Building above-average outcomes on a below average resource base Susan Pascoe Graeme Jane Catholic Education Commission of Victoria, Australia International

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  • Building above-average outcomes on a below average resource base Susan PascoeGraeme Jane

    Catholic Education Commission of Victoria, Australia International Congress for School Effectiveness and Improvement - ICSEI 2005

  • How one system of schooling organised itself to build capacityThe LiteratureBackground and ContextSystemic InitiativesContribution to Educational ProvisionContribution to Community BuildingConclusions

  • The LiteratureResearch on system wide education reformResearch commissioned by the Catholic Education Commission of VictoriaLiteracy AdvanceContribution to the Victorian CommunityWelfare needsAffordabilityPublic and Private Education

  • Structures and Funding136,200 students (CEOM)328 schools (CEOM)Parish schoolsCommonwealth, State and school feesFewer resources than Government (21% primary and 6% secondary) and Independent schools (31% primary and 33% secondary). Average School fees - $990 and $2990 High level of autonomy

  • Systemic InitiativesReligious EducationLiteracySchool Improvement ReportsInformation and Communication TechnologiesNetworked Learning Communities

  • Religious EducationRE Curriculum FrameworksProfessional DevelopmentExemplar materials (RESource)Formal study for RE Coordinators50 Master Degrees500 credentialed courses

  • LiteracyLiteracy Advance StrategyChildrens Literacy and Success Strategy Ongoing research and development CLaSS is voluntary with 79% take-upBuilding Literacy 3 to 4 Middle Years Literacy Project.

  • School Improvement ReportsOnline reports for all schools6 key areas with 16 reportsSummative reports over time and comparison reports with Like schoolsIndicators and targets for key policy objectives

  • School Improvement Reports

  • Information and Communication TechnologiesFour key dimensions:HardwareConnectivityDigital contentProfessional developmentInformation and Support PortalStandards (myinternet)Core Infrastructure (Internet service)

  • Information and Support Portal

  • Networked Learning CommunitieseNetworks using myclassesNetworks to:CommunicateCollaborateShare best practice resourcesNetworks of:PrincipalsCurriculum and program coordinatorsSchool leaders

  • Features of initiatives Building social capital

    Evidence and research based

    Extensive support and collaboration

    Infrastructure and Standards

  • Contribution to Education Provision

  • Literacy Results

  • CLaSS Results

  • CLaSS- Key FactorsSystemic, evidence based strategyOwnership at the school levelProven and consistent designPhased roll-outProfessional development modelFacilitatorsUse of dataReceptive teachersInstructional LeadershipBeliefs and expectations

  • VCE ResultsMean VCE Score, Males, by SES decile, adjusted for ability 2003, Catholic/Total (%)

    Chart2

    4

    2.7

    1.4

    1.8

    1.2

    0.8

    0.3

    -1.7

    -0.4

    -0.1

    Chart1

    Males

    4

    2.7

    1.4

    1.8

    1.2

    0.8

    0.3

    -1.7

    -0.4

    -0.1

    Mean VCE Score Males,by SES Decile, Adjusted for GAT, 2003, Catholic/Total (per cent)

    Sheet1

    MalesFemales

    Low SES4Low SES4

    2.73.2

    1.41.8

    1.81.4

    1.21.2

    0.80.9

    0.30.2

    -1.70.5

    -0.4-0.5

    High SES-0.1High SES0.1

    Sheet2

    Mean VCE Score Males,by SES Decile, Adjusted for GAT, 2003, Catholic/Total (per cent)

    Sheet2

    4

    3.2

    1.8

    1.4

    1.2

    0.9

    0.2

    0.5

    -0.5

    0.1

    Sheet3

  • VCE Results% of VCE Subjects where the actual VCE scores are above the predicted scores adjusted for student ability, gender and the average ability of the group of students in the school

  • Transition to University

  • Contribution to Community BuildingStrong social capital is put by the CSES researchers as an explanation for the higher than average educational outcomes in Victorian Catholic schools at lower than average costs.

    Social capital in Catholic schools is linked to a variety of networks from the parish and local community to religious, professional and sporting groups as well as the presence of role models, religious traditions, beliefs and value systems.

  • ConclusionSocial capital found in Catholic schools has a positive impact on student outcomesCatholic schools make a key contribution to the wellbeing of local communities and to the economy Catholic schools take seriously their shared responsibility to community cohesion, nation building and economic wellbeing.

  • The challenge for the future will be to maintain a Catholic ethos in an increasingly secularised environment, to achieve equitable funding and to maintain above average performance in an increasingly competitive environment.

    www.cecv.melb.catholic.edu.auUnder Research and Seminar Papers