A review of the research evidence on school autonomy contradicts the claims by Christopher Pyne that more school autonomy over decisions on budgeting and staffing lifts student achievement. It shows that school autonomy in these areas has little to no effect on student results.
Philanthropic foundations have enormous influence over education policy in the United States. They have invested billions of dollars in market-based policies such as charter schools, performance pay and vouchers.
Christopher Pyne’s claim about the success of school autonomy in increasing student achievement has been contradicted again by another OECD report.
An evaluation of a school autonomy program in Chicago shows that increased autonomy for school principals over budgets and other school operations had no impact on reading and mathematics achievement.
An OECD report on PISA 2012 shows that public schools in the top performing countries generally have little autonomy in budgeting and staffing but considerable autonomy over curriculum and assessment.
The Federal Education Minister, Christopher Pyne, is either incapable of getting his facts straight or he is deliberately misleading the public about his plan for independent public schools.
Christopher Pyne’s deceit about the evidence on the effect of independent public schools on student achievement has been further exposed.
Christopher Pyne has misled the public yet again about the facts on the effects of school autonomy. The evidence he cites is highly selective and misleading and completely ignores the latest evidence from the OECD’s Programme for International Student Assessment (PISA).
PISA results provide strong evidence that competition between schools and the presence of private schools does not lead to higher student achievement.
The Federal Education Minister misled the Parliament last week in claiming that school autonomy in staffing and budgeting increases student outcomes. He demonstrated a cavalier disregard of the evidence on school autonomy.
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.
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