Australia allocates more and better teacher resources to socio-economically advantaged schools than to disadvantaged schools.
SOS National Convenor, Trevor Cobbold, said: “Advantaged schools in Australia have first call on the best teachers while disadvantaged schools face severe shortages of quality teachers. It represents a major policy failure. Governments are effectively discriminating against disadvantaged schools in terms of their access to quality teaching resources.
“Disadvantaged schools in Australia have more students per teacher, more teacher shortages, more teacher absenteeism, more poorly qualified teachers, more teachers teaching out-of-field, more inexperienced teachers, more teacher turnover, more novice teachers, and more teachers on short-term contracts than advantaged schools. The gaps in teacher shortages and poorly qualified teachers are particularly large.”
“Teacher resource gaps in Australia are the largest or amongst the largest in the OECD. For example:
“The disparity in teaching resources between advantaged and disadvantaged schools impacts most heavily on public schools. Some 95% of disadvantaged schools in Australia are public schools,” Cobbold said.
“The difference in teacher resourcing between advantaged and disadvantaged schools contributes significantly to the very large achievement gaps between advantaged and disadvantaged 15-year-old students of about three years of learning.
"Governments must increase the number of teachers and the quality of teachers in disadvantaged schools and better support them to remain in these schools.
Mr Cobbold claimed that the SOS analysis is the most comprehensive review of teaching resources in advantaged and disadvantaged schools available in Australia. It is based on a large data set published with a recent OECD report titled Effective Teacher Policies: Insights from PISA.
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