The Program
The National Equity Program for Schools (NEPS) has a Disadvantaged Schools Component (DSC) known in Queensland as Special Programs School Scheme (SPSS). This program is designed to assist those schools with the greatest degree of socio-economic disadvantage. It has its roots in the Karmel Reports Interim Committee (1973) recommendations that some schools require a greater share of funding for resources to be effective. This recommendation became legislation in Stated Grants (Schools ) Act, 1973. Several programs were designed to meet various needs, one of which was the Disadvantaged Schools Program. The original committee found that schools often had below average educational outcomes if the parent body had a high number of low income earners; a high proportion of non-English speaking migrant parents; many students of aboriginal descent; high staff turn-overs or were in geographical or culturally isolated areas. Some schemes were set up to help assist with problems of isolation or special cultural needs whereas the primary objective of SPSS is to assist schools where many people are locked into a cycle of poverty and poor academic achievement. Schools are chosen by combining census data with a formula to determine a statistical level of socio-economic disadvantage. Factors considered in the formula include :- occupation, unemployment, education, income, accommodation, crowding, family structure and cultural background. Schools with the highest concentrations of socio-economic disadvantage are declared eligible to participate in the scheme. Research is undertaken regularly at a state level to validate the methods used and to check reliability. Flexibility of 10% is given to the Regional Reference Group to include some schools affected by a proven anomaly in the data collection. The Regional Reference Group is a representative body made up of community members, administrators, educational advisers and teachers. This group assists schools and school community groups to improve the educational participation, learning outcomes and personal development of students disadvantaged by socio-economic circumstances.
How Funding is Allocated
Each year, schools submit an annual plan showing programs, expected outcomes and how the program objectives link with removing barriers imposed by socio-economic disadvantage. These programs also need to be linked to the schools overall development plan. Funding is allocated according to need and the likely effectiveness of the program rather than on a nominal per capita basis. This means of funding is mandated by the Commonwealth guidelines on the allocation of these funds and is determined by the Regional Reference Group after referring to school submissions. Funds are not automatically allocated to declared schools each calendar year as submissions need to reflect the aims of the scheme before any funding can be allocated.
What is the funding used for?
Projects are funded for individual schools or clusters of schools when the program is deemed to include successful strategies for improving the educational outcomes (literacy) of students affected by poverty. Preference is given to programs which are likely to lead to whole school change and that include monitoring components such as action research. Commonwealth guidelines state that priority areas for development are literacy and numeracy, so it is expected that many programs will include components to improve either or both of these areas. Schools often use funds to facilitate teacher profession development or to achieve a greater level of community participation in the school. The Wide Bay Reference Group values the inclusion of some or all of these features when planning programs. These features were used as guidelines when considering what constitutes good practice.:
valuing the change process
professional development of teachers to become socially critical and to challenge inequity
commitment to addressing barriers
initiative and enterprise
cooperation, democratic process, and active and informed citizenship
the inclusion and recognition of, and respect for the variety and uniqueness of the different cultural groups
partnership between school, home and community
valuing of parent involvement
accountability for use of resources
logical, critical and reflective thinking
intuition and creativity
a variety of ways of knowing and of learning
the intrinsic worth of students is seen and felt to be valued
success for all students and school activities is a declared aim for all
differential resourcing is evident in meeting particular needs"
(Wide Bay Special Programs School Scheme Frame of Reference, 1995)
Current and Past Priorities of the Program
The 1995 Wide Bay SPSS Annual Operation Plan for 1995-6 states that a high priority is the documentation, evaluation and dissemination of examples of good practice. This practice is to be identified and promoted in SPSS schools. This project seeks to assist in the success of this important priority. Other stated priority areas include :- planning and implementing re-designed school practices and curricula to increase the self-confidence of students affected by low socio-economic circumstances, to provide professional development for teachers and community members, to develop stronger links between SPSS schools, to ensure effective regional program administration and delivery and to have SPSS more readily identified as an important part of the overall social justice strategy. In 1997 the main priority has been to support and develop programs with a literacy focus. After 1997 the program will be altered drastically in how funding is delivered to schools.