Victoria's problem with funding educational success

It's not often that I agree with ALP education ministers but, the Victorian education minister, James Merlino, is right to equivocate on the question of whether Victoria should fully implement the Rudd/Gillard inspired Gonski school funding model (The Sunday Age, March 8).

The simple fact is that the original funding model was for a 6 year period – two years beyond the forward budget estimates. The money was never there and if you believe it was then you also believe in the tooth fairy.

Minister Merlino is also correct to acknowledge the right Catholic and independent schools have to receive government funding. It should be understood that non-government schools receive far less funding than government school students do.

Based on the most recent figures published by the Productivity Commission government school students, on average, receive $15,703 per student from state and Commonwealth governments while a student in a non-government school only receives $8,812.

Such is the imbalance that even though government schools enroll 65.1% of Australian students they receive 76.9% of available government funding.

It should be noted that the current school funding model is based on need, wealthy non-government schools receive far less than the average figure of $8,812. For example, Melbourne schools like Scotch College receives $3,085, Lauriston Girls' School $2,750 and Ruyton Girls' School $2,916 in government funding.

Instead of being a burden on governments and taxpayers the reality is that every child that attends a Catholic or an independent school saves governments, on average, approximately $6,900 per student.

Given that 35% of Australian students now attend non-government schools, with the figure rising to 50% in some areas, the saving amounts to billions each and every year with one estimate placing it at $8.9 billion annually.

This is not an insignificant amount given the dire economic conditions Australia is now facing and the fact that the Commonwealth government, that provides 73% of recurrent funding to non-government schools, is in such financial difficulties.

As proven when Catholic schools in Goulburn during the early 60s closed their doors and local government schools were overwhelmed with students, it's also the case that the state system of education would face a financial tsunami if not for the existence of non-government schools and their parents.

It also needs to be remembered that parents choosing non-government schools pay twice as, in addition to paying school fees, they also pay taxes to support a school system they don't use.

Contrary to those arguing that parents waste their money sending their children to Catholic and independent schools research proves that non-government schools, with the exception of selective government schools like Melbourne High and Sydney's James Ruse Agricultural High School, outperform government schools.

Research associated with the Longitudinal Surveys of Australian Youth (LSAY) shows that students at Catholic and independent schools, in relation to Year 12 results, achieve scores 6 to 12 points higher than government school students – enough to decide whether students get into their university course of first choice.

Non-government schools, on the whole, also outperform government schools in the National Assessment Program Literacy and Numeracy (NAPLAN) tests and international tests like the Programme for International Student Assessment (PISA).

While non-government school critics argue that such schools only achieve strong results because their students come from wealthy and privileged backgrounds, once again, reality proves otherwise.

An analysis by the Australian Council for Educational Research (ACER) concludes that after controlling results for factors like students' background non-government schools still do better than government schools.

The ACER report concludes, "Multivariate analysis indicates that the differences between school sectors remain significant after making statistical allowances for the influence of other factors".

A second LSAY study examining the factors influencing whether students stay on and complete Year 12 also throws doubt on the argument that students' home background is a significant influence.

It suggests that factors like family income "have only a small effect on Year 12 completion" and that factors like parental education and occupational status are "less significant than previously indicated".

More important factors are student motivation, ability, and whether there is a strong expectation from parents and teachers that academic excellence is a worthy pursuit and that, with hard work, diligence and application, success is possible.

As many parents understand, academic achievement is not the sole measure of whether schools are successful or not. And it is here, once again, that non-government schools perform very well.

Students in Catholic schools experience less racism than government school students, such students are also more likely to volunteer for community service and non-government school students have a greater chance of earning more when in the workforce.

As to why non-government schools achieve such strong results the reasons are not hard to find. Once again, based on research, the evidence is that such schools have a disciplined and orderly classroom environment with minimal disruption.

Successful schools also have a rigorous and challenging curriculum, highly motivated and well rewarded teachers, and school values that reflect those of parents and the home.

Australia has a tripartite system of education and instead of demonising non-government schools it would be better to identify why such schools are successful and to use such information to ensure all schools, both government and non-government, are better able to lift students' performance and to strengthen educational outcomes.