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. <
NSW Premier, Barry O’Farrell, has rebuffed a call by an unprecendented coalition of government and private school organisations to reverse the plan to cut $1.7 billion from the NSW education budget over the next four years.
The real class war in education was on show this week as political leaders scurried to appease the rich and powerful. The Prime Minister effectively gave another $1.5 billion to better-off private schools while the Leader of the Opposition simply promised more. This extra funding for the well-off would be much better spent on disadvantaged government and private schools.
There are disturbing signs that the Gillard Government is preparing to dump the Gonski report and blame Coalition state governments for its failure to act on the report.
The Government’s new school kids bonus grant to families to replace the tax rebate on education expenses is an education payment in name only. It can be spent on anything. It would be much better spent on lifting the education outcomes of disadvantaged students.
A new research paper published by Save Our Schools shows that virtually all high SES Catholic combined and secondary schools in Australia are over-funded. This over-funding should be diverted to better support disadvantaged schools and students.
Government schools are vulnerable to getting nothing out of the Gonski review because of federal/state wrangling while private schools get massive over-funding guaranteed for another five years. The Gillard Government should go it alone and increase funding for government schools.
A puzzling aspect of the Gonski review of school funding is that the Government’s policy that no school would lose a dollar of funding as a result of the review is not in the terms of reference of the inquiry. It raises the question of whether the review went beyond its terms of reference in following this policy.<
The Gillard Government has turned its back on disadvantaged students by refusing to commit to the funding increase recommended by the Gonski report which would primarily benefit government schools. A new “no losers” guarantee incorporated in the model may mean that many private schools get a funding increase to put them in line with the so-called funding maintained schools.
In 2011, 20 primary and secondary schools in high income Melbourne suburbs were over-funded by $43 million. Total Federal Government funding for these schools was nearly double what they were entitled to under the SES scheme. The scheme should be terminated and replaced by one designed to reduce disadvantage in education.
Claims that Catholic schools are under-funded in comparison with government schools are simplistic and misleading. It is government schools which are under-funded because they do the heavy lifting in education. They enrol the vast majority of low income, Indigenous, remote area and disability students.
School fees in Queensland’s elite private schools have increased by nearly 6% in 2012, well over cost increases of 3.9%. Eleven elite schools will get $57 million in Federal Government funding in 2012.
The latest National Report on Schooling in Australia presents widely differing figures on private school funding. One series has private school funding increasing by 9% between 2005-06 and 2008-09 while the other shows an increase of 33%. One series has government funding of private schools increasing by less than government school funding while the other shows private school funding increasing much faster than government school funding. The report fails to explain these differences. <
New figures show that Australia’s wealthiest school sector received the biggest increases in government funding over much of the past decade. Government schools received the smallest increase.
School fees in Victoria’s elite private schools are set to increase by nearly 6% in 2012. At Geelong Grammar they will top $30,000 for the first time. Several others will pass $25,000 for the first time. Yet, they will rake in nearly $100 million in federal government funding in 2012. The Gonski Review of School Funding must put a stop to this upper class welfare.<
Voucher funding models proposed to the School Funding Review would deliver a massive funding boost to private schools and give them a huge resource advantage over government schools. The biggest funding increases would go to the wealthiest private schools.
If the Gonski Review of school funding is to deliver on its own equity goal it must deliver a new school funding model that restricts funding for wealthy private schools and provide a large boost in funding for government schools. <
The funding model proposed by the Centre for Independent Studies fails the equity test. It provides increased government funding for the large majority of private schools, maintains government funding for wealthy private schools and gives no funding increase to government schools even though they enrol the vast majority of disadvantaged students.
Geelong Grammar’s fees will top $30,000 in 2012. It serves the wealthiest families in Australia and will get over $6 million in government funding in 2012. Meanwhile, neighbouring government schools serving some of the most disadvantaged families in the country are denied adequate funding to meet their challenges. It points to the need to change the current school funding system.
Equity in education is the major loser in the Commonwealth Schools Budget as the Labor Government continues to give greater priority to funding privilege and market-based programs than reducing disadvantage in education.
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