a sociological analysis of ethnicity and compulsory schooling in

New South Wales

Carol ReidKatherine Watson

Schooling

COMPULSORY SCHOOLING

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Authors Carol Reid Katherine Watson Layout and format University of Western Sydney Printed at University of Western Sydney, Kingswood, NSW, Australia (Print Services) December 2014 ISBN: 978-1-74108-323-1 (p-report) ISBN: 978-1-74108-324-8 (e-report) Cover Image: Shinshoji Temple, Narita, Japan © Carol Reid 2015

COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This work is copyright. This work may be reproduced for private study, research or educational purposes and as permitted under the Copyright Act 1968 of the Commonwealth of Australia. Commercial copying, sale, hiring or lending is prohibited. Apart from the permitted uses as stated above, no part of this work may be reproduced by any process without the written permission of University of Western Sydney. The Australian Research Council has sponsored this work. Any permitted reproduction must include a copy of this copyright notice and must acknowledge the sponsors. This document is also available on the internet (http://www.uws.edu.au/cer/research/research_reports)

This research was supported under Australian Research Council’s Discovery Projects funding scheme (project DP1094174). The views expressed herein are those of the authors and are not necessarily those of the Australian Research Council.

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CONTENTS LIST OF TABLES .............................................................................................................................. iv  LIST OF FIGURES ............................................................................................................................ iv  ABBREVIATIONS ............................................................................................................................. v  ABOUT THE AUTHORS .................................................................................................................. vi  ACKNOWLEDGEMENT .................................................................................................................. vi  EXECUTIVE SUMMARY ................................................................................................................. 1  

Introduction ...................................................................................................................................... 1  Research Task .................................................................................................................................. 1  Aims ................................................................................................................................................. 1  Methodology .................................................................................................................................... 1  Findings ........................................................................................................................................... 2  Conclusion ....................................................................................................................................... 7  Recommendations ............................................................................................................................ 8  

1. INTRODUCTION ........................................................................................................................... 9  1. 1 BACKGROUND ...................................................................................................................... 9  

Compulsory Education – the International Context .................................................................... 9  Compulsory Education in Australia – The Compact with Young Australians ............................ 9  Completion of Secondary Schooling - Retention of Immigrant Students ................................. 10  The New Compulsory School-Leaving Age .............................................................................. 11  Choices for Young People – the NSLA ..................................................................................... 12  Capacity to Make Choices ......................................................................................................... 13  

1.2 THE NSLA PROJECT ............................................................................................................ 16  1.2.1 Project Aims ..................................................................................................................... 16  1.2.2. Project methodology ........................................................................................................ 19  

2. LITERATURE REVIEW .............................................................................................................. 25  Policies Frameworks ...................................................................................................................... 25  Education and Outcomes for Young People .................................................................................. 28  

3. FINDINGS ..................................................................................................................................... 29  3.1 THEMES ................................................................................................................................. 29  

3.1.1 All Participant’s Themes .................................................................................................. 29  3.1.2 Parents’ Themes ................................................................................................................ 32  3.1.3 Students’ themes ............................................................................................................... 37  3.1.4 Principals’ and Teachers’ Themes .................................................................................... 43  3.1.5 Internal Others’ Themes ................................................................................................... 50  3.1.6 External others’ themes .................................................................................................... 58  

3.2 INNOVATION IN PARTICIPATING SCHOOLS ................................................................ 66  Pathways and Curriculum .......................................................................................................... 66  Other Innovation ........................................................................................................................ 69  

4. CONCLUSION .............................................................................................................................. 70  Government Policy ........................................................................................................................ 70  Institutional .................................................................................................................................... 71  Professional .................................................................................................................................... 71  Individual ....................................................................................................................................... 73  Community .................................................................................................................................... 73  Possibilities .................................................................................................................................... 73  

5. RECOMMENDATIONS ............................................................................................................... 74  The Future of Teachers’ Work ...................................................................................................... 76  

6. REFERENCES .............................................................................................................................. 77  

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APPENDICES ................................................................................................................................... 88  APPENDIX 1: interview questions .............................................................................................. 88  

Appendix 1.1 Parents’ Interview Questions .............................................................................. 88  Appendix 1.2 Students’ Interview Questions ............................................................................ 88  Appendix 1.3 Principals’ and Teachers’ Interview Questions .................................................. 88  

APPENDIX 2: Participating schools table ................................................................................... 89  APPENDIX 3: Actual numbers of participants table ................................................................... 90  APPENDIX 4: School Demographics table ................................................................................. 92  APPENDIX 5: All participants’ themes tables ............................................................................. 94  

Appendix 5.1: Themes Table 1 – Schools ................................................................................ 94  Appendix 5.2: Themes Table 2 – Schools ................................................................................ 96  Appendix 5.3: Themes Table 3 – Information and Choice ...................................................... 98  Appendix 5.4: Themes Table 4 – Qualifications and Movement ........................................... 100  Appendix 5.5: Themes Table 5 – Engagement ....................................................................... 102  Appendix 5.6: Themes Table 6 – Pathways ........................................................................... 104  Appendix 5.7: Themes Table 7 – Policy and the New School Leaving Age ......................... 106  Appendix 5.8: Themes Table 8 – Demographics ................................................................... 108  Appendix 5.9: Themes Table 9 – School and People as Themes ........................................... 110  Appendix 5.10: Themes Table 10 – External Institutions and Participants as Themes ......... 112  

APPENDIX 6: Parents’ themes tables ........................................................................................ 114  Appendix 6.1: Parents’ Themes Table 1 – School Governance ............................................. 114  Appendix 6.2: Parents’ Themes Table 2 – School Culture .................................................... 115  Appendix 6.3: Parents’ Themes Table 3 – Information and Choice ...................................... 116  Appendix 6.4: Parents’ Themes Table 4 – Qualifications and Movement ............................. 117  Appendix 6.5: Parents’ Themes Table 5 – Engagement ......................................................... 118  Appendix 6.6: Parents’ Themes Table 6 – Pathways ............................................................. 119  Appendix 6.7: Parents’ Themes Table 7 – Policy and the New School Leaving Age ........... 120  Appendix 6.8: Parents’ Themes Table 8 – Demographics ..................................................... 121  Appendix 6.9: Parents’ Themes Table 9 – School and People as Themes ............................. 122  Appendix 6.10: Parents’ Themes Table 10 – External Institutions and Participants as Themes ................................................................................................................................ 123  

APPENDIX 7: Students’ themes tables ...................................................................................... 124  Appendix 7.1: Students’ Themes Table 1 – School Governance ........................................... 124  Appendix 7.2: Students’ Themes Table 2 – School Culture .................................................. 125  Appendix 7.3: Students’ Themes Table 3 – Information and Choice .................................... 126  Appendix 7.4: Students’ Themes Table 4 – Qualifications and Movement ........................... 127  Appendix 7.5: Students’ Themes Table 5 – Engagement ....................................................... 128  Appendix 7.6: Students’ Themes Table 6 – Pathways ........................................................... 129  Appendix 7.7: Students’ Themes Table 7 – Policy and the New School Leaving Age ......... 130  Appendix 7.8: Students’ Themes Table 8 – Demographics ................................................... 131  Appendix 7.9: Students’ Themes Table 9 – School and People as Themes ........................... 132  Appendix 7.10: Students’ Themes Table 10 – External Institutions and Participants as Themes ................................................................................................................................ 133  

APPENDIX 8: Principals’ and Teachers’ themes tables ............................................................ 134  Appendix 8.1: Principals’ and Teachers’ Themes Table 1 – School Governance ................. 134  Appendix 8.2: Principals’ and Teachers’ Themes Table 2 – School Culture ......................... 136  Appendix 8.3: Principals’ and Teachers’ Themes Table 3 – Information and Choice ........... 138  Appendix 8.4: Principals’ and Teachers’ Themes Table 4 – Qualifications and Movement . 140  Appendix 8.5: Principals’ and Teachers’ Themes Table 5 – Engagement ............................. 142  Appendix 8.6: Principals’ and Teachers’ Themes Table 6 – Pathways ................................. 144  

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Appendix 8.7: Principals’ and Teachers’ Themes Table 7 – Policy and the New School Leaving Age ............................................................................................................................. 146  Appendix 8.8: Principals’ and Teachers’ Themes Table 8 – Demographics ......................... 148  Appendix 8.9: Principals’ and Teachers’ Themes Table 9 – School and People as Themes . 150  Appendix 8.10: Principals’ and Teachers’ Themes Table 10 – External Institutions and Participants as Themes ............................................................................................................ 152  

APPENDIX 9: Internal others’ themes tables ............................................................................ 154  Appendix 9.1: Internal Others’ Themes Table 1 – School Governance ................................. 154  Appendix 9.2: Internal Others’ Themes Table 2 – School Culture ........................................ 155  Appendix 9.3: Internal Others’ Themes Table 3 – Information and Choice .......................... 156  Appendix 9.4: Internal Others’ Themes Table 4 – Qualifications and Movement ................ 157  Appendix 9.5: Internal Others’ Themes Table 5 – Engagement ............................................ 158  Appendix 9.6: Internal Others’ Themes Table 6 – Pathways ................................................. 159  Appendix 9.7: Internal Others’ Themes Table 7 – Policy and the New School Leaving Age160  Appendix 9.8: Internal Others’ Themes Table 8 – Demographics ......................................... 161  Appendix 9.9: Internal Others’ Themes Table 9 – School and People as Themes ................ 162  Appendix 9.10: Internal Others’ Themes Table 10 – External Institutions and Participants as Themes ............................................................................................................ 163  

APPENDIX 10: EXTERNAL OTHERS’ THEMES TABLES ................................................. 164  Appendix 10.1: External Others’ Themes Table 1 – School Governance .............................. 164  Appendix 10.2: External Others’ Themes Table 2 – School Culture ..................................... 165  Appendix 10.3: External Others’ Themes Table 3 – Information and Choice ....................... 166  Appendix 10.4: External Others’ Themes Table 4 – Qualifications and Movement ............. 167  Appendix 10.5: External Others’ Themes Table 5 – Engagement ......................................... 168  Appendix 10.6: External Others’ Themes Table 6 – Pathways .............................................. 169  Appendix 10.7: External Others’ Themes Table 7 – Policy and the New School Leaving Age ............................................................................................................................. 170  Appendix 10.8: External Others’ Themes Table 8 – Demographics ...................................... 171  Appendix 10.9: External Others’ Themes Table 9 – School and People as Themes ............. 172  Appendix 10.10: External Others’ Themes Table 10 – External Institutions and Participants as Themes ............................................................................................................ 173  

