Selective Schools

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GUEST OBSERVATION
NSW Premier Gladys Berejiklian has <a href="https://www.smh.com.au/education/key-growth-area-sydney-to-get-a-new-selective-school-20190604-p51u8s" target="_blank">re-ignited the ongoing debate</a> about selective schools by announcing a new selective school will be built in the “key growth area” of southwest Sydney. In announcing the school, the premier said: "There is strong demand for selective schools, with around 15,000 applications for only 4,200 places. This new school will provide another convenient local option for these students and their families."
But selective schools are never a “local option”. Selective school entry is open to anyone who meets the cut-off in the admissions test, regardless of where they live. Selective school students <a href="https://www.smh.com.au/national/nsw/the-sydney-students-travelling-phenomenal-distances-to-get-to-school-every-day-20180403-p4z7lo">routinely travel</a> for hours across Sydney to get to and from school.
And despite <a href="https://www.smh.com.au/education/key-growth-area-sydney-to-get-a-new-selective-school-20190604-p51u8s" target="_blank">claims selective schools provide opportunities</a> for gifted students across all socioeconomic backgrounds, the data actually show otherwise – selective schools are mainly comprised of advantaged students.
What are selective schools?
Fully selective schools have no catchment zones like other public schools. This means students in southwest Sydney will receive no priority when they seek admission to this new school. So, despite claims the school is needed to cater for population growth in this area, this school will never be a local school.
Selective high schools are public schools that cater for high-achieving, gifted students. NSW has more selective schools than the rest of the states combined. This new one will be the 49th if both both fully and partially selective schools are included. Victoria has only four selective schools, Queensland three and Western Australia one.
\Each year, selective schools dominate the HSC leader boards, comprising virtually all the top ten performing schools in NSW. These remarkable outcomes come from <a href="https://education.nsw.gov.au/public-schools/selective-high-schools-and-opportunity-classes/year-7/what-are-selective-high-schools" target="_blank">grouping together</a> high-achieving, gifted students, and teaching them using specialised methods and materials.
The positive aspects lie in selective school students spurring each other on to reach their potential. And sometimes in a comprehensive school gifted students are bored or bullied. But the disparity selective schools create outweighs the benefits.
They ‘select’ the most advantaged
An <a href="https://cpd.org.au/wp-content/uploads/2018/07/Institutionalised-Separation-Report-13-July.pdf" target="_blank">average of 73% of students</a> in NSW’s fully selective schools came from the highest quarter of socio-educational advantage (SEA) in 2016. The SEA is based on factors shown to have an impact on students’ educational outcomes, such as parents’ occupation and education.
At NSW’s highest-scoring school, <a href="https://jamesruse-h.schools.nsw.gov.au/about-our-school/academic-achievements" target="_blank">James Ruse Agricultural High School</a>, <a href="https://www.propertyobserver.com.au/https://myschool.edu.au/school/41811/profile/2016" target="_blank">89% of students</a> came from the top SEA quarter in 2016. <a href="https://cpd.org.au/wp-content/uploads/2018/07/Institutionalised-Separation-Report-13-July.pdf" target="_blank">Only an average 2%</a> of students across all of NSW’s fully selective schools came from the lowest SEA quarter.
<a href="https://images.theconversation.com/files/278834/original/file-20190611-32351-1t0v4th.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=1000&amp;fit=clip"><img src="https://images.theconversation.com/files/278834/original/file-20190611-32351-1t0v4th.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=754&amp;fit=clip" alt=""></a>
James Ruse Agricultural College student profile 2016. <a class="source" href="https://www.propertyobserver.com.au/https://myschool.edu.au/school/41811/profile/2016" target="_blank">MySchool (screenshot)</a>
Gifted students do exist in lower-income families and <a href="https://theconversation.com/a-nation-at-risk-how-gifted-low-income-kids-are-left-behind-56119" target="_blank">research shows</a> they are underachieving due to lack of opportunity – but selective schools don’t seem to be the answer. The data on selective schools show gifted students from disadvantaged backgrounds are being locked out of the selective system.
