This is an unprecedented, courageous act by the federal government—their largest investment of $16 billion in public schools over the next 10 years. This money should come with strings attached requiring serious reforms aimed at improving educational performance. This initiative comes as a direct response to the alarming results of the latest NAPLAN release. So they reveal the extent to which so many students across Australia are not doing well enough academically.
Recent estimates suggest that about 10 percent of students would need targeted support to get back on track with their classmates. Alarmingly, one in three students in years three, five, seven, and nine failed to meet standards in reading, numeracy, and writing. From all of these alarming numbers, two-thirds of students scored a ‘strong’ or ‘exceeding’ level in every skill tested. This shines a light on pockets of academic excellence, even in the face of wider adversities.
Indigenous students in year 7 and 9 showed significant growth, reaching the “Exceeding” standard in both writing and numeracy. While this is a step in the right direction after three years of alarming reversals, gaps remain. The Northern Territory, with the highest percentage of Indigenous student enrolments, has continued to stubbornly struggle. Unsurprisingly, it has come first in all national assessments since the establishment of NAPLAN in 2008.
Assistant Professor Fiona Longmuir, from Monash University’s School of Education, said the NAPLAN results are an annual wake-up call. She underlined their significance for the wider education ecosystem. Longmuir had touched on a very big point. Disadvantaged students, including First Nations students, students whose parents did not complete high school, and students from rural and remote areas uniformly underachieve. This inequity underscores the urgent need for increased funding, resources, and support for schools and teachers to foster an equitable learning environment.
The ongoing issues experienced in the Northern Territory make a strong case for intervention all the more urgent. Longmuir noted that in addition to direct structural barriers, the absence of Indigenous representation in top decision-making positions increases educational inequities. She calls for bi-cultural education initiatives to address this problem. One particular example is the two-way bilingual program at Yirrkala School, which has been highly successful at improving the academic performance of Indigenous students.
Federal investment in education has lagged behind other areas. This year’s NAPLAN results reveal stagnant or deteriorating results compared to last year and the year before. The systemic inequities in our education system are unacceptable and require immediate action. We need to put kids first, not adults’ interests, so every child has access to a great education.