APPENDIX 11: School innovations Table ................................................................................. 174  

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LIST OF TABLES (excluding those in the Appendices)

Table 1: Government schools delivering one or more Board of Studies NSW endorsed courses for Stage 6 (Year 11 and Year 12) – 2009 to 2012 ................................................................................. 15 Table 2: Number of enrolments in school VET (SVET) and TAFE VET (TVET) courses by government school students under 17 years of age – 2008 to 2012 .................................................. 15   LIST OF FIGURES Figure 1: School hub: Justice High School .......................................................................................... 6 Figure 2: South west Sydney region ................................................................................................. 12  

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ABBREVIATIONS ABCN Australian Business and Community Network ABS Australian Bureau of Statistics ATAR Australian Tertiary Admission Rank ATSI Aboriginal and Torres Strait Islander AQF Australian Qualifications Framework BOS New South Wales Board of Studies CA Careers Advisor CEC Content Endorsed Course CER Centre for Educational Research CLO Community Liaison Officer CM Curriculum Manager DEC New South Wales Department of Education and Communities (previously Department of Education and Training [DET]) DEEWR Department of Education Employment and Workplace Relations DOCS Department of Community Services DP Deputy Principal ESL English Second Language GWS Greater Western Sydney HEPP Higher Education Participation Program HREC Human Research Ethics Committee HSC The Higher School Certificate HSLO Home-School Liaison Officer IEC Intensive English Centre LBOTE Language Backgrounds Other Than English LCP Local Community Partnership LGA Local Government Area LSESSCNP Low Socio-economic Status School Communities National Partnership NAIDOC Aborigines and Islanders Day Observance Committee NAPLAN National Assessment Program – Literacy and Numeracy NCVER National Centre for Vocational Education Research NEET not in education, employment or training NPM National Partnerships Manager NSLA New School Leaving Age NSW New South Wales NSWDEC New South Wales Department of Education and Communities NSWDET New South Wales Department of Education and Training OECD Organisation for Economic Co-operation and Development PASP Priority Action Schools Program PDHPE Personal Development, Health and Physical Education PFSP Priority Funded Schools Program RTO Registered Trade Organisation SBA school-based apprenticeship SBAT school-based apprenticeships or traineeships SBT school-based traineeship SEDS School Education Directors SEIFA Socio-Economic Indices For Areas SERAP State Education Research Approval Process SES Socio-Economic Status SWS South-West Sydney TAFE New South Wales Technical and Further Education Commission TAS Technical and Applied Studies TPL Teacher Professional Learning TTC Trade Training Centre TVET TAFE-delivered vocational education and training UNSW University of New South Wales USyd University of Sydney UTS University of Technology Sydney UWS University of Western Sydney VE Vocational Education VET Vocational Education and Training

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ABOUT THE AUTHORS Associate Professor Carol Reid, PhD and BA (Hons) Macquarie University; Dip Teach (Sydney University) is a sociologist of education in the Centre for Educational Research at the University of Western Sydney. Carol’s research explores processes of globalisation and mobilities on youth, ethnicity and race and the intersections of these social identities with the changing nature of teacher’s work. Katherine Watson holds a BA (Hons) and a PhD from the University of Sydney. She taught in the English Department of the University of Sydney before joining the University of Western Sydney in 2011 as a researcher. ACKNOWLEDGEMENT

This project could not have progressed so well without the involvement of the New South Wales Department of Education and Communities. Particular thanks to the South-Western Sydney Directorate who gave me, Carol Reid, time to discuss the project in meetings of the directorate, who organised support in contacting schools, and who felt the project was important to the future of young people and schools in the region. Many thanks also to the teachers, principals, students and parents who gave their time to provide ideas and at times emotional accounts of the impact of the new compulsory schooling age. Thanks to Katherine Watson, my companion and research assistant whose contribution went beyond organising me and my materials to a real intellectual contribution. As a mother of three young men the stories in this project resonated with her experience. Thanks also to the Centre for Educational Research, particularly Tracy Buckridge and Lin Brown who provided design, referencing and printing support as well as ongoing moral support. Helen Young made considerable contributions to the project during its first year. She holds a BA/BCA (Hons) from the University of Wollongong and a PhD from the University of Sydney. She won an ARC Discovery Early Career Researcher Award (DECRA) 2012-2015: Imagining Diversity: Race and Ethnicity in Popular Fantasy Fiction and left the project to pursue this opportunity.

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EXECUTIVE SUMMARY Introduction This report presents an analysis of an Australian Research Council Discovery Project titled ‘A sociological analysis of ethnicity and compulsory schooling’. The project was carried out in the South-Western region of Sydney, New South Wales (NSW), a state in Australia, where the age of compulsory education was increased from 15 to 17 years in 2009. In NSW, the year 12 completion rate of 71.1% was below the national average of 75.3% (Australian Bureau of Statistics [ABS], 2006). Sydney is the nation’s most ethnically diverse city and South-West Sydney (SWS) has the most diverse school community. SWS has one of the lowest school retention rates, the lowest socio-economic status (SES) and high ethnic diversity (SEIFA Index of Disadvantage, Western Sydney Regional Organisation of Councils [WSROC]). Significantly, the region is also a touchstone for inter-ethnic relations. Research Task Using Bourdieu (1984, 1986) as a theoretical frame the analysis focussed on the extent to which social and cultural capital emerged as constraints in the negotiation of changed social conditions in the lives of students, their families and the school communities as it relates to the new compulsory schooling age. The themes emerged from a process that involved coding transcripts and writing up case studies. The case studies focussed on the themes emerging in each school to enable a contextually bound narrative to emerge. NVivo was used to assist in the process of integrating the voices of participants. In addition to school staff, students and parents across 21 high schools, a number of other key stakeholders were interviewed as the study progressed and the issues moved beyond the school gates. These included Technical and Further Education (TAFE) staff, welfare and social work agency personnel, case management service providers, and the NSW Department of Education and Communities (NSWDEC) and Board of Studies personnel. While theoretical saturation appeared to have been reached before 21 schools were involved - from the point of view that no new information about the original questions was forthcoming - from a social justice perspective it is critical that interpretive accounts take into account cultural complexity (Charmaz, 2005, pp. 527-528). For this reason the study continued to try and capture low SES, high language background other than English (LBOTE), single sex girls’ schools and schools where students would have been more likely to stay on anyway, because it had been noted that there are subtleties in the ways in which the policy is playing out that needed to be captured. From a postmodernist position, these were silences that were revealed in the field to the researcher (Brady, 2005, p. 981) from personal saturation in contexts. So while there are strong themes presented here there are also disruptions to these themes that require further exploration and these are most notably around the intersections of gender and ethnicity. As one teacher asked about an ethnic minority community: How is it, that in terms of the same family, the parents struggle to get the boys academically moving? How is it that the girls can go and do it?

Aims The aim of the study was to identify the pressures emerging from the new compulsory schooling age (NSLA) policy to increase the school leaving age and to identify effective strategies that enable school retention strategies to ‘work’ in a socio-economically constrained environment and among ethnically diverse communities. Methodology The project concerns the impact of the new compulsory schooling age in 21 SWS high schools. Many of these schools, according to the MySchool website, underperform in literacy and numeracy, particularly if they have high numbers of students from language backgrounds other than English who have arrived recently and are from low SES. The Principals, teachers, students and parents from these high schools were

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interviewed either individually or in focus groups. A number of focus groups with parents required translators, most commonly Arabic, as many were immigrants or refugees from Middle Eastern countries. The interviews and focus groups ranged from 30 to 90 minutes duration. Schools were selected by School Education Directors and reflected the diversity – geographically and demographically – of the region. In addition, as the project proceeded, more people were interviewed including curriculum developers, special project officers and people working at the intersection of school and wider social welfare agencies such as mental health experts, social workers and disability service coordinators. Using Bourdieu (1984, 1986) as a theoretical frame we focused on the extent to which social and cultural capital emerged as constraints in the negotiation of changed social conditions in the lives of students, their families and the school communities. In our analysis it became clear that those with the least economic capital also had different cultural and social capital and were clustered in very disadvantaged schools. The themes emerged from a process that involved indexing transcripts and writing up case studies of each school. The case studies were then examined for themes across all sites by the research team which involved constantly comparing and contrasting experiences in situ described in field notes and minutes of team meetings (to engage with a sense of place as well as the spoken text), with emergent themes appearing during the NVivo coding of data, which was based on the initial research questions and conceptual framework. Findings As Kelly and Kenway have argued, in communities ‘lacking’ social capital - or as we prefer to argue, having different social capital to those with power - ‘schools emerge with new responsibilities to network in order to bridge the discursive and material distances that may block’ students transitional pathways into further education and/or work (Kelly and Kenway, 2001, p. 27). This means that for some schools the cost of ‘providing high levels of support may fall most heavily on the schools that need to address disadvantage most strongly, as it may be available for other schools gratuitously through families’ social and cultural capital’ (Billet et al., 2010, p. 484). The evidence outlined in this study supports such assertions as it shows schools struggling to adapt to changing needs and expectations in the context of limited opportunities locally, spatially defined networks and increased segregation of schooling along the lines of ability, socio-economic status, gender and ethnicity. The traditional structural biases of the education system (Polesei and Clarke, 2011) mean that many schools in the SWS region find themselves attempting to negotiate conflicting priorities: on one side the imperative to produce results which are positive within the conventional, standardised system, and on the other the need to devote effort and resources to managing non-traditional

pathways which may require very different approaches, resources, and networks to facilitate and guide students through the options available to them. Moreover, compulsory schooling is not good for everyone. This is because ‘real’ choice is non-existent for those that need it most and the consequences for ethnic minority students and their families is the association of their failure with their cultural background or ethnicity. Parents also do not always want choices about pathways and curricula because they believe teachers know best and the labour market changes are difficult to read. For example, tapping into social networks for work experience requires certain kinds of capital and much of this is gendered. Some parents are financially dependent on their children doing part time work while others see little point in prolonging schooling when it does not offer any further chance of alternative pathways and is in fact blocking

Schools are struggling to adapt to changing needs and expectations in the context of limited opportunities locally, spatially defined networks and increased segregation of schooling along the lines of ability, socio-economic status, gender and ethnicity

Compulsory schooling is not good for everyone. Parents also do not always want choices about pathways and curricula because they believe teachers know best and the labour market changes are difficult to read.

