❓ Hon Sue Ellery questions the Minister for Education regarding target levels and timelines for academic improvement under the new student-centred funding model. The Minister's response outlines the model's aims and evaluation methods, but doesn't specify explicit achievement targets or timelines.
AnsweredQoN 496Legislative Council
QuestionView source ↗
DEPARTMENT OF EDUCATION — STUDENT-CENTRED
FUNDING MODEL
496. Hon SUE ELLERY to the
Minister for Education:
I refer to the student-centred funding model to apply from
term 1, 2015.
(1) What
target levels of improvement in academic achievement is the minister setting to
measure the success of the new model?
(2) What time lines for achieving those target levels of
improvement is the minister setting?
FUNDING MODEL
496. Hon SUE ELLERY to the
Minister for Education:
I refer to the student-centred funding model to apply from
term 1, 2015.
(1) What
target levels of improvement in academic achievement is the minister setting to
measure the success of the new model?
(2) What time lines for achieving those target levels of
improvement is the minister setting?
AnswerView source ↗
I thank the honourable member for some notice of this
question.
(1) Research
has shown that funding and flexibility in the use of available resources are
two of the factors that assist schools to lift student achievement. Other
factors include the quality of teaching, leadership, the level of parent
engagement in schooling, and the degree of autonomy in decision-making at the
school level to respond to local educational needs. Changes to funding are not
correlated with immediate improvement in student achievement. The new funding
model is aimed at allocating and distributing available resources based on the
learning needs of individual students, being responsive to differences in the
circumstances of individual schools and their students, increasing flexibility
for principals, and providing resources in a simple and transparent manner. The
success of the funding model will, therefore, be gauged in relation to these aims.
The Department of Education will commence a review of the funding model during
2015 to ensure it is achieving the stated aims. At the system level, the
department will continue to set targets related to student achievement, as
expressed in the budget papers. At the school level, the department has an
accountability framework that requires all schools to have plans in place to
improve student achievement. This will continue to be the case upon
implementation of the student-centred funding model, with particular emphasis
on the outcomes for those groups of students receiving additional funding
through the student characteristic funding allocations. These groups include
Aboriginal students, students who are socially disadvantaged, students with
English as an additional language, and students with disability. Schools are
expected to report their performance to their community through their annual
report.
(2) Not applicable.
question.
(1) Research
has shown that funding and flexibility in the use of available resources are
two of the factors that assist schools to lift student achievement. Other
factors include the quality of teaching, leadership, the level of parent
engagement in schooling, and the degree of autonomy in decision-making at the
school level to respond to local educational needs. Changes to funding are not
correlated with immediate improvement in student achievement. The new funding
model is aimed at allocating and distributing available resources based on the
learning needs of individual students, being responsive to differences in the
circumstances of individual schools and their students, increasing flexibility
for principals, and providing resources in a simple and transparent manner. The
success of the funding model will, therefore, be gauged in relation to these aims.
The Department of Education will commence a review of the funding model during
2015 to ensure it is achieving the stated aims. At the system level, the
department will continue to set targets related to student achievement, as
expressed in the budget papers. At the school level, the department has an
accountability framework that requires all schools to have plans in place to
improve student achievement. This will continue to be the case upon
implementation of the student-centred funding model, with particular emphasis
on the outcomes for those groups of students receiving additional funding
through the student characteristic funding allocations. These groups include
Aboriginal students, students who are socially disadvantaged, students with
English as an additional language, and students with disability. Schools are
expected to report their performance to their community through their annual
report.
(2) Not applicable.
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