building above-average outcomes on a below average resource base susan pascoe graeme jane catholic...
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Building above-average Building above-average outcomes on a below outcomes on a below
average resource baseaverage resource base Susan PascoeSusan PascoeGraeme JaneGraeme Jane
Catholic Education Commission of Catholic Education Commission of Victoria, Australia Victoria, Australia
International Congress for School International Congress for School Effectiveness and Improvement - Effectiveness and Improvement -
ICSEI 2005ICSEI 2005
How one system of schooling organised How one system of schooling organised itself to build capacityitself to build capacity
The LiteratureThe Literature Background and ContextBackground and Context Systemic InitiativesSystemic Initiatives Contribution to Educational ProvisionContribution to Educational Provision Contribution to Community BuildingContribution to Community Building ConclusionsConclusions
The LiteratureThe Literature
Research on system wide education Research on system wide education reformreform
Research commissioned by the Catholic Research commissioned by the Catholic Education Commission of VictoriaEducation Commission of Victoria– Literacy AdvanceLiteracy Advance– Contribution to the Victorian CommunityContribution to the Victorian Community– Welfare needsWelfare needs– AffordabilityAffordability– Public and Private EducationPublic and Private Education
Structures and FundingStructures and Funding
136,200 students (CEOM)136,200 students (CEOM) 328 schools (CEOM)328 schools (CEOM) Parish schoolsParish schools Commonwealth, State and school feesCommonwealth, State and school fees Fewer resources than Government (21% Fewer resources than Government (21%
primary and 6% secondary) and primary and 6% secondary) and Independent schools (31% primary and Independent schools (31% primary and 33% secondary). 33% secondary).
Average School fees - $990 and $2990 Average School fees - $990 and $2990 High level of autonomyHigh level of autonomy
Systemic InitiativesSystemic Initiatives
Religious EducationReligious Education LiteracyLiteracy School Improvement ReportsSchool Improvement Reports Information and Communication Information and Communication
TechnologiesTechnologies Networked Learning CommunitiesNetworked Learning Communities
Religious EducationReligious Education
RE Curriculum FrameworksRE Curriculum Frameworks Professional DevelopmentProfessional Development Exemplar materials (Exemplar materials (RESourceRESource)) Formal study for RE CoordinatorsFormal study for RE Coordinators
– 50 Master Degrees50 Master Degrees– 500 credentialed courses500 credentialed courses
LiteracyLiteracy
Literacy Advance StrategyLiteracy Advance Strategy Children’s Literacy and Success Children’s Literacy and Success
StrategyStrategy Ongoing research and development Ongoing research and development CLaSS is voluntary with 79% take-upCLaSS is voluntary with 79% take-up Building Literacy 3 to 4 Building Literacy 3 to 4 Middle Years Literacy Project.Middle Years Literacy Project.
School Improvement ReportsSchool Improvement Reports
Online reports for all schoolsOnline reports for all schools 6 key areas with 16 reports6 key areas with 16 reports Summative reports over time and Summative reports over time and
comparison reports with Like schoolscomparison reports with Like schools Indicators and targets for key policy Indicators and targets for key policy
objectivesobjectives
Information and Communication Information and Communication TechnologiesTechnologies
Four key dimensions:Four key dimensions:– HardwareHardware– ConnectivityConnectivity– Digital contentDigital content– Professional developmentProfessional development
Information and Support Information and Support PortalPortal Standards (myinternet)Standards (myinternet) Core Infrastructure (Internet service)Core Infrastructure (Internet service)
Networked Learning CommunitiesNetworked Learning Communities
eNetworks using eNetworks using myclassesmyclasses Networks to:Networks to:
– CommunicateCommunicate– CollaborateCollaborate– Share best practice resourcesShare best practice resources
Networks of:Networks of:– PrincipalsPrincipals– Curriculum and program coordinatorsCurriculum and program coordinators– School leadersSchool leaders
Features of initiatives Features of initiatives
Building social capitalBuilding social capital
Evidence and research basedEvidence and research based
Extensive support and collaborationExtensive support and collaboration
Infrastructure and StandardsInfrastructure and Standards
Literacy Results Literacy Results
Results expressed as percentages of Results expressed as percentages of students in CSF levels by school sector in students in CSF levels by school sector in Reading Reading –– Catholic and All students, 2002Catholic and All students, 2002
Year 3 Reading
0
10
20
30
40
50
60
Below Expected Expected Above Expected
Catholic All schools
CLaSS- Key FactorsCLaSS- Key Factors
1.1. Systemic, evidence based strategySystemic, evidence based strategy2.2. Ownership at the school levelOwnership at the school level3.3. Proven and consistent designProven and consistent design4.4. Phased roll-outPhased roll-out5.5. Professional development modelProfessional development model6.6. FacilitatorsFacilitators7.7. Use of dataUse of data8.8. Receptive teachersReceptive teachers9.9. Instructional LeadershipInstructional Leadership10.10. Beliefs and expectationsBeliefs and expectations
VCE ResultsVCE Results
Mean VCE Score, Males, by SES decile, adjusted for Mean VCE Score, Males, by SES decile, adjusted for ability 2003, Catholic/Total (%)ability 2003, Catholic/Total (%)
-2
-1
0
1
2
3
4
5
LowSES
HighSES
VCE ResultsVCE Results
% of VCE Subjects where the actual VCE scores are above the % of VCE Subjects where the actual VCE scores are above the predicted scores adjusted for student ability, gender and predicted scores adjusted for student ability, gender and the average ability of the group of students in the schoolthe average ability of the group of students in the school
Transition to UniversityTransition to University2002 Transition Rate to University2002 Transition Rate to University
(% of VCE Completers):(% of VCE Completers):by School Type and SESby School Type and SES
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Highest Upper Middle Lower Middle LowestSES Level
TransitionRate to
University(% of VCE
completers)
Catholic All Schools
Contribution to Community BuildingContribution to Community Building
Strong social capital is put by the CSES Strong social capital is put by the CSES researchers as an explanation for the researchers as an explanation for the higher than average educational outcomes higher than average educational outcomes in Victorian Catholic schools at lower than in Victorian Catholic schools at lower than average costs. average costs.
Social capital in Catholic schools is linked Social capital in Catholic schools is linked to a variety of networks from the parish to a variety of networks from the parish and local community to religious, and local community to religious, professional and sporting groups as well professional and sporting groups as well as the presence of role models, religious as the presence of role models, religious traditions, beliefs and value systems. traditions, beliefs and value systems.
ConclusionConclusion
Social capital found in Catholic schools has Social capital found in Catholic schools has a positive impact on student outcomesa positive impact on student outcomes
Catholic schools make a key contribution Catholic schools make a key contribution to the wellbeing of local communities and to the wellbeing of local communities and to the economy to the economy
Catholic schools take seriously their Catholic schools take seriously their shared responsibility to community shared responsibility to community cohesion, nation building and economic cohesion, nation building and economic wellbeing. wellbeing.
The challenge for the future will be to The challenge for the future will be to maintain a Catholic ethos in an maintain a Catholic ethos in an increasingly secularised environment, to increasingly secularised environment, to achieve equitable funding and to maintain achieve equitable funding and to maintain above average performance in an above average performance in an increasingly competitive environment.increasingly competitive environment.
www.cecv.melb.catholic.edu.auwww.cecv.melb.catholic.edu.au
Under Research and Seminar PapersUnder Research and Seminar Papers