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present opportunities. Institutional structures, such as those dividing TAFE and schooling do not facilitate new pathways. Competition for funds underscores the difficulty in collaboration. The Higher School Certificate is now seen as the gold standard producing a range of unrealistic expectations and narrowing choice.

Furthermore, more autonomy is not better for all principals, as evident in the constraints on schools that go beyond extra funds to the cultural and social capital available in the local community and the impact of residualisation within the school. Schools cannot resolve these on their own. Schools are not always ladders of opportunity when there is no transport to get to work experience or further training, when there are no alternative curricula and when life at home is so bad that school is just an escape. Class is not dead (Smyth, 2013). Whatever we like to call it – SES or class – it is a social relationship that permeates not just economic aspects of family, school and community life but also access to networks that provide opportunities. It impacts on whose voice is heard and it intersects with ethnicity in this study in particular with the most recent and most dispossessed arrivals. Finally,

education is not above politics. In this study it has been important to reveal this heresy by attending to differences in the ‘contexts of practice and the distributional outcomes of policy’ (Ball, 2006, p. 43). Unless the complex and multi-dimensionsal causes of disadvantage are recognised and addressed, the inequitable opportunities for ethnically diverse young males in particular has the potential to feed into wider discourses pathologising their outcomes, particularly in terms of education and pathways to work and future employment. Central to the findings in this project is a policy disjuncture. The neoliberal policy of school choice, in place in Australia for more than two decades, appears to have exacerbated the challenges facing some schools. This policy disjuncture – school choice alongside the new compulsory schooling age – shows that public high schools in SWS can be residualized for several reasons, including: cultural and religious conventions around separation of the sexes, community perceptions about the value of a particular school, and removal of academically inclined students to selective schools. This policy disjuncture can be summarized as follows:

¾ Choice leads to residualised schools for the most disadvantaged students; ¾ Residualised schools have less staff, less curriculum diversity, less social capital; ¾ The new compulsory schooling age requires all of the above; ¾ The onus on parents to understand the education market and its reforms when they may be

disadvantaged themselves through limited or different educational, cultural and linguistic capital, risks producing and reproducing social inequality (Ball, 2006)

Outcomes of disjuncture Ethnicity emerges as an explanation for student outcomes (often when it is a problem but also in some cases as a positive relationship, particularly in relation to girls)

¾ The idea of increased choices – selecting schools, new pathways in the compulsory schooling agenda, diversified curricula – are examples of public diversity that actually increase private disadvantage for ethnically diverse minority groups in low socio-economic contexts

¾ Gendered dimensions emerge in the traditional binary of practical versus intellectual for boys/girls, the assumed capacity of girls to get along with each other and support each other whereas boys are assumed unable to do so. Gender binaries emerge most strongly in single sex schools. Masculinity is revealed in co-educational schools but femininity is largely absent in teacher discussions.

The Higher School Certificate is now seen as the gold standard producing a range of unrealistic expectations and narrowing choice.

Central to the findings in this project is a policy disjuncture.

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¾ There are different ‘scales of opportunity’ that reveal how power operates spatially in terms of resource allocation and how in some instances this conceals ‘white’ privilege.

In terms of future policy and research it is critical to “hold all the balls in the air” - class/SES, ethnicity, gender and geography – to maintain a complex picture. Class The concept of class has for some time appeared clumsy and redolent of divisive politics in Australia (“land of opportunity” and “classless society”) and not representative of “how things really are” because in Australia work is now based on a predominantly service-based economy. However, in the schools discussed here, class does matter. Drawing on Smyth and Wrigley (2013), class enables a focus on power in more complex ways than SES because it reveals that class is a social relation, not just an economic relation, which tends to be how SES is interpreted. Put simply, the thesis Smyth and Wrigley present is that in much educational research a focus on poverty or low SES has been concerned with language deficits (Bernstein), cultural capital deficits (Bourdieu) and low aspirations, cultures of poverty, and more recently poverty of aspirations. If class is understood as an unequal social relation then a focus “up” rather than “down” follows. The argument Smyth and Wrigley put forward is that power is still held very much in the hands of a few and that these interests are strongly protected leaving those without the requisite power “living on the edge”. Class is useful in understanding the findings from this project because multiple factors intersect in the scales of opportunityi available to young people in SWS. These must be understood in terms of the decisions made outside of their lives and how they bear down, shape and open up as well as close off pathways. Gender While girls’ schools reported that they have been doing well they have reached a tipping point in these South-Western Sydney working class schools. Girls’ schools have been immensely popular and connected to ideas of upward mobility as much as sex segregation. However, they are feeling the impact of choice and privatisation, which is reducing their diversity. Female students in this project were found to harness discourses of resilience and as other research has found do not always only aim for traditional feminine futures, particularly those who are academically capable. They do however focus on the fact that they may need to balance family and work in the future. Further, there is tendency among compliant girls to approximate particular gendered norms that results in a difficult balance between family values and future desires. These are challenges recognised by staff at girls’ schools. Boys seem less focussed on clear pathways and less knowledgeable about how to get there if they have something they are interested in. A growing workforce of casual and contract labour (Connell, 2011, p.42) in part contributes to not knowing what to do. There is no job for life. There is only flexibility. So they wait for it to come along. Boys don’t seem to want to do what their fathers have done and ‘working with your hands’ does not mean building, carpentry or related manual skills. Now, it might mean photography or other areas that have a practical orientation along with theoretical work. Expectations for job satisfaction are higher and less and less connected to parental histories and expectations. There are some exceptions to this and these are revealed in terms of ethnicity. Ethnicity This project operationalised a particular understanding of ethnicity as a social relation that emerges in particular ways at particular times. The methodology avoided ‘reading identity or ethnicity’ off the bodies of students as this is not always how identity is constructed by individuals themselves. In a sense the interest was in when ethnicity mattered. Ethnicity emerged in two key ways; as explanation for phenomena and in terms of the ways in which the new compulsory schooling age impacted on families. The first is overt while the latter is covert or hidden by other discourses.

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Ethnicity emerges as explanation for student outcomes, often when it is a problem. This is where ethnicity and gender intersect most strongly in the lives of young men in these schools. For some their ethnicity is associated with having to be cool according to teachers. Public discourses have pathologised many Arabic speaking boys, particularly Muslims (Poynting and Noble, 2004), and this research found that these impact on their opportunities in businesses, particularly for work experience while at school or for casual experience. Another example is that the old ‘black’ or informal

economy where social networks provided apprenticeships and opportunities is now illegal under the new compulsory schooling age because employers must be certified. Many relatives of the young men in this study who were plumbers, electricians and so on in their village overseas do not have these pieces of paper or their qualifications are not recognised. There is no replacement for this social capital at this stage. With family opportunities cut off, this makes finding work and further education in traditional areas very difficult. While many young men in this study do not want this kind of work, those that are more recently arrived appear to view working with fathers and extended family much more favourably. This latter group is the most impacted by these changes.

While stories of migration and resilience are also recognised as contributing factors in student success (most strongly in girls’ schools) it is individualised to the kinds of experiences they have had rather than seen as ethno-cultural. Culture or ethnicity is

harnessed as an explanation for expectations that are too high or too low. This is true of boys’ and girls’ schools.

Spatially and demographically, South-Western Sydney is marked by dense Anglo-Celtic/Saxon communities in peri-urban areas. While there are some transport issues in these areas, trade training centres attached to schools are more common, thus building on the apprenticeship networks in local communities. While this might make good financial sense, it has the effect of reproducing ‘white’ privilege and is heavily oriented to males.

School change/innovation

There is a range of ways schools responded to the new compulsory schooling age. In some instances schools had begun making changes prior to the policy announcement based on the changing demographics within their communities and State and Federal funding priorities.

Responses included restructuring of the executive to provide specialized responsibilities to individual staff, often in the areas of curriculum and welfare. Professional development was also a strategy to provide staff with new avenues of teaching in pathways to work. This was not common but when it was working well staff could teach partly in their area of expertise in the standard academic curriculum and partly in what may have been their area of interest outside of school, such as gardening, photography or other areas where students could gain certificates. A summary of innovations appears further on in this report but we highlight here the most successful model (Figure 1) where the school became a hub for the community.

Stories of migration and resilience are also recognised as contributing factors in student success (most strongly in girls’ schools).

Trade training centres in Anglo-Celtic/Saxon dense communities in SWS reproduce ‘white’ privilege and are heavily orientedto males.

Ethnicity emerges as explanation for student outcomes, often when it is a problem.

