PISA data is further evidence young disadvantaged Australians are being left behind in their education

Australia’s declining international ranking in mathematical, reading and science literacy among young Australians – coupled with continued large gaps in performance related to characteristics such as disadvantage and location – is further evidence of the need to address the barriers vulnerable young people face in accessing quality education, according to The Smith Family.
 
The Smith Family’s Head of Research and Advocacy, Anne Hampshire, said the PISA 2012 report – which provides an international comparison of Australia’s performance in Year 9 maths, reading and science among 65 countries – said the wide gap between low and high performers, while no surprise, was cause for serious concern.
 
“What the PISA data tells us, unfortunately, doesn’t come as a shock. It’s further confirmation that young disadvantaged Australians – who make up the bulk of those underperforming– aren’t getting the help they need,” said Ms Hampshire.
 
“The fact there is a gap of two-and-a-half years schooling in performance between students from the highest and lowest socio-economic backgrounds, across all three areas of testing, is of greatest concern to The Smith Family. 

“So many young Australians from disadvantaged backgrounds are not getting the education they need and aren’t realising their potential. That’s not good for them as individuals or for the nation as a whole.

“It’s alarming that 42 per cent of Australian students are failing to meet national minimum standard in maths and 36 per cent in reading.
 
“The PISA results reflect what we’ve been seeing in other educational data. For example, we know that our Year 7 and 9 NAPLAN results have stagnated or declined and that there are significant proportions of children from disadvantaged backgrounds starting school behind and never catching up.

“Many young people from disadvantaged communities all over Australia – but particularly in places such as the Northern Territory and Tasmania – begin school developmentally vulnerable. 
  
“These results tell us we need to start addressing the problem early on and more effectively; working with children at a young age to make sure they’re on the right track and have the foundations and confidence in numeracy and literacy to take on the greater demands of high school.
 
“And it’s not just PISA’s testing results that should be of concern to us. The fact that 20 per cent of Australian students felt they didn’t belong or were not happy or satisfied at school will be a concern for anyone interested in the well-being of young Australians.
 
“That Australian students were more likely than students from all comparable countries to report skipping school is also a major worry.
 
“The Smith Family knows – from its own analysis and other research – that attendance is crucial when it comes to educational performance.
 
“There is no safe number of days to miss school. Every day counts.
 
“These results have occurred after more than a decade of increased investment in our education systems around the country.
 
“They’re further evidence, not only of the importance of needs-based funding – where funds are targeted to support those students with the greatest educational need – but that we must make sure our dollars are being used wisely. 
 
“We need to make sure increased funding is being spent on approaches and programs that work to lift performance among disadvantaged kids.
 
“Responding to the educational challenge that Australia is facing, will require a shared commitment and partnerships between Commonwealth, State and Territory Governments, educational sectors, schools, and the wider community. No one sector or level of government or school will be able to address this alone,” said Ms Hampshire.

Media Contact: Paul Andrews 0409 665 495