Teaching trumps background

It is also increasingly evident that individual student ability, motivation and willingness to achieve success can ensure positive outcomes regardless of home background and whether parents are professionally educated or wealthy.

A 2003 ACER report highlights the importance of “motivation, perseverance, study habits, interest, enthusiasm and other factors over which students can exercise control” in explaining success at school.

The fact, compared to the majority of other OECD countries, that Australian students with a migrant, non-English speaking background have a better chance of outperforming students born here proves that ability and effort can overcome perceived disadvantage caused by home background.

Associated with the argument that home background determines educational success or failure is the mistaken belief that Australia’s education system is inequitable.  Critics argue that the existence of non-government schools reinforces disadvantage and social inequality.

Ignored, based on a number of OECD studies, is that Australia has a high degree of social mobility and one of the principal reasons is because of our education system.  As noted by Benjamin Herscovitich from the Centre for Independent Studies, “Australia is a fair go success story”.

Herscovotch goes on to conclude, “Australia has one of the highest rates or earnings and educational mobility in the industrialised world” and “the children whose parents did not finish secondary schooling are more likely to receive tertiary education in Australia than in other industrialised countries”.

And, as proven by the existence of academically successful, low-fee paying Catholic and non-denominational schools in many disadvantaged parts of the community, one reason why social mobility is high is because such schools are very effective in helping students achieve stronger educational outcomes than otherwise might be expected.

There is no doubt that more needs be done to strengthen learning outcomes and to raise standards but, ignoring the real reasons for under-performance denies any chance of improvement.