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Figure 1: School hub: Justice High School

Justice High School has been successful in its response to culturally diverse and socio-economically marginalised students and their families in a context marked by educational and social change. What stood out here was the institutional habitus (Smyth and Banks, 2012) of the school in producing and increasing capitals. Here different kinds of economic capital were made available in the form of funding programs and grants, which the school harnessed. This in turn led to more capital, in the form of social networks provided through more than 38 community organisations and service providers. The resultant teacher development and alternative pathways to work and higher education increased the cultural capital of teachers and

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families. A further theoretical insight to be applied to understanding the success of this school draws on debate in relation to multiculturalism and cosmopolitanism (cf Delanty, 2009; Hansen, 2011; Rizvi, 2009): it is possible to argue that a cosmopolitan imagination imbues the approach at Justice High School. Demographically the school is multicultural, and while it delivers services such as ESL it goes well beyond the nation centric and often static concept of multiculturalism (Reid and Sriprakash, 2012) by looking outward to the global situation: in projects such as ‘Protect Our World’ where students and parents are actively involved in school environment improvement. While policy agendas such as the new compulsory schooling age are situated in global contexts, it is in the local that possibilities can be enacted and, as this school has revealed, it takes imagination, commitment, energy, networking and trust: ‘Trust in the capacities to transform teacher practice through learning; trust to transform school cultures through leadership diversification; and trust to develop and transform communities through locating schools at the centre.’ This requires a multi-layered approach – individual, institutional and community (Reid and Mulas, 2013, 170).  Conclusion The problems being addressed by the present study are summarised by Reid and Young (2012, 809-811). They involve the influence of globalised labour markets and economic factors upon Australian education policy, at both State and Federal levels, policies which must operate within a diversity of contexts, including areas of disadvantage. Although neoliberal approaches, which are pursued both nationally and internationally, favour an increase in the school-leaving age, the outcome is not always positive – one size does not necessarily fit all. This is evident in the challenges posed by the introduction of the new school leaving age in schools in the diverse SWS region. Disadvantaged students need social mobility to achieve in a neoliberal context, but this requires an initial modicum of human and social capital – in the form of both knowledge and networks –which is not always available to them. Their parents may not have knowledge in particular subject areas or know how to access appropriate help; or may not be capable of ‘parenting to the market’ (Connell, 2011, 56), in having the cultural capital with which to propel their children forward. Appropriate community networks may not be easily accessible; moreover, schools most impacted by the extension in compulsory schooling often have the least capacity to take advantage of any opportunities it might have presented (Billett et al., 2010): choices touted as potential options for students require sufficient amounts of funding, which schools and external agencies do not always obtain. Yet, while whole school change is occurring in some contexts, Reid and Young point out (2012, 810-811) that the culture of schooling more generally is brought into question by the present project: what does schooling mean for young people and their families in these globalised and neoliberal times? This is a question for both policy-makers and scholars of policy because only theoretically driven explanations can make sense of such complexity. Moreover, where choice is not equally available and can have negative implications for some, where the onus is placed on parents who may be disadvantaged themselves through limited or different educational, cultural and linguistic capital, it is critical that the distributional outcomes of education policy are highlighted, as Ball (2006) suggests, since there is a risk of producing and reproducing social inequality. The need is highlighted for policies to directly address inequities. In addition the compulsory schooling policy must be understood in relation to other policies of choice that have effectively left some young people with no real choice at all: the inflexibility of this policy is a major issue and one that requires urgent attention. This study demonstrates that ‘lack of financial resources and uneven social and cultural capital distribution can seriously impact delivery of the projected positive outcomes of the increased school-leaving age, a fact that requires consideration from current and future policy-makers.

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Recommendations (extended discussion in conclusion) 1. a) Consider school as a hub for a range of activities. Figure 1 provides an excellent strategy for engaging

parents, school staff and students with the wider community. b) Develop urgent strategy to provide education and trade training in low SES, high LBOTE boys’ schools

and in coeducational schools with high ratio of boys to girls in inner South-Western Sydney. 2. Improve school/TAFE relations where financial loss does not occur if students attend one or the other.

Increased professional development for TAFE staff to understand younger students and implement Duty of Care in TAFE. Provide transport with multiple pick-up and drop-off points.

3. Change the discourse. Families are being changed by neo-liberalism as much as teachers’ work. It is a

partnership and most parents think more education will result in a secure future. This needs ongoing discussion in school communities. Young people themselves may be at the heart of some of these discussions but in the first instance parents need much more communication opportunities with schools.

4. a) Further research is needed into the ways in which young people transition to further education or

training and work as a consequence of more years at school. b) Change the discourse from ‘therapeutic approaches’ to one that constructs young people as

autonomous subjects. 5. Research into changing gender relations in schools, workplaces and families. 6. Professional learning circles and debates around changing the ‘Whole of life narrative’. Teachers are

always at the forefront of social change and it is their knowledge that needs to be drawn on. One way is through mapping the issues at school level and another is through research partnerships with local universities in the geographical space where the institutions share the same demographics as well as socio-cultural and spatial dynamics.

7. Immediate construction of local and regional teams across a range of institutions to share knowledge,

plan and research the future of education and work in the region.

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1. INTRODUCTION 1. 1 BACKGROUND Compulsory Education – the International Context The Organization for Economic Cooperation and Development (OECD) defines compulsory schooling as ‘the span of years during which every normal child must be receiving a formal education’ (Organization for Economic Co-operation and Development, 1983, 12). A range of global and international factors influence related policies, including social and institutional considerations (Landes and Solomon, 1972), the impact of technological development (Galor, 2006), trade, and governmental limits: ‘the more open a country, the higher compulsory years of schooling’ (Murtin and Viarengo, 2009, 2). There are many positive reasons for keeping young people in education. These range from the personal to community and national levels. Raising the minimum school-leaving age to increase school retention has arguably, for example, successfully addressed issues around minority education and social disadvantage in the USA, as well as having health benefits (Oreopoulos, 2007a). Personal income levels have been found to increase by 6–10% per extra year of Schooling (Angrist and Krueger, 1991; Card, 1999), and this figure may even be as high as 15% (Oreopoulos, 2007b). Increased mandatory schooling has also had positive effects on income distribution (Brunello, Fort, and Weber, 2008, 2009), and, according to some studies, citizenship (Dee, 2003; Milligan, Moretti, and Oreopoulos, 2004; Siedler, 2007). International research of this kind is actively invoked in policy documents explaining the increase in compulsory schooling in NSW. Compulsory Education in Australia – The Compact with Young Australians Historically, the different states of Australia have had different ages for compulsory participation in education. As of the start of 2010, however, all young people under 17 must be enrolled in approved education or training, engaged in full-time work, or some combination of these. Although the details of state legislation varies, Federal Government policy is that all young people should complete year 10 and then remain in education, training, or employment until the age of 17 (Department of Education Employment and Workplace Relations [DEEWR], 2011a). The policy is part of the Compact with Young Australians agreed by the Coalition of Australian Governments (CoAG) in 2009 which also states that young people aged between 15 and 24 are entitled to a place in education or training, and that:

Young people under 17 must be in school (or an approved equivalent) until they have completed Year 10. On completion of Year 10, these young people must then participate in full-time (defined as at least 25 hours a week) education, training or employment, or a combination of these activities, until age 17. (Department of Education Employment and Workplace Relations, 2009, p. 1)

This agenda dovetails with wider changes to social welfare programmes in Australia, targeting the long-term unemployed and those on disability pensions with the aim of breaking the cycle of intergenerational welfare dependence (Gillard, 2009). The changes to Federal policy on compulsory education are focused not just on increasing educational outcomes, but in the flow-on effects expected to result. Further education and training, the Compact asserts, will give young people ‘access to employment, help them participate in the community and realise their potential’ (Department of Education Employment and Workplace Relations, 2009, p. 2) in line with the benefits found in international research as discussed above. Moreover, addressing the need for an increasingly skilled workforce in a globalised world, the Compact with Young Australians was designed to provide ‘protection from the anticipated tighter labour market ... ensuring they would have the qualifications to take up jobs as the economy recovered’ (DEEWR, 2011b, n.p.). Although it is not named specifically, the Global Financial Crisis (GFC) is the backdrop for this statement. Thus, the

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Compact is clearly structured by aspects of neoliberal discourse espoused by the OECD, as discussed above, for it invokes the need for increased education levels within a framework of a globalised economy. The CoAG agreement had varied implications for the different states and their education systems as some had already changed their compulsory schooling and education requirements. Queensland did so in 2006, (Queensland Department of Education and Training, 2005), Tasmania and Western Australia in 2008 (Department of Education [Tas], 2009), and South Australia followed from 1 January 2009 (Department of Education and Children’s Services [SA], 2008). All other states and territories (NSW, Victoria, the Australian Capital Territory, and the Northern Territory) commenced this type of regulation from the beginning of 2010 (Australian Capital Territory Department of Education and Training, 2010; Department of Education and Early Childhood Development [Vic], 2009; Department of Education and Training [NT], 2009; NSWDET, 2009a). In NSW, the school-leaving age had been 15 years since 1943 (NSWDET, 2009b). Documents produced by the NSWDET draw upon the same neoliberal discourse utilised by the Federal government. For example, a ‘frequently asked questions’ website states that the school-leaving age has been raised because ‘compelling Australian and international research … demonstrates that people with higher levels of schooling are more likely to make a successful transition to further education, training, or work’ (NSWDET, 2011c, n.p.). Here there is a clear gesture towards the global OECD discourses including research results that show early school-leavers tend to have lower incomes, and are more at risk of unemployment. Facts for parents and students do the same (NSWDET, 2009b). Further information for parents, on a website linked to that mentioned above, frames these statements with globalisation, and international education policy.

Technology has changed the nature of work and twenty-first century teenagers now compete for jobs and study opportunities in a globalised environment, against other young people in other countries … When the United States, Canada, and the United Kingdom raised their school leaving age by one year, they found that young people earned 10 to 14% more, they got better jobs, and their health improved. (NSWDET, 2011b, n.p.)