In fact, students in selective schools are now so advantaged they surpass those in many high-fee private schools. The My School website calculates an Index of Socio-Educational Advantage (<a href="http://docs.acara.edu.au/resources/About_icsea_2014.pdf" target="_blank">ICSEA</a>) for each school in Australia. ICSEA is set at an average of 1,000 across Australia. The higher the ICSEA, the higher the level of educational advantage of students attending the school.
As the table below shows, in 2016 just over half of the 20 most advantaged high schools in NSW were selective schools.
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<a href="https://images.theconversation.com/files/279018/original/file-20190611-32361-164a0n9.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=1000&amp;fit=clip"><img src="https://images.theconversation.com/files/279018/original/file-20190611-32361-164a0n9.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=754&amp;fit=clip" alt=""></a>
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They don’t reflect the community
Selective schools don’t reflect the communities in which they are located, meaning they are not the “local option” Berejiklian hopes the new school will be.
While public schools have traditionally been local community hubs, exposing students to the full range of diversity in their neighbourhoods, selective schools are not able to fulfil that function. Their level of advantage almost always exceeds that of other local schools. And this is true in wealthy as well as lower-income areas.
As the table below shows, ICSEA scores for selective schools in Penrith, Campbelltown, Gosford, Newcastle and Wollongong far surpassed those of surrounding local schools.
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<a href="https://images.theconversation.com/files/279019/original/file-20190611-32356-mzdpgs.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=1000&amp;fit=clip"><img src="https://images.theconversation.com/files/279019/original/file-20190611-32356-mzdpgs.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=754&amp;fit=clip" alt=""></a>
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Selective schools also don’t reflect the ethnic composition of our community and are overwhelmingly dominated by students from language backgrounds other than English (LBOTE). On average, 83% of students in Sydney’s fully selective schools were from a LBOTE in 2017. At <a href="https://cpd.org.au/wp-content/uploads/2019/05/Ethnic-Divides.pdf" target="_blank">James Ruse</a>, the figure was 97%.
<a href="https://images.theconversation.com/files/278833/original/file-20190611-32335-g2x9su.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=1000&amp;fit=clip"><img src="https://images.theconversation.com/files/278833/original/file-20190611-32335-g2x9su.png?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=754&amp;fit=clip" alt=""></a>
James Ruse Agricultural College student profile 2017. <a class="source" href="https://www.propertyobserver.com.au/https://myschool.edu.au/school/41811/profile/2017" target="_blank">MySchool (screenshot)</a>
Most <a href="https://www.smh.com.au/education/a-stark-contrast-the-ethnic-divides-across-sydney-s-schools-20190530-p51svk" target="_blank">selective school students</a> are children of skilled migrants, particularly from Asia, who tend to be highly educated and who invest heavily in their children’s education. This includes paying for many hours of private tutoring, especially in the lead-up to the selective schools admission test.
The use of tutoring to secure a competitive edge is another barrier preventing lower-income families from accessing the selective system.
High-achieving students need more access to educational programs that will enable them to reach their full potential. But this new selective school is not the solution.<img src="https://counter.theconversation.com/content/118449/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;">
Christina Ho, Senior Lecturer, Social &amp; Political Sciences, University of Technology Sydney
This article is republished from <a href="http://theconversation.com" target="_blank">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/selective-schools-mainly-select-advantage-so-another-one-wont-ease-sydneys-growing-pains-118449" target="_blank">original article</a>.
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j.ballantyne1990-6AQqhLzZaK

Selective schools mainly ‘select’ advantage, so another one won’t ease Sydney’s growing pains

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<img src="https://counter.theconversation.edu.au/content/74614/count.gif?distributor=republish-lightbox-advanced" alt="The Conversation" width="1" height="1">
GUEST OBSERVER
Selective high schools in Australia are both popular and controversial. Many more children seek enrolment in them than gain entry. 
Public commentary since the late 1990s has accused these schools of being both hijacked by private coaching colleges, and racially unbalanced — enrolling disproportionate numbers of “Asian” students.
To properly understand the nature of selective schools today, you have to go back to when they first opened. 
<h2>Why do we have selective schools?</h2>
Selective schools have never operated in isolation from broader historical forces — including Australia’s connected histories of racial exclusion and immigration.
