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The key drivers of high performance systems –Australia Barry McGawChair, Australian Curriculum, Assessment and Reporting Authority International perspectives on U.S. education policy and practice: what can we learn from high performing nations?Asia Society/Council of Chief State School Officers Symposium Washington, DC, 27-28 April 2010
Social background & reading literacy High Two indices of relationship Social gradient Correlation or variance accounted for Social gradient: Magnitude of increment in achievement associated with an increment in social background (on average) Reading literacy Correlation: How well the regression line summarises the relationship SocialAdvantage Low PISA Index of social background Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 8.1, p.308
Social gradients for science (PISA 2006) High quality High equity High quality Low equity Low quality Low equity Low quality High equity OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
Correlations for science (PISA 2006) High quality High equity High quality Low equity Low quality Low equity Low quality High equity OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
Variation in science performance (PISA 2006) Variation of performance within schools Australia 68% 32% Variation of performance between schools Explained by SES Not explained by SES
Story line Quality Australia ranks high among OECD and other countries The competition is not standing still Equity Social background & educational differences related more strongly than in some other comparable countries
The past and the future Reasons for past success Diffused among 6 states, 2 territories Diffused among govt (67%) and non-govt (33%) schools Systematic initiatives in govt schools systems Current reforms to build upon best practices Development of a national curriculum Monitoring of system and schools Reporting on school performance Improving resource levels
Development of a national curriculum History Federation with State but not local curricula Range from syllabuses to frameworks Moves towards national approach since 1989 Rationale Common needs of young Australians in C21, including those who cross state borders We could do better working together to improve quality and equity Globalisation and international competition
Curriculum development stages Shape of the Australian Curriculum (15pp) Shape of the Australian Curriculum: English (16pp), Math (14pp), Science (13pp), History (16pp) Australian Curriculum: English, Math, Science, History Shape Papers Draft Final Implementation Other subjectsfollowing Design Paper www.acara.edu.au
Structure of curriculum Subjects/learning areas General capabilities literacy, numeracy, information and communication technology literacy, thinking skills, creativity, self management, teamwork, intercultural understanding, ethical behaviour and social competence (likely to be restructured as developmental continua developed) Cross-curriculum dimensions Indigenous history and culture, Sustainability, Asia and Australia’s engagement with Asia www.australiancurriculum.edu.au
OtherDimensions GeneralCapabilities Facility to restrict grade range Content descriptions (Section deleted here.) Achievement standards with links to annotated samples of students’ work further down page Content elaborations
A concept, not yet a reality Teacher forum Teacher’s selected curriculum Potential resource material identified via meta-data in curriculum website.
Story line Quality Australia ranks high among OECD and other countries The competition is not standing still Equity Social background & educational differences related more strongly than in some other comparable countries Curriculum Clear, brief, explicit, setting high expectations for all
Monitoring system and schools Sample-based monitoring International – OECD PISA and IEA studies National survey cycle Science, Civics & Citizenship, ICT literacy More could be added as Australian Curriculum implemented Full cohort assessment Literacy and numeracy (Grades 3, 5, 7, 9)
Primary school with disadvantaged students Dark green indicating school mean more than 0.5 std dev above national mean (ALL) Dark green indicating school mean more than 0.5 std dev above mean in 60 schools with students from similar social backgrounds (SIM) Index of socio-educational advantage (ICSEA) almost 1 std dev below mean www.myschool.edu.au
Focusing on distribution not minimum acceptable level Graphs show percentages of students in bands on test (in this case reading) for school (dark brown) its 60 similar schools (mid-brown) all schools (light brown)
Disadvantaged school outperforming similar schools School better than comparison school: >.5 SD – dark tan >.2 and <.5 SD – light tanSchool worse than comparison school: >.5 SD – dark purple >.2 and <.5 SD – light purple
Improving resource levels A pre-election Dec ‘07 commitment to computers in schools Post-global financial crisis stimulus spending on school buildings Increased recurrent funding Federal government near doubling of school funding Funding targeted to disadvantaged schools, identified empirically New Australian Institute for Teaching and School Leadership