The presupposition that individuals will have access to critical information, identified by Billett et al. (2010), is also reflected in NSW policy documents. The 2009 document, The New School Leaving Age: Guidelines for Principals in Government Schools places high value on communication, and states:

Principals are advised to download the available materials and provide these to the relevant groups, including students and parents, staff and employers. It would be appropriate to conduct information sessions for parents and students. (NSWDET, 2009a, 4)

So not only do individual students and their families have to manage competing policies, individual schools have to be the conduit through which policy is translated, communicated and enacted. The nature of school contexts, their available social capital and networks, shape ‘contexts of practice and the distributional outcomes of policy’ (Ball, 2006, p. 43). Completion of Secondary Schooling - Retention of Immigrant Students Completion of secondary schooling or further training is a priority for both the Commonwealth Government (Department of Education Employment and Workplace Relations 2009) and the Organization for Economic Cooperation and Development (OECD) (Ainley, Malley, and Lamb, 1997; Sweet, 2000, p. 2). This principle

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has been endorsed by all Australian State and Territory Ministers of Education (Australian States and Territories, 2007, 16) and is also a core component of the New South Wales Department of Education and Training’s (NSWDET) Strategic Plan for 15–19 Year Olds (NSWDET, 2006). (NSWDET became the Department of Education and Communities [NSWDEC] after a change in State Government in 2011.) NSWDET announced on January 28, 2009, that it was increasing the minimum age of leaving school to 17 years in line with this plan. However, retention is not always a matter of simply imposing a minimum age, and the reasons for students leaving before year 12 are complex. For example, SES alone does not explain Australia’s difficulties in building school retention, particularly in areas like South-Western Sydney where there is considerable social and cultural change. International research identifies ethnicity as a key variable in school completion and schooling outcomes, and schools with high immigrant populations along with low SES appear to present challenging educational contexts. Rangvid (2007, p. 1332) found in Copenhagen that ‘attending a school with an immigrant majority is related to markedly lower test scores for immigrants and natives alike’. Indeed, the social composition of schools may well be more important than the current drive for ‘best practice’, ‘leadership’ and ‘exemplary teachers’ (Butler and Hamnett, 2007) in the educational outcomes of some social groups. For example, in Sydney, policies of school choice impact on school diversity, shaping gender ratios, diverse abilities of students, ethnic heterogeneity and homogeneity (Gulson, 2007), and social capital through local networks. The demographics of a school also have a profound impact on curriculum diversity. While Australia has a reputation for good outcomes for immigrant students (Cahill, 1996; Organization for Economic Co-operation and Development, 2006) and has a relatively high-performing and equitable education system compared to other OECD countries (McConney and Perry, 2010, p. 79), the diversity of immigrant students in our schools is not consistent across geographic zones in Sydney, nor do immigration policies remain static. Australia has always had a highly selective immigration policy, which in recent times has focussed on professional immigrants but also takes in migrants with skills related to other areas of shortages in the trades and service sectors as well as refugees (Collins, 2011). So while professional migrants settle in more affluent areas, there are other areas of Sydney, particularly South-Western Sydney, where immigrant students and second-generation immigrants’ children do not have outcomes that mirror those of students living in more affluent areas and/or those with professional parents, such as among the recent arrival of immigrants from Hong Kong, India and China. Indeed, many of the recently arrived immigrants living in South-Western Sydney are refugees from Africa, the Middle East and Burma or they are part of family reunion settlement. There is thus significant unevenness in the human capital located in the diverse communities of Sydney. Evaluation of Australian standardised testing outcomes demonstrates differences in the educational outcomes of different migrant groups (Dronkers and Level, 2006). Given the changing demographics related to wider policies of immigration, there is a gap in current knowledge about the educational outcomes of immigrant and second-generation immigrants’ children in this important area of Sydney. Increasing international migration and the performance of immigrant students are high profile issues (Organization for Economic Co-operation and Development, 2006) that can be ignored only at great risk to students, the community and the nation as a whole. The New Compulsory School-Leaving Age In NSW, the Year 12 completion rate of 71.1% remains below the national average of 75.3% (Australian Bureau of Statistics, 2006). Sydney is the nation’s most ethnically diverse city and South West Sydney (SWS) has the most diverse school community. SWS (Figure 2) has one of the lowest school retention rates, the lowest socio-economic status (SES) and high ethnic diversity: 80% of refugees settle in South-Western and western Sydney (Vickers and McCarthy, 2010) while many first, second and third generation immigrants are found in these communities.

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Figure 2: South west Sydney region

Previously, students could choose to leave school at 15yrs of age with or without any formal qualification from high school. As outlined above, the aim of increasing the compulsory years of schooling is to provide new pathways, work experience, and diverse curricula to set young people up for a productive life and entry to the labour market. While the policy aims to reduce the well-documented associated consequences of leaving school too early such as poor health, low income and unequal distribution of income, the prospect of just staying on longer does not necessarily mean that this aim will be met. This is because, as many commentators have noted (cf. Billett et al, 2010; Connell, 2011), those who would most benefit from these changes are in schools where ‘the cost of providing high levels of support may fall most heavily on the school that needs to address disadvantage most strongly, as it may be available for other schools gratuitously through families’ social and cultural capital’ (Billett et al, 2010, p. 484). There is a link in particular in the relationship between parents’ cultural capital (educational background) and social capital (resources grounded in durable exchange-based networks of persons) and how these are related to economic capital (Bourdieu, 1984). In the analysis it became clear that those with the least economic capital also had limited cultural and social capital and were clustered in very disadvantaged schools. Choices for Young People – the NSLA Neoliberalism, with its core tenets of individualisation and marketization, has shaped Australian social policy under both Liberal and Labour governments for the last 30 years or so (Western, Baxter, Pakulski, Tranter,

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and Western, 2007), and education is ‘a highly relevant site for such structuring to take place’ (Davies and Bansel, 2007, p. 248). Policies such as school choice, standardised testing (the National Assessment Program – Literacy and Numeracy or NAPLAN program), and the introduction of a national curriculum have all been linked to neoliberal thought (Lingard, 2010), and the new school-leaving can be added to this list (Reid and Young, 2012). Individualisation in a neoliberal paradigm, ‘is registered in terms of individual freedoms, of autonomy and choice’ (Davies and Bansel, 2007, p. 251); such concepts underpin the imposition of the new school-leaving age (NSLA) and the way it has been presented to students, their families, and educators. Offering young people options is a key foundation of the Compact with Young Australians agreed by the Australian Commonwealth and State Governments in 2009. As mentioned above, the Compact states that young people must complete Year 10 and then ‘participate full-time (at least 25 hours per week) in education, training or employment, or a combination of these activities, until age 17’ (DEEWR, 2011a). State government documents from New South Wales, for example elaborate: ‘You can stay at school and continue into Year 11. You can choose to do an apprenticeship or traineeship. You can study vocational courses at TAFE. You can do a course in higher education. You can be in employment, as long as it is in full-time, paid work. You can also do a number of these’ (NSWDET, 2009b). While policy documents, such as those quoted above, do not overtly value one option over others, Australian society, and indeed all western societies, assign different levels of value to different professions and to different kinds of education. VET options are often marginalised and considered less desirable by students and schools alike (Dalley-Trim et al., 2008; Polesei and Clarke, 2011). The expectations, aspirations, and values of different minority groups also significantly impact young peoples’ choices and may at times clash with those embedded in the Australian education system. Tertiary education, and entry into the professions, is widely perceived as an ideal pathway for young people in Australia and this is reflected in the school system ‘which privileges university entry and subordinates subject selection to the rules and regulations of eligibility for university selection’ (Polesei and Clarke, 2011, p. 534). There have been some changes to this at policy level; the OECD argues that VET ‘plays a key role in determining competitiveness. Since OECD countries cannot compete with less developed countries on labour costs, they will need to compete in terms of the quality of goods and services they provide’ and this means a skilled workforce is needed (Field, Hoeckel, Kis, and Kuczera, 2009, p. 10). In an Australian context it has been argued that more people will need VET than higher education qualifications in the decade 2006-2016 if labour-market demands are to be met (Shah and Burke, 2006). Calls for funding reform to make TAFE and other VET options more accessible (Chapman, Rodrigues, and Ryan, 2008) were answered with a Federal government announcement in February 2012 that brought most VET fees for students into line with government subsidies for university places (Gillard, 2012). Despite these shifts in policy and discourse, a long tradition of marginalisation still impacts on the post-compulsory schooling environment. One billion dollars in cuts were announced for the 2014-2015 Federal budget (Budon, 2014), preceded by a period when funding for the VET system has failed to keep pace with university and school funding over the past ten years (Noonan and others, 2014). The change in school-leaving age policy in NSW can reasonably be expected to have had a significant impact by forcing young people to take up one of the choices deemed suitable by the Federal and state governments. School-to-work transitions are most often explored in terms of post-school choices and outcomes. The new school-leaving age, however, creates an ambiguous space where young people may shift back and forth between school and non-school options, participate in both simultaneously, or take up non-conventional schooling curricula – specifically VET. Capacity to Make Choices In May 2009, the NSW Parliament passed the Education Amendment Act (2009) increasing the length of compulsory education in the state by raising the age at which young people can leave school from 15 to 17. This legislative change came into force quickly, at the beginning of 2010, meaning that schools, students, teachers and indeed all stakeholders had to adapt fast and had little time for long-term planning.

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All of the government literature and policy statements emphasise the range of options – generally using the term ‘pathways’ – open to young people once they have completed year 10. For example, from a guide to the changes in school-leaving age for parents:

For those students who finish Year 10 but don’t want to go onto the HSC [Higher School Certificate], there are plenty of options. They can do an apprenticeship or traineeship (while still at school), study a trade or get skilled up at technical and further education (TAFE), or work full-time if they are 15 or older. (NSWDET, 2011a, n.p.)

Although the increase in minimum school-leaving age applies to all young people, choices are not the same for all and it is this critical point that presents challenges for principals, teachers, parents, students, employers and other stakeholders. How well these theoretical pathways based on choice translate into ‘real’ choice and therefore practice, in South West Sydney, NSW, is explored in this report. The ability of individuals ‘to exercise their own personal agency and self-governance’ (Billett et al. 2010, p. 475) is a key aspect of neoliberal thought in general and of approaches to education specifically, one which underpins the discourses discussed above. With multiple options open to them, students, with the help of their parents and teachers, must identify life goals and desired career paths and outcomes, and then decide which pathway is most suited to achieving in the light of their individual circumstances. The same discourse which offers students a seemingly broad range of options requires that they have the capacity to make informed decisions about their goals for the future and how to reach them. Young people encountering the model of free choice presented in neoliberal frameworks must, in fact, negotiate competing and sometimes contradictory influences from their families, schools, social networks, and wider society. The need to balance this range of demands can be challenging, even for those who are conventionally considered part of the mainstream and who have access to a broad suite of resources and support (Ryan, 2008). A core belief of neoliberalism is that individuals will be ‘able to exercise their own personal agency and self-governance’ (Billet et al., 2010, p. 475). ‘Empowerment and responsibility rather than collective security’ is the dominant discourse of neoliberal society (Evans, 2009, p. 119). Not all members of society, however, have the same resources available to them when it comes to managing their transitions from compulsory education to gainful employment; variables include: ‘personal characteristics; gender; intellectual abilities; interests; school career together with social and environmental factors; financial, social, and cultural resources and the economic structure of the area in which a person lives’ (Evans, 2009, p. 119). Since resources of all kinds are not equally distributed, the difficulty of negotiating pathways from school to work successfully also varies. Students from disadvantaged or marginalised backgrounds, those who are commonly labelled ‘at-risk’ are much more likely to require support, particularly from outside their families, in negotiating such choices. It has long been recognised, for example, that ‘many of those who are socio-economically . . . disadvantaged have neither the know-how nor the financial means to turn aspirations into a reality’ (Abbott-Chapman, 2007, p. 278). A report recently released by the Australian Bureau of Statistics shows that, while the situation is improving, some ‘at-risk’ groups of young people aged 15-24 still face major barriers to education. The report identified ‘people who have a mental illness or disability, people from culturally and linguistically diverse (CALD) backgrounds, and people from low socioeconomic backgrounds’ as groups of particular concern (Australian Bureau of Statistics, 2011, Introduction). Australian research also highlights the major difficulties faced by students and families who have low-levels of English (e.g. Oliff and Couch, 2005; Onsando and Billet, 2009; Pithers and Lim, 1997). The Audit Office of New South Wales produced a report in 2012, The impact of the raised school leaving age, which addressed the questions: ‘Does the Department monitor whether young people remain at school or on an approved pathway until they turn 17 years old, and does it intervene when necessary?’ and ‘For young people who are at government schools, does the Department ensure they have access to appropriate courses and pathways?’ (p. 25). Where the Audit’s enquiry coincided with ours, concerning the latter question, the audit’s conclusions supported those of the present study, finding that:

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The Department and schools have supported these students by providing career advice, by expanding their curriculum beyond the traditional HSC subjects, and by introducing innovative programs. But more could be done to support these students. Schools need to provide programs that better suit these students’ needs and ensure students have access to high quality career advice. There is also evidence that more students who remain at school until 17 years of age are disengaged. (p. 3)

Although ten schools were visited by the audit team, the focus of the Audit report was broad, whereas the present study reports on the situation in each of the 21 individual schools who participated and spoke to parents and a number of associated organisations. The audit report also relied on focus groups and surveys of students conducted by the Department of Education and Communities, and various reports produced by other organisations. For instance, it found that ‘In response to the raised school leaving age, there has been an increase in the number of government schools accessing Board Endorsed Courses in order to expand curriculum opportunities and meet the needs of the full range of students’ (p. 17), and that ‘there has been an increase in the number of students enrolling in vocational education and training (VET) subjects’ (p. 17), and included the following tables from the Board of Studies NSW, 2012 (pp. 17, 18 respectively): Table 1: Government schools delivering one or more Board of Studies NSW endorsed courses for Stage 6 (Year 11 and Year 12) – 2009 to 2012

2009 2010 2011 2012 Content Endorsed Courses 417 427 437 441 School Developed Board Endorsed Courses 257 303 361 376 Board Endorsed VET Courses 167 193 195 195

Source: Board of Studies NSW, 2012 Table 2: Number of enrolments in school VET (SVET) and TAFE VET (TVET) courses by government school students under 17 years of age – 2008 to 2012

2008 2009 2010 2011 2012 SVET 21,659 22,287 23,701 24,650 28,887 TVET 9,877 10,023 10,611 10,843 10,838

Source: Board of Studies NSW, 2012 Again with its emphasis on a broad analysis, on the former question, how the department monitors student pathways, the audit found that:

... the Department does not monitor young people post Year 10 in full-time work or vocational education programs until they turn 17 years of age. In accordance with the law, it is a parent’s responsibility to make sure that a child is attending school or involved in an approved alternate activity until they turn 17 years of age. Of the 54,607 students enrolled at government schools in Year 10 in 2010, only 47,695 enrolled at government schools in Year 11 the following year. This leaves 6,912, or one in eight students, on an approved alternative pathway, enrolled in a non-government school or not participating as required. However, the Department does not know the number of young people on each pathway. This means that it does not know how many young people are not participating.

The audit also reported that ‘Year 11 students now are absent more often and more likely to be suspended than those in previous years’ (p. 3). Indeed the numbers of NEET are on the rise. The present NSLA project offers insight into the challenges faced by students and their families, their attitudes, and the ways in which they and other stakeholders seek to forge successful pathways for young

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people. It explores how the policy of choice plays out in practice for students, their families, teachers, schools, employers, and vocational education and training (VET) providers, how they are managing the various options, their attitudes to the choices, and the pressures that shape their decisions. This report asks, for example, ‘how do students experience VET’, rather than ‘what does VET do to or for students’, conceiving of stakeholders as active participants in the construction of their own experiences within available structures. It has a particular interest in ways disadvantaged and marginalised groups experience ‘choice’ in the first few years of a policy which requires young people to select one of the legally mandated pathways. It does so in the light of the increase in the school-leaving age from 15 to 17 in New South Wales, which resulted from legislation enforcing the provisions of the Compact which came into effect in 2010. 1.2 THE NSLA PROJECT 1.2.1 Project Aims The project, A sociological analysis of ethnicity and compulsory schooling in New South Wales (or NSLA Project), examined the impact of increasing the school-leaving age to 17 years on ethnically diverse groups in public schools in New South Wales. The school completion rate in New South Wales has hovered around 71 percent for more than a decade, falling well below the national average of 75.3% (ABS, 2006). In January 2009, the NSW government increased the school-leaving age from 15 to 17 years. From 2010 to 2012, all NSW students were required to complete the Year 10 School Certificate examination (at 16 years) (from 2012, eligible students who leave school before receiving their Higher School Certificate [HSC] will receive the NSW Record of School Achievement [RoSA]); and students under 17 years of age wanting to leave school will be required to be enrolled in a TAFE course, undertake an apprenticeship, or be employed for more than 25 hours per week. While the repercussions of increasing the school-leaving age during a global economic crisis have yet to be felt, the early signs are not auspicious: a contracted youth employment market; reduced apprenticeship opportunities; and question marks around the capacity of TAFE to accommodate an influx of school leavers without significant additional investment by a government already suffering a fiscal crisis (Patty, 2009, p. 4). In the absence of alternative options, the students most likely to be compelled to stay at school are those who want least to be there. Based on prior research, key demographic features of this group will be attendance at comprehensive public schools, low engagement and achievement, low socio-economic background, gender, ethnicity, region, and negative attitudes to school (Lamb et al, 2004). The NSLA Project Aims South West Sydney (SWS) is the region in Australia’s largest capital city in which this demographic profile is most pronounced and which is most likely to be affected by the recent changes to the organization of schooling. SWS has a lower SES than other Sydney regions, has an ethnically diverse population with a recent history of ethnic tensions, and is one of the largest public schooling regions in the nation. In such a complex context, increasing the school-leaving age during an economic recession is likely to provoke new social challenges for low SES ethnic communities and for public education. The aim of this study was to identify the pressures that will impact on increasing the school-leaving age and to identify effective strategies that enable school retention strategies to ‘work’ in a socio-economically constrained environment and among ethnically diverse communities.

Research Questions To generate the knowledge needed to address this critical issue in arguably the most vulnerable area of Sydney, our study involved a comprehensive empirical analysis of the responses of ethnic minority students, their parents and public schools, with a specific focus on students’ experiences and options in a context of rising unemployment, decreased apprenticeships and an increase in the compulsory schooling leaving age.

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Drawing on the sociology of ethnicity and schooling and Bourdieu’s notion of reconversion strategies, we aimed to answer three overarching questions:

1. What are the educational experiences and pathways of ethnically diverse young people in South-Western Sydney in this context?

2. What social, economic and cultural resources and strategies are being used by parents in the context of school reform and economic change?

3. How are schools responding to the challenges of the new compulsory leaving age in the context of increased concerns about social cohesion, inter-ethnic relations and rising unemployment?

Bourdieu (1984, pp.125-126), in his analysis of social change, argued that individuals and families must develop strategies to respond to the restructuring of social systems, and described these strategies as ‘reconversion’. For Bourdieu, reconversion is the reworking of available cultural, social and economic capital. Bourdieu’s work on reconversion focused on social class. The theoretical aim of this project is to consider the intersection of ethnicity and SES in reconversion processes. The key outcomes of the study were i) insight into the impact of increasing the years of compulsory education on the operation and daily lives of students, parents and schools; and ii) the development of a more sophisticated theorisation of schooling that accommodates both SES and ethnicity. Consistent with international work on the sociology of ethnicity, the project attended to the shifting meanings and boundaries of ethnicity and built on the complementary research undertaken individually by the Chief Investigator and others on the relationship between ethnic and racial identities and schooling (Reid et al., 2006, 2004, 2001); young people and inter-ethnic violence (Reid, 2009; Collins and Reid, 2009); schooling responses to youth crime (Reid, 2009, Reid et al., 2006); and intercultural studies and multicultural education (Leeman and Reid, 2006).

