An SOS research paper shows that the debate over whether money matters in education is over. Money does matter, especially for disadvantaged students.
A comprehensive review of research studies on the relationship between school funding and student achievement shows that money matters in education, especially for disadvantaged students.
Gonski panel member, Ken Boston, calls for more action to implement the Gonski funding model.
Social Services Minister, Kevin Andrews, has exposed Christopher Pyne’s rejection of conditions on Federal school funding for the states as an opportunistic way to subvert the Gonski funding plan.
Government funding of schools has only increased by 1.3 per cent a year in real terms over the last decade. This is three times less than the figure claimed by the Federal Minister for Education and the National Commission of Audit report.
Analysis by NSW Greens MP, Dr. John Kaye, shows that wealthy NSW private schools will continue to reap millions in over-funding while government schools will lose about $851 million from the axing of the Gonski funding model by the Federal Government.
Gonksi panel member, Ken Boston, has comprehensively refuted criticism of the needs-based funding plan recommended by the report.
The National Commission of Audit focused on cutting expenditure and failed to consider revenue raising options to fund the Gonski school funding plan and other social investment. A white paper by Nobel prize winner in economics, Joe Stiglitz, investigates options to raise revenue. This should be part of our national discussion.
The chairman of the Gonski school funding review has criticized the Commission of Audit recommendation to Government that his funding plan be abandoned.
A new study shows that increased school funding improves school outcomes for disadvantaged students, increases their adult earnings and reduces adult poverty.
The Federal Budget is a disaster for public education in Australia. It has killed off the Gonski school funding increases for 2017-18 and 2018-19. Public schools stand to over $6 billion as a result.
Leader of the Opposition, Bill Shorten, has given an unequivocal commitment to the final two years of Gonski funding. This shifts the microscope to the May Budget to see whether the Coalition Government supports an increase in school funding into the fifth year of the Gonski plan.<
There appears to be a new unity ticket between Labor and the Coalition on the Gonski school funding. Labor is having second thoughts about supporting the full Gonski.
Gonski panel member, Ken Boston, has slammed the Labor Party for failing on the politics of delivering the full Gonski school funding model.
At Senate Estimates hearings last month officials from the Federal Department of Education confirmed the Government’s sabotage of the Gonski funding model.
Christopher Pyne has opportunistically grasped states’ rights to sabotage the Gonski funding plan by not requiring state governments to increase education funding. Yet, the Government is keeping conditions attached to other specific purpose payments to the states.
The Coalition has sabotaged the Gonksi funding plan. It has guaranteed funding increases for private schools but not for government schools.
The Gonski review report and documents removed from the website of the Federal Department of Education are available here.
In an extraordinary move, the Gonski report and related documents have been removed from the website of the Federal Department of Education. It is an indication of how opposed Christopher Pyne is to the Gonski funding model.
An overview of the new National Plan for School Improvement.
A new review of research studies on the relationship between expenditure on schools and education outcomes has added to the weight of evidence supporting the Gonski funding model. Numerous international studies conducted since the early 2000s show a positive impact of increased expenditure in schools, especially for disadvantaged students.
The Gonski funding model is on the right track in boosting funding for under-resourced schools and disadvantaged students. The refusal of the Victorian, Queensland, Western Australian and Northern Territory governments to sign on to Gonski will deprive low income, Indigenous and remote area students of the chance to improve their results.
A research review has found that money does matter in education. Increasing school funding improves student results and that more targeted spending benefits students from disadvantaged backgrounds. Gonski is on the right track.
The Gillard school funding plan is a potential watershed for school funding in Australia. It breaks new ground with its focus on increasing equity in education. However, it is not the full Gonski.
The OECD has endorsed the findings of the Gonksi report on school funding that the current system lacks coherence and transparency and that reducing inequities in education is a key policy challenge for Australia.
The economic case for the $6.5 billion investment in disadvantaged schools and students recommended by the Gonski review of school funding is just as compelling as the equity and social justice case.
The national partnerships on literacy and numeracy and low SES schools have not increased student results to any significant extent. The reason is that the funding per student is very small. The funding loadings for disadvantaged students under the new school funding model will have to be large to make a sustainable difference to school outcomes for these students.
Private schools around Australia and in Victoria would get a hidden windfall gain of up to $90 million a year from the Baillieu funding plan. A funding system that allows private schools to triple-dip on the taxpayer is an outrage and must be replaced.
There is a compelling economic case for increasing funding for disadvantaged schools as recommended by the Gonski review of school funding. Low student achievement and school completion rates impose high economic costs.
The Federal Government should end the secrecy on its preferred school funding model. The secret negotiations with state governments and private schools should be opened up to include government school organisations and the public. <