Transcript mcgaw group pty ltd

International messages for Australia’s
schools: still good but slipping
Barry McGaw
Joint Conference of the Victorian Association of State Secondary
Principals and the Victorian Principals Association
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Building Educational Capacity: Enhancing
Leadership Potential
Melbourne, 1 August 2011
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Message from international surveys
Mean reading results (PISA 2000)
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Australia tied for
2nd with 8 others
among 42 countries.
OECD (2003), Literacy skills for the world of tomorrow: Further results from PISA 2000, Fig. 2.5, p.76.
Trends in PISA reading performance
550
540
Finland
Korea
Hong Kong
530
Canada
New Zealand
520
510
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Australia
500
2000
2009
Trends in Australian reading performances
700
95th %ile
650
90th %ile
600
75th %ile
550
Mean
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500
450
25th %ile
400
10th %ile
350
5th %ile
300
PISA 2000
PISA 2009
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Countries ahead of Australia in PISA 2009
Reading
Mathematics
Science
Canada
Finland
Hong Kong
Korea
Shanghai
Singapore
Canada
Finland
Hong Kong
Japan
Korea
Liechtenstein
Macao
Netherlands
Shanghai
Singapore
Switzerland
Taiwan
Finland
Hong Kong
Japan
Korea
Shanghai
Singapore
The story so far…
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Australia’s average performance in international terms is high but
slipping.
Social background & reading literacy
High
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Reading literacy
Two indices of relationship
Social gradient
Correlation or variance accounted for
Correlation:
How well the regression
line summarises the
relationship
Low
Social gradient:
Magnitude of increment
in achievement
associated with an
increment in social
background
(on average)
PISA Index of social background
Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 8.1, p.308
Social
Advantage
Social gradients for science (PISA 2006)
575
High quality
Finland
High equity
High quality
Low equity
550
New Zealand
Science literacy
525
Australia
Netherlands
United Kingdom
Czech Republic
500
France
Germany
Switzerland
Austria
Belgium
Hungary
Poland
United States
Slovak Republic
Canada
Japan
Korea
Ireland
Sweden
Denmark
Luxembourg
475
Norway
Greece
Spain
Iceland
Italy
Portugal
425
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450
Turkey
Low quality
Low equity
400
-15.0
-10.0
Low quality
High equity
-5.0
0.0
5.0
10.0
Social equity (OECD regression slope - country regression slope
Mexico
15.0
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
Correlations for science (PISA 2006)
575
High quality
Finland
High equity
High quality
Low equity
550
New Zealand
Australia
Netherlands
United Kingdom
Germany Czech Republic
Switzerland
Belgium
Ireland
Austria
Hungary
Sweden
Poland
Denmark
France
United States
Spain
Luxembourg Slovak Republic
Italy
Portugal Greece
525
Science literacy
Canada
Japan
500
475
Korea
Norway
Iceland
425
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450
Turkey
Low quality
Low equity
400
-10.0
-8.0
Low quality
High equity
Mexico
-6.0
-4.0
-2.0
0.0
2.0
4.0
6.0
8.0
10.0
Social equity (% variation accounted for: OECD-country)
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
120.0
100.0
80.0
-60.0
-80.0
Germany
Czech Republic
Austria
Hungary
Netherlands
Belgium
Japan
Italy
Greece
Slovak Republic
Turkey
Switzerland
Korea
Luxembourg
United States
Portugal
Mexico
United Kingdom
New Zealand
Australia
Canada
Ireland
Denmark
Spain
Poland
Sweden
Norway
Iceland
Finland
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Variation in science performance (PISA 2006)
Variation of
performance within
schools
60.0
40.0
20.0
Australia
68%
32%
0.0
-20.0
-40.0
Explained by SES
Not explained by SES
Variation of
performance
between schools
The story so far…
Australia’s average performance in international terms is high but
slipping.
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Differences in students’ social backgrounds have a more impact on
educational performance in Australia than in most other high-performing
countries though there are more exceptions in Australia than in some
others.
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Using national data to address the issues
Performance vs socio-educational advantage
4.0
School B
Performance
2.0
School C
0.0
-2.0
-4.0
800
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School A
850
900
950
1000
1050
1100
1150
Index of community socio-educational advantage (ICSEA)
1200
Indooroopilly Primary
460
445-475
Brunswick East
Primary
524
502-546
The story so far…
Australia’s average performance in international terms is high but
slipping.
Differences in students’ social backgrounds have a more impact on
educational performance in Australia than in most other high-performing
countries though there are more exceptions in Australia than in some
others.
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One way to reduce the impact of differences in students’ social
backgrounds is to learn lessons from cases where it matters less.
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Raising expectations – an international
example
Variation in science performance (PISA 2006)
Explained by SES
Not explained by SES
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Variation of
performance within
schools
Variation of
performance
between schools
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Trends in PISA reading performance
The story so far…
Australia’s average performance in international terms is high but
slipping.
Differences in students’ social backgrounds have a more impact on
educational performance in Australia than in most other high-performing
countries though there are more exceptions in Australia than in some
others.
One way to reduce the impact of differences in students’ social
backgrounds is to learn lessons from cases where it matters less.
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A key research message is that raising expectations leads to improved
performance, particularly of low performers, provided students have
appropriate learning opportunities.
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Raising expectations – curriculum reform
as one important step
The emerging Australian curriculum
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Shape of the Australian Curriculum – 2008
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Position paper on whole curriculum, achievement
standards, students with disabilities
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Learning areas
General capabilities
Cross-curriculum priorities
Benchmarked internationally
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Adopted by Ministers on Friday 8 July 2011
Three-dimensional design
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Initial version on Phase 1 – 2008
Revised version for whole – 2011
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Comments on drafts included complaints about level of
demand
All part of asking more of ourselves!
The whole story
Australia’s average performance in international terms is high but
slipping.
Differences in students’ social backgrounds have a more impact on
educational performance in Australia than in most other high-performing
countries though there are more exceptions in Australia than in some
others.
One way to reduce the impact of differences in students’ social
backgrounds is to learn lessons from cases where it matters less.
The introduction of an Australian Curriculum with appropriate resources is
an important step in raising expectations.
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A key research message is that raising expectations leads to improved
performance, particularly of low performers, provided students have
appropriate learning opportunities.
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Thank you.
[email protected]