Understanding the relationship between social cohesion, ethnicity and education As the result of sustained waves of immigration, Sydney is a cosmopolitan and ethnically diverse city. Inter-ethnic relations and issues of social cohesion are key concerns for culturally-diverse societies like Australia and Sydney, in particular (Jupp and Nieuwenhuysen, 2007). While social conflict between young people of different ethnic backgrounds, as witnessed in the Sydney Cronulla beach riots, are the exception rather than the rule (Collins, 2007), it is necessary to be vigilant about the aspirations, attitudes and social interactions of young people in Sydney to maintain social cohesion. A pilot study involving 314 young people in South and South-Western Sydney found that one in four young males between 14-17yrs has been involved in inter-ethnic violence at school; that there are low levels of trust among young people; and that 37.3% of males and 43.7% of females thought a riot would happen again (Collins, Reid, Fabiannson and Healey, 2009). Despite these negative patterns, young people generally felt they belonged, had high aspirations in terms of future employment, and had strong inter-ethnic friendship groups. The OECD and Australian governments agree that completing secondary school or further training is a national priority (Sweet, 2000, p. 2) because early school leavers are more likely to be unemployed in the year after leaving school, have difficulty securing longer-term full-time work, and earn less than their peers who finish Year 12 or complete further training (Productivity Commission, 2006). The completion of secondary school or further training is a key strategy for minimising social exclusion, and young people who are socially excluded are also more likely to be involved in anti-social behaviour and criminal activities than other youth (Reid et al., 2006). Thus, Pe-Pua’s (1996) research in four Sydney Local Government Areas (LGAs) found that negative behaviour on the streets by young people from ethnic minorities (e.g. fighting, illegal activities and socialising) could be addressed by providing for the educational and employment needs of these young people. Schools are important sites for the development of inter-ethnic youth relations (Reid et al., 2006) and a positive relationship between school and the transition to work is critical to social cohesion in Australian society (Babacan, 2007). Yet South-Western Sydney repeatedly appears in media reports because of ethnic youth crime (Collins, 2007), inter-ethnic conflict (Collins and Reid, 2009) and the problems of ethnic

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concentration in the region’s schools (Patty, 2009; McDougall, 2009). In terms of inter-ethnic relations and schooling in Australia, Cahill (1997) found that prejudice and racist incidents between students are more likely during secondary schooling than in primary school. The project addressed a significant gap in knowledge about the aspirations and engagement of ethnic groups in schooling, school responses to these new demands, and the implications for ethnic relations in the area of Sydney that is the touchstone for race-relations in Australia. Specifically, it addressed the relationship between social cohesion, ethnicity and education by examining what Popkewicz (2008, p. 6) has called ‘the different set of relations of inclusion and exclusion’. This marks a theoretical shift from a focus on describing and analysing the characteristics and dispositions of those who are excluded or different. The focus becomes the everyday processes, practices and pedagogies that set up parameters and boundaries that have the affect of including some while excluding others, largely on the basis of lifestyle.

Ethnicity and schooling Theoretically, this project avoids imposing cultural attributes on young people and their behaviours based on a limited and static concept of nationality, race or language. Rather, we draw on ethnicity theory (cf. Hall, 1996; 1992; 1987) to define ethnicity as having an expressive rather than instrumental function whereby identity is viewed as shifting, plural and even contradictory, for example, when young people take on identities based on popular cultural tastes (Dolby, 2000), and Aboriginal and Islander young people adopt African-American dress and music and dance styles such as rap as part of their personal ethnic identity as Indigenous. The experience of schooling is fundamental to an understanding of ethnic experience and identity. Australia has a positive reputation for good outcomes for immigrant students (OECD, 2007, 2006; Cahill, 1996) but the profile, aspirations and school engagement of immigrant students (increasingly from Iraq, Turkey, Fiji, India, Afghanistan, Korea, Lebanon, Africa and China) is not consistent across Sydney because of historical changes to migration and settlement policies and practices. Ethnic diversity in SWS combined with low SES and a recent history of conflict underscores the need for this project. No recent research in Australia had examined the relationship between ethnicity and secondary schooling since the landmark work of Cahill (1996, 1997) and there had been no specific study in this region of Sydney. What makes this project substantively innovative is that data suggest that SES in combination with the recency of migration are key factors in schooling. In the four major LGAs of Auburn, Bankstown, Fairfield and Liverpool in South-Western Sydney there is a very high proportion of young people; 33-53% of the population are first generation migrants and speak a language other than English; and these areas have the lowest SES in the state (SEIFA Index of Disadvantage, WSROC). These LGAs also have the lowest school completion rates and weakest schooling outcomes in NSW. In the contemporary context where educational markets have changed the face of secondary schooling in many countries, international research has identified ethnicity as a key variable in school completion and schooling outcomes (Rangvid, 2007; Butler and Hamnet, 2007). International studies more generally indicate that high concentrations of ethnic students in particular schools can trigger a de facto form of racial segregation that is detrimental to educational quality and social cohesion (Burgess et al, 2005; Hanushek et al., 2003; Rangvid, 2007). The relationship between ethnicity, schooling, and the increase in school-leaving age has potentially serious implications for public schooling in Sydney given demographic shifts and concern about a ‘white flight’ from public to private schools (Patty, 2008a), ethnic concentration (McDougall, 2009; NSWDET, 2008), and increasing SES polarisation in schools.

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Towards a theory of parents’ reconversion strategies Parents are central to the social and educational aspirations and achievements of young people. Many parents choose to live in an area to access specific schools or educational opportunities (Thrupp, 2007) but, for recently arrived immigrants and some ethnic groups, these choices are often shaped by familial and cultural networks and by government settlement policies. Analyses of settlement patterns over time reveal that low income, unemployment and language contribute to ethnic concentration (Hugo, 1995). Thus, Connell, in his study of the working class and secondary school education, found that ‘school choice probably speeds up processes of ethnic concentration and segregation for other reasons too, such as families from a particular immigrant group bringing their children together for mutual support’ (2003, p. 246). We know this is occurring in SWS and is strongly influenced by parents’ cultural resources (e.g. their own educational backgrounds and language skills) and social resources (e.g. family and friendship networks, their involvement in clubs, ethnic organizations, and the support provided by government organizations such as Migrant Resource Centres). Recent media debates indicate that many immigrant parents often do not understand the schooling market (Patty, 2008b). For school retention strategies to work well in SWS we needed to know how parents are responding to the new compulsory schooling age and the economic downturn. Warrington (2005) argues that it is important to look at the small scale social processes in an era of social exclusion. If young people have choice, how do families figure in this process? What strategies of reconversion of their resources are brought into play? How does ethnicity intersect with these dimensions? What are the implications and effects on families in terms of the national goals for schooling? We need to critically investigate parental aspirations, expectations and factors impacting on their decisions regarding their children’s education because the impact of any social and cultural change is even more pronounced in disadvantaged migrant families. 1.2.2. Project methodology Conceptual Framework This study examines the inter-relationships between the individual and group experiences of children and parents among different migrant and ethnic groups including the dominant Anglo-Saxon/Celtic groups, their current social and economic contexts, and how these two elements combine to shape young people’s engagement in schooling or further education. It also examines schooling contexts and their responsiveness to organizational change. Drawing on the perspectives and experiences of principals and teachers, the study examines the implications and effects for students from these backgrounds of the increased school leaving age, and the policies, practices and strategies that teachers and schools have put in place to address students’ needs and build social cohesion. Substantive significance This is the first Australian study to provide an in-depth analysis of the relationship between ethnicity, schooling, and the school retention policies and practices in a region characterised by low SES, high migrant communities, and concerns about significant youth violence and crime amongst ethnic minorities. This study provides the sociological insights needed to inform the policies, practices and organisational changes required in schools to accommodate increased student numbers given the increase in the school leaving age during a global economic downturn, and to facilitate student engagement in schooling and social cohesion in schools and communities. The project identifies the challenges and problems facing schools given the new compulsory schooling age, changing public school enrolment patterns, the concentration of ethnic groups in particular schools, and the economic downturn. In addition, the study generates a suite of policies and practices that teachers report effective in meeting the needs of schools and ethnic students.

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Analytical innovation This study brings into dialogue three bodies of theory rarely used in combination: 1. New ethnicities: too often ethnicity is viewed as static and based on skin colour, accent or language, and dress. Such a view is evident in media representations of youth in SWS and in some approaches to multicultural education (Leeman and Reid, 2006). In contrast, Hall argued that ethnicity is an invention by the self and in relation to, and by, others (Hall, 1987, 1992, 1996). Hall’s concept of ‘new ethnicities’ is particularly useful because it provides a theory of power related to ethnicity. This notion of ethnicity was developed in a different historical era and socio-cultural context. Our theoretical goal was to examine the extent to which this construction of ethnicity is held by young people, parents, teachers and schools, and in this way establish the salience of ‘new ethnicities’ theory in the contemporary Australian context, and in SWS in particular. Arguably this understanding of ethnicity may have changed post 9/11. In this study, ethnicity is used as a marker that everyone shares: it is not just the presence of minorities. In this way, it becomes possible to explore the relationship between ethnicity, education, privilege and inequalities in more nuanced and complex ways. Alternatively hidden and/or reified, and at times socially deterministic in usage, ethnicity is a useful concept but potentially narrowing when examined independent to other social relations. For this reason, class and gender and their relationship to ethnicity and education are important to understand as these social relations are strongly implicated in the ways in which ethnicity is shaped and the ways in which ethnicity becomes associated with particular patterns of inequality. Religion too complicates the ways in which educational outcomes can be understood. Therefore, to avoid categoricalism (Connell, 1987), that is, ethnicity as a 'self-contained' category, leaving social life being taken for granted and the relationships between ethnicity and ‘society’ studied, the analysis follows Miles (1993). In this approach, ethnicity and/or race are not there to be ‘read off’ the body but emerges in particular contexts. The salience of ethnicity is then connected to political, economic and social processes that are as important as the cultural in shaping educational outcomes, and as this research demonstrates, provide a more nuanced understanding of the impact of social change in ethnically diverse schools, particularly in low socio-economic contexts. 2. Choice biographies of youth: the question of how to theorise the biography of contemporary youth has generated virulent debate in youth studies (Arnett, 2000; Bynner, 2005). Beck (1992) argues that contemporary social and economic changes are releasing individuals from the ‘collective conscience’ of gender, class and family relationships. Under these conditions, traditional social categories diminish in importance and individuals are compelled to take responsibility for their own destiny (Beck, 1992, p. 130). Thus, individualisation processes result in a ‘do-it-yourself’ approach to life (Wyn and Dwyer, 2000). Researchers have identified evidence of individualisation processes but class and gender have continued to impact on young people’s lives (Wyn and White, 2000). Our study builds on and extends this work by investigating the resilience of classical social structures (family, school) across different ethnic and gender groups given the increased school leaving age and the economic downturn. 3. Bourdieu’s theory of reconversion (1984): Theorising family responses to social and educational change has been applied to SES. The argument is that the social, cultural and economic capital available to individuals or groups must be reconverted when social structures change. We aimed to chart the responses of parents to the new compulsory school leaving age to explore the relevance of Bourdieu’s theory. Here, there is the potential for a new and exciting theoretical convergence with the two bodies of theory outlined above since choice biographies of youth relate to familial resources and issues of ethnicity. Data Collection and Analysis Processes The project concerns the impact of the new compulsory schooling age in 21 SWS high schools. Many of these schools, according to the My School website, underperform in literacy and numeracy, particularly if they have high numbers of students from language backgrounds other than English and low SES. Building on prior research in preparation for the project (Reid 2006, 2009), an iterative design over three years was used to examine the societal, institutional, and individual aspects relevant to the research problem. The data

