaboration between schools.
Independent public schools are not a panacea for school improvement according to a review of academy schools in England. They also undermine collaboration between schools, increase social segregation and entrench social inequalities .
A new review of research studies on competition and choice has found little evidence that it improves student results. It says this is not surprising because key characteristics of education services do not match the assumptions of market theory.
New Zealand schools have amongst the most extensive school autonomy in the world. A new book shows that it is responsible for a lost decade in education in New Zealand as education improvement was sidetracked by focus on managing properties and finance.
A speech by Trevor Cobbold on school autonomy, the cost disease in education, funding cuts and the market in education.
In another blow to the claims that greater school autonomy leads to improved school performance, new research shows that academy schools in England have not improved student achievement.
The third in a series of articles mapping the extent of school autonomy in different jurisdictions and school sectors across Australia. Comments are invited to correct mistakes and omissions
A review of research studies on school autonomy published by the Federal Department of Education is a ‘dud’. It is highly selective and relies heavily on dated research. The review ignores recent studies from many countries which show that school autonomy in budgeting and staffing has little to no impact on student achievement.
The ACT P&C Council has called for no further expansion of school autonomy in ACT schools and an independent review of the benefits and costs of school autonomy.
Principals and teachers in 23 ACT schools participating in a pilot project on school autonomy say that it means that schools will have to hire less experienced, cheaper teachers and cut back on specialist teachers.
The second in a series of articles mapping the extent of school autonomy in different jurisdictions and school sectors across Australia. Comments are invited to correct mistakes and omissions.
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