A new issue brief from the Kathleen Burrow Research Institute within Catholic Schools NSW shows that despite negative discourse, Australia’s school system is highly equitable by global standards and consistently ranks above the OECD average in both excellence and equity.
Data, not drama, offers an empirical view of the successes and challenges of educational equity in Australia. Using recent OECD and Australian datasets, the research cuts through pessimistic and misguided commentary surrounding educational equity and highlights Australia’s good standing and progress on international equity measures.
Part 1 identifies the primary drivers of Australia’s educational shortcomings – which are neither funding, the prevalence of non-government schools, or ‘school segregation’ but more important factors, including student attendance, classroom management, and decreasing participation in NAPLAN, particularly among disadvantaged groups.
Part 2 acknowledges that Australia’s successful model of school choice and diversity significantly contributes to the success of the nation’s educational landscape. NSW Catholic Schools have maintained the highest attendance rates for both Indigenous and low-SES students despite the impacts of COVID-19 on school attendance and participation.
Dallas McInerney, CEO of Catholic Schools NSW, said the issue brief provides an empirical counter to the deficit narrative that has dominated recent discussions.
‘A narrow focus on equity can result in an overly negative portrayal of Australian school education, eclipsing the full view of Australia’s achievements that scores well on international equity measures, reinforced by a long and positive tradition of school choice.’
‘Doom-and-gloom’ narratives can overlook the real drivers of inequity. By recognising progress and focusing on data-driven solutions, Australia can continue to increase educational outcomes and compete internationally as a world-class education system.’
‘Giving each student an equal opportunity to succeed is crucial to our Mission in education, however, we need more data and less drama, and rightly acknowledge the positives.