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.
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.
A new paper by the Australian Bureau of Statistics provides more evidence on the education divide between rich and poor.
New results from the OECD’s 2012 PISA study show large gaps in financial literacy between advantaged and disadvantaged students in Australia.
The Audit Commission recommendation to terminate Gonski funding after 2017 ignores the extent of disadvantage in government schools. New figures from My School show high concentration of disadvantage in government schools.
New research shows that greater equity in school funding increases student outcomes.
If the Prime Minister is serious about his “passionate” commitment to improving Indigenous education, he should stop the sabotage of the Gonksi funding model and implement it in full.
The gaps in educational resources between disadvantaged and advantaged schools in Australia is amongst the largest of all the 65 countries participating in the OECD’s Programme for International Asssessment (PISA).
Kevin Donnelly uses bad science to link educational inequalities in Australia to genetic differences in cognitive ability and justify the continuation of disadvantage and social inequality in education.
The only verdict to be drawn from the latest NAPLAN report is that Australia has a major equity problem and little progress has been made in alleviating it in the last five years.
The arguments of defenders of privilege in education are not supported by the evidence. There is no substantial evidence that high achieving students are being ignored and that socio-economic background has little impact on student results.
A new study shows that the two main factors in explaining the gap in school completion rates between low and high socio-economic status students are lower education aspirations of low SES students and their parents and lower academic performance at age 15 by low SES students. It suggests that a multi-faceted approach is needed to reduce the gap. <
A new book sets out comprehensive policies to close the opportunity gaps in education.
Social segregation in Australia’s schools has increased markedly over the past 25 years. Students from low income families are highly concentrated in public schools while private schools have much larger proportions of their enrolments from high income families.
It is make or break time for the Gonski school funding model. It is imperative that the current inequitable and incoherent funding model be replaced. It is imperative that priority be finally given to funding disadvantaged schools.
New figures show that no progress has been made over the past 30 years in reducing the proportion of students finishing school with only the most basic literacy and numeracy levels.
A new paper by academics from the University of Canberra shows that a disproportionately large share of university undergraduates is still drawn from higher socio-economic backgrounds.
The latest results from the Trends in International Mathematics and Science Study (TIMSS) confound claims by private school organisations that socio-economic background has little effect on student achievement. The results show a strong connection between socio-economic status and student achievement in Australia and internationally.
The latests international test results confirm Australia’s highly inequitable education system and reinforce the case for action on the Gonski report recommendation to boost funding for disadvantaged students.<
It seems that all the education reform over the past five years has had little impact. The COAG Reform Council says that school results have stagnated and high inequity remains.
A new study has found a large gap between rich and poor in completion of high school in Australia. It also found that students from lower income families are less likely to be encouraged by their parents to complete high school. <
A new analysis shows that students from poor backgrounds in Australia have less exposure than wealthy students to teaching practices that are associated with higher results.
Despite the claims of the Coalition spokesman on education, Christopher Pyne, Australia does have an equity problem in education. International comparisons of school results show high inequality in Australia. <
Low income, Indigenous and remote area students can expect little support from a Coalition Government. The Coalition’s spokesman on education, Christopher Pyne, says that Australia does not have an equity problem in education even though low income students are about three years behind their high income peers and Indigenous students are about four years behind.
A school principal comments on changes announced by the Victorian Government to its Education Maintenance Allowance which will see cuts in funding to many schools.
There has been virtually no change in overall NAPLAN results since 2008, in the results of disadvantaged students and in the large gaps between the results of disadvantaged and advantaged students.
A new OECD report on equity and quality in education puts pressure on the Australian Government to come up with a school funding system better targeted at disadvantaged students.
A confidential report to the Gonski Review of School Funding says that the Australian school system has become segregated between rich and poor with government funding being spent on supporting school choice rather than reducing the achievement gap between rich and poor.
A study has identified significant problems with the Smarter Schools National Partnerships. The funding is small; it is not well targeted at students or schools and it is not being used in the most effective ways.
US scholar says that addressing the achievement gap between advantaged and disadvantaged children will require a broader and bolder approach to education policy than the recent efforts to improve education in the US.<