Achievement Gains from Attendance at Selective  High Schools

Houng, Brendan

doi:10.2139/ssrn.3203990

Cited by 3 publications

(1 citation statement)

References 141 publications

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“…Australian selective schools are socioeconomically and ethnically more distinct from the student population than private schools (Ho, 2011;Tham, 2021), being socially more advantaged than high-fee private schools (Drew et al, 2020) and attracting substantially more private income than comprehensive public schools (Rowe & Perry, 2022). Research comparing similar students who attend selective and comprehensive secondary schools has found that selective schools offer limited-to-no additional value add in academic outcomes (Abdulkadiroğlu et al, 2014;Clark, 2007;Dobbie & Fryer, 2014;Zen, 2016) Such small additional academic gains are observed by selected students in primary school before selection (Coe et al, 2008) and is likely due to the high academic aspiration of students sitting entry tests (Houng & Ryan, 2018).…”

Section: Institutional Policies and Practicesmentioning

confidence: 99%

Socioeconomic and indigenous school segregation: The role of institutional differentiation and fees

Sciffer¹,

Perry²,

McConney³

2023

Preprint

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Secondary school differentiation in Australia is a substantial driver of the segregation of low SES and Indigenous students. Such segregation acts as a mechanism for the intergenerational transfer of social disadvantages. Indigenous students are doubly-segregated into schools with high concentrations of low SES and Indigenous students. No school type is representative of the student population. Catholic, independent and public selective schools are associated with student segregation within geographical areas. School fees are the strongest predictor of segregation and partially explain the effect of differential school types. Independent schools are the strongest school type predicting segregation, followed by Catholic, then selective schools. States with lower rates of Catholic, independent and selective schools have lower levels of segregation. Private schools are far from enrolling a fair proportion of disadvantaged students in proportion to the public financing they receive. Substantial reforms to school and system reporting are required to end the exclusion of disadvantaged students.

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