If stepped-up spending on schools actually produced better results, as a self-serving educational establishment never tires of claiming, Australia’s students would be among the world’s best and brightest. Instead, performance levels aren’t just dropping, they’re plummeting
Is spending more the best way to raise standards and to improve Australia’s education system? Based on the ALP’s election promise to throw $37.3 billion at school education over the years 2015-16 to 2025-26 – including $4.5 billion to fund the final two years of the mythical Gonski funding model – the answer is ‘yes’.
Even though the nation is facing a fiscal debt tsunami and the ALP’s record in delivering education promises is abysmal, Bill Shorten boasts that if the ALP forms government the non-existent cash will flow like rivers of gold. Ignored, in relation to advanced economies like Australia and as argued by the OECD’ Universal Basic Skills report is that higher spending doesn’t guarantee stronger standards.
Authors of the report, Ludger Woessmann and Eric Hanushek, argue “in many countries that invest at least USD 50,000 per student between the age of 6 and 15 – and that include all high income and many middle income countries – the data no longer show a relationship between spending and the quality of learning outcomes.”
A second OECD report, titled PISA Low Performing Students, makes the same point when it concludes:
“Despite the conventional wisdom that higher investment leads to greater gains, there is no clear evidence that increasing public spending on education guarantees better student performance once a minimum level of expenditure is reached.”
As noted by the ALP member for Fraser, Andrew Leigh, when an academic at the ANU, notwithstanding the additional billions spent on education in Australia over the last 30 to 40 years, literacy and numeracy levels, on the whole, have either flat-lined or gone backwards. Given the consensus that throwing additional billions at education is not the solution the question remains: what can be done to improve educational outcomes, both in terms of equity and improved standards? One approach, exemplified by the ACER’s Geoff Masters in his recent paper Five Challenges in Australian School Education, argues that if Australia is to be in the top five countries in reading, mathematics and science by 2025 then the strategies he recommends must be implemented. These involve: better resourcing low socioeconomic status (SES) students and reducing Australia’s long tail of underachieving students (similar arguments are put by the Julia Gillard inspired Gonski funding report); ensuring that pre-school children are school ready; only accepting top performers into teacher training and adopting a 21st century curriculum.