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.