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INDEPENDENT SCHOOLS QUEENSLAND

INDEPENDENT SCHOOLS QUEENSLAND. STATE CONFERENCE AUGUST 2009 ACCOUNTABILITY AND REPORTING. Accountability and Reporting. Brief history and background The shift from inputs to outputs The David Kemp agenda The shift from outputs to comparing outputs The political context

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INDEPENDENT SCHOOLS QUEENSLAND

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  1. INDEPENDENT SCHOOLS QUEENSLAND STATE CONFERENCE AUGUST 2009 ACCOUNTABILITY AND REPORTING

  2. Accountability and Reporting • Brief history and background • The shift from inputs to outputs • The David Kemp agenda • The shift from outputs to comparing outputs • The political context • ACARA and what will be reported in 2009

  3. Background • There has always been accountability and reporting associated with schools receiving government funding and more generally for schools as part of the education system • Throughout the 70s, 80s and 90s, this accountability and reporting was input based

  4. Background • David Kemp’s literacy and numeracy agenda from 1996 saw a change in accountability and reporting to output based • This agenda continued through to 2007; now the agenda has shifted to comparing outcomes

  5. Background • The Howard Government’s agenda was clear (reporting outcomes against national and international standards; reform of poorly performing schools) but had limited success in implementation • Strong opposition from ALP States/Territories, unions and education groups • Strong support from parents

  6. The Howard Years What was implemented • Prescription of reporting to parents (A-E etc) • Equating of State/Territory literacy and numeracy testing (years 3,5,7) to a national benchmark • PISA and TIMSS • School Annual Reports • Annual National Report on Schooling • Productivity Commission Annual Report on Service Provision (including education) • Along with a range of input measures (including flagpoles and posters!)

  7. The Queensland Response • Anna Bligh as Education Minister was proactive in terms of the reporting agenda • Queensland introduced • school Annual Reports (aligned to the AG requirements); • prescription of reporting to parents • Publication of Year 12 outcomes • Next Steps destination survey

  8. Federal ALP 2007 Election Statement Federal Labor believes - • our schools must be clear about assessment and grading so that everyone understands how children are progressing, and what is needed for them to improve. • students and their parents should know how proficient they are at reading, writing and numeracy, in addition to whether they are achieving the minimum benchmark standard. • comparing the performance of schools allows us to judge how well our education system is performing. A Rudd Labor Government will publish the annual results of individual primary and secondary schools on national reading, writing and numeracy assessments for students in grades 3, 5, 7 and 9.

  9. Gillard’s View • “Very early in the Government, the Prime Minister and I signalled that a new era of transparency was integral to the Education Revolution”. • “Parents want more information. Teachers want better feedback. Policymakers need reliable intelligence to know where to best direct resources”. • “the full power of transparency helps to reveal where there is need and where there are schools that can make a great difference even in the face of disadvantage”. • “rather than suppressing debate about the performance of schools, we need to encourage it”

  10. The Transparency Agenda At its meeting on 29 November 2008 COAG agreed that: • the new Australian Curriculum Assessment and Reporting Authority (ACARA) will be supplied with the information necessary to enable it to publish relevant, nationally comparable information on all schools to support accountability, school evaluation, collaborative policy development and resource allocation. • The Authority will provide the public with information on each school in Australia that includes data on each school’s performance, including national testing results and school attainment rates, the indicators relevant to the needs of the student population and the school’s capacity including the numbers and qualifications of its teaching staff and its resources. • The publication of this information will allow comparison of like schools (that is, schools with similar student populations across the nation) and comparison of a school with other schools in their local community.

  11. The Transparency Agenda Three classes of indicators have been identified to guide school evaluation, accountability and resource allocation: • contextual – a school’s student intake including factors that contextualise student outcomes for example proportion of low SES students, indigenous students, students with disabilities; • capacity – indicators such as school facilities and income; and • outcomes – a school’s outcomes such as NAPLAN results, Year 12 attainment.

  12. The Transparency Agenda • MCEETYA has adopted Principles for Reporting Information on Schooling • Governments have undertaken not to develop simplistic league tables • ACER Report Reporting and Comparing School Performances (December 2008)

  13. What Has Been Achieved? Since 2007 – • national testing in literacy and numeracy (NAPLAN); also extended to Year 9 • National curriculum • Australian Curriculum and Assessment Authority • Publication of “league tables” in several states

  14. NAPLAN Reporting • Although individual school NAPLAN outcomes are reported in school Annual Reports, there has been strong resistance to publication of all school results as a “league table” • Qld, WA and Tas have now published NAPLAN results in this format • Influence of new Right to Information legislation in Qld (and The Courier-Mail) • NSW – significant dispute over this issue

  15. The Requirements for 2009 and Beyond Unchanged – • Participation in national testing • Participation in national reports on the outcomes of schooling • Provision of individual school information • School Annual Reports • Reporting to Parents (twice a year; A-E) • Year 12 outcomes (Qld) • Year 12 Destinations (Next Steps) (Qld) • Financial acquitals; educational reports and census; student attendance etc

  16. The Requirements for 2009 and Beyond New – • Financial Health Assessment • Reporting sources of funding (from 2010) • National Curriculum • National publication of school information and outcomes

  17. The New Reporting System • “ a new era of transparency and accountability in Australian schooling” (DEEWR) • “to inform parents and the community as well as enabling governments to make more informed policy decisions and target resources” (DEEWR) • ACARA website (to be active by end of 2009) • Every school in Australia • Treatment the same for government and non-government schools • Nationally comparable information • Comparisons with like schools

  18. SCHOOL PROFILE 2009 Australia School State: Produced by the Australian Curriculum Assessment and Reporting Authority

  19. The 12 Boxes • What is to be published • The date of publication • Proposed data sources

  20. Issues yet to be resolved • Proportion of teachers at each level of expertise (box 3) • Sources of income (box 4) • Socio-economic status profile (box 5) • Students with disabilities definition (box 5) • Secondary school outcomes – VET attainment (box 8) • Secondary school outcomes – student destinations (box 8) • Secondary school outcomes – TER/ATAR scores (box 8)

  21. Issues yet to be resolved • Gain/growth measures – Change in NAPLAN attainment over time (box 9) • Comparing performance with similar schools (box 10) • School satisfaction (student, parent, teacher surveys) (box 12)

  22. Comments and discussion For further information • David Robertson Director (Strategic & Government Relations) drobertson@aisq.qld.edu.au • Robyn Collins Manager (School Services) rcollins@aisq.qld.edu.au

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