Girls’ Uniform Agenda are leading a movement across Australia to change current school uniforms to allow girls to wear shorts and long pants. Skirts and dresses reduce physical activity at school by girls.
A new research brief shows that socio-economic and racial diversity in schools are beneficial to students in terms of academic results and social understanding and tolerance.
A major new review of academic studies on ways to improve the school results of low socio-economic status (SES) students has identified several interventions that substantially improve achievement.
We are at another fork in the education road in the struggle between constructing an education system that better serves disadvantaged students or one that serves privilege in education.
The gaps in access to education resources between advantaged and disadvantaged schools in Australia are among the largest in the world and the OECD.
The NAPLAN results for 2015 show little progress in reducing inequity in education. Large percentages of disadvantaged students do not achieve national standards and large achievement gaps between advantaged and disadvantaged students continue.
A summary of a new report that shows that the increasing segregation between high and low SES schools is being driven by large funding increases for private schools.
A new OECD report highlights large inequities in education in Australia. It says that more resources and a multi-pronged approach are needed to address disadvantage in education.
Rather than being microcosms of the community, schools are increasingly divided by class and ethnicity. A new study shows that the growing social and ethnic divide between schools has worrying implications for multicultural social relations and for social justice.
New research by the US National Centre for Education Statistics shows that the introduction of on-line testing of writing, as planned by the Australian Curriculum, Assessment and Reporting Authority, may widen the achievement gap between advantaged and disadvantaged students.
A new OECD report shows Australia’s school system has been highly successful in integrating immigrant children in school. Australia’s success contrasts with that of schools in France and Belgium which have the most alienated immigrant students in the OECD.
Access to rigorous mathematics in Australian schools is amongst the most unequal in the OECD and this is a major factor in the large achievement gap in mathematics between rich and poor.
A new report shows that universal access to preschool education enhances developmental outcomes for all children, particularly for disadvantaged children.
Australia’s schools are becoming more segregated in terms of class and ethnicity and it has serious implications equity in education and for multiculturalism and social cohesion.
Scientific research shows that completing high school leads to lower levels of mortality and that not completing school may be as deadly as smoking. Gonski funding will be good for health as well as education.
A new study shows that the socio-economic composition of schools has a large effect on student achievement. It contradicts claims that school socio-economic composition is irrelevant for student achievement.
Report shows that first year students from low socio-economic status (SES) backgrounds at Victoria University achieved better results than high SES students.
Recent studies show that improving equity in education boosts economic growth, reduces income inequality and increases health and well-being.
A working paper published by SOS shows that Australia has high quality, but mixed school outcomes. The paper is the first in a series on equity in education and school funding in Australia.
A policy brief highlights the extent of poverty amongst US school children and its effects on learning and access to school resources
Reducing huge inequality in education between rich and poor is the most urgent education issue facing the next NSW government.
Two recently-published studies show that inequality in education is a significant factor affecting economic growth. Both studies find that income inequality limits economic growth because low income families tend to have low education outcomes.
The future of education policy in Australia is about whether to improve equity in education or compound privilege. Full implementation of the Gonski funding plan would deliver increased equity.
Study says that closing the achievement gap between rich and poor would increased economic growth and government revenue and reduce income inequality.
OECD report says that disadvantaged students in Australia face severe educational shortfalls. It says that Australia should act to improve equity in education.
Study shows a large achievement gap between high and low SES students in Queensland.
A new study shows that students from low SES schools have higher grades in first year university than students from high SES schools and that public schools students achieve just as well as private school students.
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.<
A new report by the COAG Reform Council shows continuing large achievement gaps between rich and poor in Australia.
A groundbreaking new book shows that increasing economic inequality is fostering greater educational inequality.
There are shockingly large achievement and income gaps between the richest and poorest schools in Australia. Millions in government funding is wasted on the wealthiest private schools which achieve no better results than high socio-economic government schools even though they have double or more their resources.