The selective school system in New South Wales, for example, which has the largest concentration and longest history of selective schooling, is a relic of when secondary schooling was the destination of only a minority of young people, mostly from the middle or upper classes.
Secondary schooling was not universal in Australia before the 1960s, and it was only in the 1980s that everyone had the opportunity to complete Year 12.
The NSW selective high schools system was founded between the 1880s and the 1910s. 
The schools were to offer students a meritocratic “ladder of opportunity”. That is, they would be open to everyone, regardless of wealth or social class, so long as academic entry requirements were met. This, and the absence of religious criteria, set them apart from private schools. 
<h2>Selecting whiteness</h2>
However, the foundations of selective schooling in Australia were always deeply raced and classed. 
Despite being accessed by many working class students, their credentials were geared towards middle class occupational groups. And their essential whiteness was ensured by several factors:
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Their establishment period coincided with the establishment of the White Australia Policy, which restricted non-Europeans from migrating to Australia.
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<li>
Aboriginal children could be legally excluded from the feeder primary schools and often were.
</li>
<li>
White Protestant middle class cultures of the time dominated both the entry tests and the curriculum inside the schools.
</li>
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Non-British migrants arrived in Australia in larger numbers from late 1940s. As early as the 1930s, many children of European Jewish refugees attended selective high schools. 
But from the 1960s to the 1980s, the children of non-English speaking migrant families were more often categorised as educationally disadvantaged, and rarely seen as “displacing” the academic opportunities of Anglo-Australians.
<h2>Falling out of favour</h2>
During the 1960s and 1970s, selective schools fell out of favour with policymakers and many parents. They were mostly replaced by comprehensive high schools, which enrolled all students within a given area, no matter their test scores. 
Selective high schools were disparaged as old fashioned and elitist. It was also argued that selection at the age of 11 or 12 was too young to set children on a certain path. 
<h2>The revival</h2>
The revival of selective schooling from the late 1980s accompanied a new commitment by the NSW state government to the education of the “talented” child. 
Academically gifted children, it was argued, were neglected in the one-size-fits-all classroom. 
During the same period many white, middle-class families moved to private secondary schooling, responding to policies of “school choice”. 
Both these developments coincided with increased middle class migration from east and South East Asia. 
<h2>Coded racism in media commentary</h2>
By the late 1990s, Australian print media began focusing on the dominance of Asian students in selective school entrance examinations, and on the impact of “too many Asians” on schooling cultures. 
The resurgence of white nationalist politics at the time was relevant to these debates. Such politics sought to normalise the whiteness of institutions like schools. 
Our analysis of media coverage in the early 2000s uncovers the coded racism that underpinned public anxieties about selective schools. 
Media commentary focused on the “fairness” of the selection process itself, indicating that Asian students were using coaching services to gain an unfair advantage. 
Our research into the use of academic coaching by Chinese-Australian families demonstrates that far from “gaming” the system, parents were attempting to mitigate the disadvantages produced by a competitive, marketised, and culturally biased school system.
<h2>The need for historical awareness</h2>
Since the late 1990s, public commentary about selective schooling has often failed to address historical complexity in at least two ways. 
Firstly, it tends to use the category of “Asian” in sweeping cultural terms rather than in reference to historically differentiated people. 
Asians are cast as a singular group who are then made an easy target of blame for the unfairness of the system. 
Secondly, the history of selective schooling is often misunderstood, containing uncritical assumptions about the “good” of a meritocratic system. There tends to be a silence around the histories of racialised exclusions in education and in selective education in particular. 
“Asians” in selective schools are positioned as interlopers or breakers of heritage, and other non-white groups including Indigenous Australians tend to be rendered invisible altogether. 
We need public debate that challenges - not normalises - the conditions of white privilege in a multicultural settler-colony, not least within our education system.
Helen Proctor is associate professor, University of Sydney and author for The Conversation. She can be contacted <a href="https://theconversation.com/profiles/helen-proctor-2646" target="_blank">here</a>.
Arathi Sriprakash is lecturer in Sociology of Education, University of Cambridge and author for The Conversaiton. She can be contacted <a href="https://theconversation.com/profiles/arathi-sriprakash-225113" target="_blank">here</a>.
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Selective Schools

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