Praise for PASP, but…

A review of equity programs has praised the Priority Action Schools Program, but options for future directions contradict the affirmation, writes ANGELO GAVRIELATOS.

On April 3 the State Government released Equity programs for government schools in New South Wales: a review, prepared by Stephen Lamb and Richard Teese of the University of Melbourne.

The review, announced by the former Education and Training Minister on August 18, 2004, arose from Federation's successful campaign to retain the Priority Action Schools Program (PASP) in response to the NSW Government's moves to abolish it.

The review affirms the effectiveness and positive impact of the PASP, stating that it reflects the key elements of a successful equity program: "effective programs; sufficiency of funds; continuous monitoring, review and accountability; efficiency or value for money; sustainability".

In addressing future directions, however, the review proposes two options for a revised equity program framework that contradicts this affirmation of the PASP.

The first option would combine the Priority Schools Funding Program (PSFP) and PASP into one program, with funding provided on a sliding scale across more than 500 public schools according to relative need.

Any move to abolish the PASP as a discrete and unique program within the broader framework would diminish its positive impact by spreading the available funding across the targeted schools. It would also deny the significance of the specific additional criteria that distinguish the PASP from the PSFP, namely, student behaviour and attendance; staff's level of experience and turnover; educational outcomes of students; student retention; and staff turnover.

The particular features of the PASP that have contributed to its success must be preserved through its maintenance as a discrete component within the equity programs framework. The underpinning concept of the PASP is to apply concentrations of significant additional funding support to schools serving communities with concentrations of deeper needs.

The second option would change the threshold for a school's inclusion on the PSFP so that only 15 per cent or 10 per cent of students from a low socio-economic status background would be targeted for an increased level of support than currently provided. Currently, about 21 percent of students access additional support. This would represent a dramatic decrease in the number of students who would benefit from the additional support of PSFP and PASP funding.

These options suggest that the Teese Review was predicated on 'cost neutrality'.

At a time when there is an increasing polarisation of Australian society and an increasing proportion of socio-economically disadvantaged students enrolled in public schools, an increase in equity program funding is an absolute necessity.

This polarisation of Australian society is noted in the NSW Department of Education and Training's (DET's) report, Review of the Recent Literature on Socio-economic Status and Learning (2005), which acknowledges "the growing segregation of schools along socio-economic lines".

ESL

Federation understands that DET/Government does not intend to pursue any matters related to ESL identified in the Teese Review.

Federation will continue the campaign for an increase in ESL funding.

Difficult to staff schools

"There are systemic or structural factors that seriously limit the potential impact of all of the equity programs and need to be addressed in any future equity framework...Staff turnover rates, averaging 35.3 per cent in PSFP schools in 2004, continue to work against the impact of all programs. High staff turnover means that the benefits of professional development and capacity building, particularly delivered through new and innovative programs designed for disadvantaged students, do not stay with the school.

"It is this issue that continues to seriously undermine the whole equity effort in NSW. Fundamental to any framework of change will be the need to promote continuity in teaching staff in disadvantaged schools and the recruitment of quality teachers."

Whilst acknowledging the contribution and positive influence of beginning teachers, Federation also acknowledges teacher experience, continuity and stability contribute significantly in enhancing student outcomes and school development initiatives. Accordingly, Federation reiterates the need for new staffing policy aimed at increasing the number of experienced teachers in identified difficult to staff schools by doubling the number of executive positions and correspondingly reducing the number of beginning teacher appointments.

Angelo Gavrielatos is the Deputy President.

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Last Modified: 18 May 2006