Resources

Better starts to school in South Australia: using linked data to investigate earlier opportunities to support positive school transitions

Approximately 21,000 South Australian children will transition to full-time schooling each year. This report summarises a project that aimed to identify the factors which predict different types of transition to school, identify opportunities to provide earlier supports for children, and to work collaboratively with government and non-government partners to harness data in ways that help to inform policy making and service delivery.

The project provides an example of how de-identified linked government data can be used to generate evidence to support informed decisions around investment in early life child and family supports.

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A common framework for Quebec

Details and the rationale about the common plan for Quebec is discussed in Towards an education system for the common good: desegregating Quebec’s schools in a market context, and forms a chapter in ‘Research Handbook on Education Privatization and Marketization’, published by Elgar Handbooks in Education.

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The Systemic Inefficiency of Australian Schools: A Policy and Measurement Review

Entrenched social inequalities mean that Australia’s schooling system is far from achieving the Alice Spring’s (Mparntwe) Education Declaration’s equity goal. This is associated with Australian schools being among the most socially segregated within the OECD. The Federal government’s Productivity Commission has identified that the concentration of disadvantaged students into disadvantaged schools is a systemic inefficiency impeding student learning. In response to the Productivity Commission’s findings, the O’Brien Review recommended the tracking and reporting of the socioeconomic diversity of schools and systems.

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