Educators are calling for the overhaul of public selective schooling system across NSW after statistics revealed that just one per cent of students at Hornsby Girls and Normanhurst Boys selective high schools come from the lowest socio-educational background.

The findings come as Parramatta Catholic Education executive director Greg Whitby called for the dismantling of the selective school system.

University of Technology, Sydney lecturer Christina Ho said public selective schools had become the “most elitist” form of education in the state.

“The vast majority of selective school students are from very highly advantaged backgrounds,” Ms Ho said.

“Students that come from the lowest socio-educational advantaged families make up only one per cent of the student population at Hornsby and Normanhurst selective schools.”

In 2017, Education Department secretary Mark Scott revealed parents could spend more than $20,000 a year on preparation for selective high school testing.

Ms Ho said children of families who did not have the resources required to prepare students for these tests “just aren’t likely to get in”.

“There are reports of mental health issues and stories of ruined childhoods, but there are also reports of self-harm and even suicide for students preparing for these tests and students attending these schools,” she said.

“We need to rethink whether we need this kind of intensity in schooling — if you are a parent of a gifted child, you should be confident that they will be catered for at their local school.”

Education Minister Rob Stokes said the department was conducting a review of selective schools to ensure it did not “create a rigid, separated public education system”.

“We need to have public schools that are inclusive of everyone rather than deliberately separate children on the basis that some are gifted and talented and others are not,” he said.

“There may be merit in opening up selective schools to local enrolments and providing more local opportunities to selective classes in comprehensive schools.”

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GIVE THEM THE OPPORTUNITY TO CHOOSE

ONE size does not fit all when it comes to education, according to Ross Horsburgh.

The Normanhurst Boys High School Parents and Citizens president has championed the need for selective schools in NSW, to provide additional opportunities and support for gifted children.

Mr Horsburgh has defended the Selective Schools System that has supported his three children throughout their secondary education, following calls by academics and educators to end what several have described as having an ‘elitist culture’.

“I find it remarkable that the community does not bat an eyelid when an elite sportsperson moves from their club to a representative team or a talented musician is accepted to the Conservatorium of Music,” Mr Horsburgh said.

“Yet find it hard to accept that academically gifted children should have similar opportunities. “There are selective high schools in New South Wales for both sports and the creative arts, yet it is academically selective schools that seem to be the sole focus of current media attention.”

Mr Horsburgh said his three children were accepted to selective high schools without the support of tutoring.

“Both schools have placed an emphasis on holistic education, not just single-minded academic pursuit,” he said.

“All three children have engaged in a range of sporting, musical and other special interests, usually out of school hours and supported by wonderful teachers.

“I support the continuation of the selective school option, just as I support the right of Catholic and Private schools to continue — all offer choice for different educational paths, and none diminish the excellent work that goes on in our comprehensive schools.”

TIME FOR SELECTIVE SCHOOLS TO GO

By Greg Whitby, Catholic Education

NSW Minister for Education Rob Stokes recently set the cat among the pigeons when he announced that there would be no new fully selective schools built in NSW. He argued passionately that every child needs to be viewed as gifted and talented and educated in a way that allows these qualities to flourish.

TEACHERS NEED FEEDBACK TOO

I applaud the Minister for recognising that cherrypicking students on the basis of perceived academic ability and sending them off to their own school is a relic of the nineteenth century learning model. Even the selective schools “test” that determines whether or not a student is “picked or flicked” is based on outdated assumptions of what it means to be “clever”. We must question the relevance and place of selective schools in a modern, diverse and digital society.

I can understand the appeal of selective schools for parents: the lure of perhaps something more, better or different from non-selective schools. Every parent wants their children to receive the best educational opportunities possible. But each school must enable each child, not just those who, according to a single assessment instrument, are academically stronger.

All schools must be able to deliver opportunities that allow all students to develop skills to a high level and provide experiences that are intellectually challenging and stimulating. This means good teachers in every classroom, not just star teachers working in some schools.

Equity in education means giving each student access to good teaching and the very best start in learning and life. Selective schools only widen the equity gap.

The reason we have always hung on to IQ as a measure of intelligence is because it can be easily measured. The skills that aren’t easily measured by standardised tests such as empathy, grit, courage, motivation and collaboration are the ones that will take individuals and societies forward.

Ensure that all citizens prosper through creating a school system where opportunities exist for everyone.