Talking Point: Tassie public schools performing despite critical lack of funds

ADAM CLIFFORD says cost-benefit analysis is needed for urban extension schools

In the first five years of a Tasmanian Liberal government, state funding per public school student rose 1.5 per cent, while per student funding to private schools increased 18 per cent.

Tassie’s public education success happens despite limited government resourcing. Public schools and colleges continue to perform very well despite a lack of support and funding from our state and federal governments.

The latest Productivity Commission report on Government Services 2020 (2018) gives a big tick to our public high schools and eight public colleges.

It shows public colleges achieve retention rates that meet or exceed the national average (82.5 per cent compared to 81.6 per cent nationally).

The Australian Education Union supports extension schools in regional areas but wants a cost-benefit analysis for the rollout into urban high schools. Data from the latest Productivity Commission report shows the introduction of Year 11 and 12 extension schools has made no difference to statewide retention rates where the public system was already performing above the national average. Tasmania’s government school retention rate has remained between 80 and 85 per cent since 2013.

But we’ve known this since 2017 when the ACER Review of Years 9 to 12 showed the Government’s extension schools program was falling short of expectations. In fact, the review noted that the model of extending Year 11/12 courses to high schools is “very expensive, likely to have low impact and is probably unsustainable”. It favoured the networking of schools, such as that implemented with huge success in Norway.

Anyone who visits regional extension schools such as Huonville High School and its Trade Training Centre across the road can see the incredible program delivery and terrific results. The aquaculture program is a highly successful example that has changed the learning culture for students in regional areas, resulting in enhanced attendance and attainment. Adding to this are the achievements in urban areas such as last year’s ATAR results — our public colleges took up the top three places for highest achievers in Tasmania.

But rather than celebrate this terrific work the Education Minister last week elected to quote our overall state retention rate of 74 per cent, a figure brought down by very low retention figures for private schools (66.8 per cent).

The retention data reflects the strength of public colleges as families abandon private schools in the final years for our public colleges.

It is widely reported that more than 600 students annually move from the private school system to public school colleges for educational, social and emotional reasons.

As a teacher supporting Elizabeth College’s athlete development night course, I saw first-hand students making this transition and not looking back.

Our public schools and colleges continue to perform well despite greater rates of disadvantage faced by public students and state funding that is virtually stagnant while public funding to private schools grows rapidly.

It is galling that in the first five years of a Tasmanian Liberal Government, state funding per public school student rose just 1.5 per cent, while per student funding to private schools increased 18 per cent. When did some children become more important than others in the eyes of this Government?

For comparison, the ACT has taken steps to make school funding consistent with the Gonski-recommended school resource standard over the same period. In the 2019-20 budget, the ACT Government lifted funding for government schools by 7 per cent and reduced funding to private schools by 1 per cent.

It’s clear which government is serious about being “a government of conviction, of compassion and importantly one of opportunity for all,” to quote our new premier.

The positive achievements of our public schools and colleges are more impressive when you consider 42.4 per cent of Tasmanian public-school students come from a low socio-economic background compared to 20 per cent at private schools.

Two out of every 100 public school students have an extensive disability and 3.4 per cent have a substantial disability, while for private schools those figures are 0.7 per cent and 2.4 per cent, respectively.

The Tasmanian Government has spent huge sums on extending high schools to Years 11 and 12 in urban areas where colleges are easily accessible and without completing a full review.

While there has been success in regional areas with strong local community support, the data clearly shows that extending urban high schools represents a devastating waste of precious little resources.

Adam Clifford is a former primary teacher, who is acting state manager of the Australian Education Union.