PISA results mean we are failing our students
06 December 2023
The 2022 OECD Programme for International Student Assessment (PISA) has confirmed the
need for specialised targeted support in Australia’s education system to help students from
disadvantaged backgrounds make the most of their education.
The triennial international assessment of the academic performance of 15-year-old students
around the world has shown Australian students experiencing disadvantage to be, on average,
around five years of schooling behind their more advantaged peers.
70% of students from disadvantaged backgrounds didn’t meet the National Proficiency
Standard in maths, placing at risk their capacity to participate in and contribute fully to
society. This compares to 28% of those from advantaged backgrounds.
The results also show Indigenous students are around
four years of schooling behind non-Indigenous students. Students from regional and remote areas fare worse than students from
cities. Yet overall, the latest reading, science and maths results of Australia’s 15-year-olds have remained steady.
Australia’s reading, science, and mathematics results had been steadily declining since the
country first participated in the PISA assessment in 2000, a decline more rapid for students
from disadvantaged backgrounds.
“These latest PISA results have confirmed what we already know - that Australia needs a
better and fairer education system,” said CEO of the children’s education charity The Smith
Family, Doug Taylor.
“For a wealthy nation such as ours, these results are woefully inadequate, but we know there
are effective solutions that can address this.”
The Smith Family CEO is a member of the Ministerial Reference Group advising the Expert
Panel, set up by the Federal Government to inform a new National Schools Reform
Agreement to improve equity and educational outcomes in schools across the country.
Education Ministers from around the country are due to meet this month as they negotiate the
new school funding agreement with the government.
“These results reflect trends also evident in this year’s literacy and numeracy NAPLAN
results. They prove how vital it is that we get the next National Schools Reform Agreement
right and realise the goal of a better and fairer education system,” said Doug Taylor.
“Students facing disadvantage who have slipped behind need tailored extra learning support
so that they can catch up, keep up and stay engaged at school. It is crucial that all students, no
matter their backgrounds, are given the best change through their education to complete Year
12. We know that students who finish school have better futures.
“A key component of the new reforms should be establishing an independent assessor,
authorised by the Education Council, to monitor progress against agreed outcomes and make
recommendations across all jurisdictions for ongoing, continuous improvement.
“Data should be shared across all states and territories, to support better student outcomes.
There needs to be a public accountability mechanism that requires systems and schools to
demonstrate that additional funds allocated on the basis of need are being spent on students
with additional needs.”
“With the right policies and the right implementation, we can build a school system that
works for all. One that matches the dedication and commitment of our teachers, educators
and families and that gives every student, no matter their background, the best possible
opportunities to make the most of their future lives.”
“It’s also time we acknowledged that digital skills are as important to young people’s futures
as literacy and numeracy. Young people experiencing disadvantage often lack digital devices,
access to the internet and the digital literacy needed to compete in the world when they leave
school. School reform needs to address this as well.”
Doug Taylor and The Smith Family’s Head of Research and Advocacy Anne Hampshire are
available for interviews.
Media Enquiries:
Andrew Dickson | Mob: 0421 285 529
Andrew.Dickson@thesmithfamily.com.au
need for specialised targeted support in Australia’s education system to help students from
disadvantaged backgrounds make the most of their education.
The triennial international assessment of the academic performance of 15-year-old students
around the world has shown Australian students experiencing disadvantage to be, on average,
around five years of schooling behind their more advantaged peers.
70% of students from disadvantaged backgrounds didn’t meet the National Proficiency
Standard in maths, placing at risk their capacity to participate in and contribute fully to
society. This compares to 28% of those from advantaged backgrounds.
The results also show Indigenous students are around
four years of schooling behind non-Indigenous students. Students from regional and remote areas fare worse than students from
cities. Yet overall, the latest reading, science and maths results of Australia’s 15-year-olds have remained steady.
Australia’s reading, science, and mathematics results had been steadily declining since the
country first participated in the PISA assessment in 2000, a decline more rapid for students
from disadvantaged backgrounds.
“These latest PISA results have confirmed what we already know - that Australia needs a
better and fairer education system,” said CEO of the children’s education charity The Smith
Family, Doug Taylor.
“For a wealthy nation such as ours, these results are woefully inadequate, but we know there
are effective solutions that can address this.”
The Smith Family CEO is a member of the Ministerial Reference Group advising the Expert
Panel, set up by the Federal Government to inform a new National Schools Reform
Agreement to improve equity and educational outcomes in schools across the country.
Education Ministers from around the country are due to meet this month as they negotiate the
new school funding agreement with the government.
“These results reflect trends also evident in this year’s literacy and numeracy NAPLAN
results. They prove how vital it is that we get the next National Schools Reform Agreement
right and realise the goal of a better and fairer education system,” said Doug Taylor.
“Students facing disadvantage who have slipped behind need tailored extra learning support
so that they can catch up, keep up and stay engaged at school. It is crucial that all students, no
matter their backgrounds, are given the best change through their education to complete Year
12. We know that students who finish school have better futures.
“A key component of the new reforms should be establishing an independent assessor,
authorised by the Education Council, to monitor progress against agreed outcomes and make
recommendations across all jurisdictions for ongoing, continuous improvement.
“Data should be shared across all states and territories, to support better student outcomes.
There needs to be a public accountability mechanism that requires systems and schools to
demonstrate that additional funds allocated on the basis of need are being spent on students
with additional needs.”
“With the right policies and the right implementation, we can build a school system that
works for all. One that matches the dedication and commitment of our teachers, educators
and families and that gives every student, no matter their background, the best possible
opportunities to make the most of their future lives.”
“It’s also time we acknowledged that digital skills are as important to young people’s futures
as literacy and numeracy. Young people experiencing disadvantage often lack digital devices,
access to the internet and the digital literacy needed to compete in the world when they leave
school. School reform needs to address this as well.”
Doug Taylor and The Smith Family’s Head of Research and Advocacy Anne Hampshire are
available for interviews.
Media Enquiries:
Andrew Dickson | Mob: 0421 285 529
Andrew.Dickson@thesmithfamily.com.au