Private school, public cost: how school funding is closing the wrong gaps

Recent trends in school recurrent funding strongly suggest that over forty per cent of students in Catholic schools next year will average as much, if not more, public funding than their peers in similar government schools. Two years further on an additional forty per cent will most likely join them. Half the students in Independent schools are on track to get as much, if not more, than government school students by the end of the decade. This finding emerges as one of the most significant to date from our analysis of My School data. We have previously shown that changes in school funding in recent years - increasingly favouring students who are already advantaged - has done little for student achievement and nothing for equity. Earlier this year we pointed to a $3 billion overinvestment in better-off students, without any measurable gain in their achievement. Now we find that state and federal governments, within four years, will be funding the vast majority of private school students at levels higher than students in similar government schools. Concerns about funding equity should now be joined by concerns about effectiveness and efficiency in how we provide and fund schools. The apparent runaway public funding of private schools is a legacy of discredited sector-based funding which the half-hearted implementation of the Gonski recommendations hasn't really touched - and which current school funding schemes and dreams will almost certainly worsen. While Gonski pointed to the need to close the gaps in student achievement, the only gap being closed is that between government funding of its own schools and its funding of the schools that are considered to be "private". Private schools are about to operate at a far more substantial, and previously unimaginable, public cost. In this report we illustrate how funding has changed and how familiar claims about the relative cost of schools have become obsolete and misleading. We address questions which arise about our schools: what is public, what is private, what should be the difference between them, what obligations do and should fully-funded schools have to the public which pays to run them? Such questions have to be answered if schooling is to provide access and equity combined with effectiveness and efficiency