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).