Fragmentation, inconsistency and a lack of accountability between alternative education providers means not all young people get access to a good education.
Articles on Disadvantaged students
Displaying 41 - 60 of 81 articles
Gonski funding was scrapped and the vocational education sector got a new student loan system. Here’s what else happened in education this year…
A new proposed deal on school funding delivers the Gonski funding within budget.
Two years of high-quality preschool is one of the most effective strategies we have to change the trajectories of children from disadvantaged backgrounds.
While research shows HEPPP has helped to increase numbers of disadvantaged students going to university, more specific evidence is still needed.
The government says that quality teachers are crucial to improving learning outcomes. Yet they still pursue policies that don’t put these teachers in front of our most marginalised students.
Reintroducing selective education will not solve deep economic and social inequalities.
Problems with who gets access to university date back to the 19th century.
Mentoring support and campus visits are a couple of ways of familiarising students with university.
The huge growth in student numbers is restricting the government’s capacity to increase levels of public funding per student and for research.
The main failure of university expansion is the unwillingness to fund it. Costs are certainly escalating, but priorities are always political as well as financial.
While on the face of it a 1.5% increase in the number of disadvantaged students going to university might seem minimal, in real terms this is genuinely significant.
Researchers found students’ test scores in science, writing, math and English language arts improved significantly when they were provided with laptops. The benefits were not limited to test scores.
The federal government has argued consistently that more money does not lead to better educational outcomes. But is that right?
There are some factors which make students more likely to drop out of university than others. Here are four ways universities can help boost retention.
America’s low-income but high-achieving kids fail to find the necessary resources, and consequently fall behind. This has huge implications for innovation as well as the GDP.
Differentiation is not about about creating different lessons for every student. It’s about teachers providing a range of options for students to demonstrate their learning.
The ATAR system is cheap and efficient, but it means students are selected to go to university on the basis of a single score which some have claimed is too simplisitc. Is it time for a new system?
Labor has announced it will commit to fully funding Gonski, with a reform package costing $37.3 billion over the next decade.
But is this actually what the Gonski review recommended?
The dumping of Gonski education funding model will inevitably increase social inequality – funding for public schools will reduce while support for private schools increase.
Top contributors
-
Deputy Program Director, School Education, Grattan Institute
-
Executive Director, Student Equity; and Director, Centre for Higher Education Equity and Diversity Research, La Trobe University
-
School Education Program Director, Grattan Institute
-
Professor of Education and Public Policy, Durham University
-
Deputy CEO (Research), Australian Council for Educational Research
-
School Education Program Director, Grattan Institute
-
Professor of Education, Durham University
-
Adjunct associate professor, Southern Cross University
-
Research Chair in Education and Director of the Centre for International Research on Education Systems, Victoria University
-
Director, Pathways and Academic Learning Support (PALS) Centre, University of Newcastle
-
Visiting Professor of Education and Social Justice, University of Huddersfield; and Emeritus Professor, Federation University Australia
-
Professor of Economics and Public Policy, ANU College of Arts and Social Sciences, Australian National University
-
Senior Research Fellow, Curtin University
-
Professor of Education, Jesus College, University of Cambridge
-
Postgraduate research assistant, Imperial College London