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collection phase was planned to be completed in the first two years. The approach to data collection initially involved four stages: 1. Policy analysis; 2. Responses and adaptive strategies by schools (from the perspective of teachers, principals and School Education Directors); 3. Responses by parents; and 4. Responses by students. In addition to school staff, students and parents across the participating high schools, a number of other key stakeholders were interviewed as the study progressed and the issues moved beyond the school gates in an Additional Stage – Responses by internal and external others. These included TAFE, welfare and social work agency personnel, case management service providers, and NSWDEC and Board of Studies personnel (Questions Appendix 1). While theoretical saturation appeared to have been reached, from the point of view that no new information about the original questions was forthcoming, from a social justice perspective it was critical that interpretive accounts take into account cultural complexity (Charmaz, 2005, pp. 527-528). For this reason the study continued to try and capture low SES, high LBOTE, single sex girls’ schools and schools where students would have been more likely to stay on anyway, because it had been noted that there are subtleties in the ways in which the policy is playing out that needed to be captured. STAGE 1: POLICY ANALYSIS A comprehensive analysis of national and international literature and policies on school retention, ethnicity and low SES was completed to inform the interview schedules and research questions explored in Stages 2-5. STAGE 2: RESPONSES AND ADAPTATION STRATEGIES OF SCHOOLS Interviews with key stakeholders, initially School Education Directors (SEDS) and school principals, were planned. Before these could take place it was necessary to obtain ethics approval from the Department of Education, through the State Education Research Approval Process (SERAP), and from the ethics committee of the University of Western Sydney, using the National Ethics Application Form (NEAF). Once these had been obtained, to recruit participants, an initial outline of the project was discussed at a monthly regional meeting of SEDS, and an information letter distributed with voluntary participation from SEDS. SEDS, in consultation with the Regional Director, suggested school sites reflecting the diversity – geographically and demographically – of the region. There are approximately 60 high schools in this region and the aim was to include in the sample a geographically dispersed range of schools as well as schools identified using the following criteria: Intensive English Centre; one selective high school; concentration of recent arrivals; high number of students of specific ethnicity or religion; high multicultural population; successful school strategies; challenging contexts. Principals of the selected schools were then approached with an information letter outlining the project and voluntary participation. Eighteen principals and 4 deputy principals from 21 schools were interviewed individually or in pairs, the interviews ranging from 30 to 90 minutes duration. During the initial interview with each school principal permission was sought to interview teachers at their school. Principals in agreement distributed a written invitation to teachers asking for their voluntary participation. Ninety-seven teachers were interviewed in focus groups conducted at 14 schools; focus groups ranged from 45 to 90 minutes duration. Data collection focused on identifying issues of retention among students of diverse ethnic backgrounds, the responses that have been made and their strengths and limitations, and whole school strategies. Emergent pedagogical and socio-cultural issues were also investigated from the perspective of teachers. Themes to be explored during data analysis included gender based differences in student outcomes related to the new compulsory schooling age; specific ethnic/linguistic factors emerging in the school context; engagement with families and other organisations in resolving these issues; curriculum adaptation and effects. Transcripts of interviews were coded using NVivo and used to advance the interpretation and theorising of the data. Data analysis was to identify answers to the following questions: How do key stakeholders perceive the

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relationship between ethnicity and retention? What strategies are being implemented to address both issues at a system and school level? STAGE 3: RESPONSES BY PARENTS Parents were recruited by written invitation distributed through the participating schools. Forty-six parents were interviewed in focus groups or individually (one by telephone) conducted at 9 schools; interviews ranged from 15 to 60 minutes duration. A number of focus groups with parents required translators, most commonly Arabic, as many were immigrants or refugees from Middle Eastern countries. Data collection focused on the benefits and challenges of the new compulsory leaving age on parents’ resources, and any adaptations. Data was transcribed and entered into NVivo to assist with data analysis. Data was to be analysed in two ways: 1) Thematic analysis: to identify patterns across the data; 2) Theoretical analysis: to identify the extent to which participants’ responses align with or advance the key theoretical issues being examined and in the theoretical patterns evident (Denzin, 1989).

STAGE 4: RESPONSES BY STUDENTS Students were recruited by written invitation distributed through the participating schools. One hundred and forty four students, some on ATAR and some on non-ATAR-pathways, were interviewed in focus groups conducted at 12 schools. The duration of focus groups was generally confined to a single school period of approximately 40 minutes. The focus during data collection was on identifying aspirations and experiences in school and the labour market. Other aspects included inter-ethnic relations and belonging as a factor in staying on. Data was again transcribed and entered into NVivo, to be coded and analysed in two ways: 1. Thematic analysis (as above); 2. Theoretical analysis: to identify the extent to which participants’ responses align with or advance the key theoretical issues being examined. ADDITIONAL STAGE: RESPONSES BY INTERNAL AND EXTERNAL OTHERS As the project proceeded more people were interviewed, from both within schools and external to schools – those working at the intersection of school and wider social welfare agencies. People working in specialist roles within schools included: a Curriculum Manager/National Partnerships Manager, three Community Liaison Officers, three Careers Advisors, and a Home-School Liaison Officer. Interviewees external to participating schools included: a Board of Studies Liaison Officer, two Vocational Education Trade Training Officers, a South West Sydney Regional Officer, a Department of Community Services Regional Worker, five Technical and Further Education officers, a representative of MTC Work Solutions, a Home-School Liaison Office Regional Worker and a New School Leaving Age Project Officer.

STAGE 5: DISSEMINATION AND ANALYSIS There was a large amount of qualitative data to process and while much of the data entry was ongoing it was during the final year that theorising the various themes occurred. The following outcomes were achieved: 1. Dissemination of main findings through the websites of CER, UWS Library and NSW Department of

Education and Training. 2. Presentation by Carol Reid, ‘Public Diversity; Private Disadvantage: schooling and ethnicity’ at the

Education Heresies Colloquia 2011–2012, Thursday, May 10th, 2012, at the Faculty of Education and Social Work, University of Sydney.

3. Publications in international journals and books that focus on the substantive concerns of the study, including Reid, C. (2015), ‘Public diversity; private disadvantage: schooling and ethnicity’, in H. Proctor, P. Brownlee and P. Freebody (Eds.), Educational Heresies: New and enduring controversies over practice and policy) which has been accepted for Springer’s new series Policy Implications of Educational Research; Reid, C. (2014). Girls can and boys can’t? The factors shaping choice and the new compulsory schooling age in single sex, ethnically diverse South-Western Sydney high schools. In S. Gannon and W. Sawyer (Eds.) Contemporary Issues of Equity in Education (pp. 38-54). Newcastle

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upon Tyne: Cambridge Scholars Press; Reid, C. and Mulas, R. (2013), ‘Problems and Possibilities: Equitable Education for Australian Refugee and Immigrant youth and their families’, in E. Brown (ed.), Immigrants and Refugees: Multinational, Multiethnic, Undocumented (Vol. 6). Charlotte, NC: Information Age Publishing; Reid, C. and Young H. (2012), ‘The new compulsory schooling age policy in NSW, Australia : ethnicity, ability and gender considerations’, Journal of Education Policy (Vol 27, no 3), pp. 795-814.

4. Carol Reid addressed the Can we do better? Young People and Education forum, hosted by the NSW Labor Education and Equality Commission, on Monday 26 November 2012.

5. Carol Reid’s article, ‘To close the gap, fix the system’ was published in the National Times, Fairfax Media, 28th May, 2012, and an article of the same title in the August - September 2012 issue of Yaprap. Youth Issues and Youth Work.

6. A book contract with Palgrave MacMillan (invited) will be published in 2015. Using Bourdieu (1986) as a theoretical frame we focused on the extent to which social and cultural capital emerged as constraints in the negotiation of changed social conditions in the lives of students, their families and the school communities. In our analysis it became clear that those with the least economic capital also had different cultural and social capital and were clustered in very disadvantaged schools. The themes emerged from a process that involved indexing transcripts by way of coding them using NVivo, and tabulating case studies of each school with the purpose of integrating the voices of all participants to enable a contextually bound narrative to emerge. The schools are not described fully as it is important to maintain anonymity but so as not to lose contextual specificity the schools were given pseudonyms and the descriptions given by principals and/or teachers were used. The schools represented a range of contexts including: (1) predominantly language backgrounds other than English; (2) predominantly Anglo with Indigenous representation; (3) traditional comprehensive working class – employed parents, demographically mixed; (4) comprehensive middle class; and (5) gendered and class dynamics that interplay with issues of ethnicity. At the descriptive level of analysis, data was presented in tables. To begin with, a Table of School Interviews was created to schedule and keep track of interviews. When interviewing was completed, a Table of Actual Numbers of Participants was prepared, showing all participants, including internal and external others. A Demographics Table was then developed for the schools, where schools were arranged according to the size of each school, and the gender of students. Small schools had less than 550 students enrolled, medium schools between 550 and 900, and large schools had more than 900 students. The rationale behind this grew from intuitive knowledge coming from interviews – larger schools were better able to cope with changes to curriculum and timetabling – they have more students to enable sufficient numbers to create classes in additional subjects; and there are differences in the situations of students depending on their gender. This resulted in the following groupings: small all-boys schools, small co-ed schools, medium all-girls schools, medium co-ed schools, and large co-ed schools. Looking for patterns across the schools in this table identified differences in SES and LBOTE which correspond to the divisions of data, based on size of school and gender of students – LBOTE communities live in low SES areas and the majority attend small schools; both of the boys schools are small, and all of the girls’ schools are medium-sized - this distribution was entirely coincidental. The next stage was to formulate an Innovations Table (Appendix 11). Each school was examined as a case study, using the transcripts of the school staff involved, to understand how it was affected by the NSLA. The available student pathways, curriculum, staffing, external partnerships and internal support were tabulated for each school. The Themes Tables were developed from the NVivo codes used to index interview transcripts. These codes were selected on the basis of themes which arose most often during interviews. The fact that school staff, students and/or parents had made comments around a theme was recorded for each school. Both the Innovations and Themes tables (Appendices 5-10) were arranged in the same way as the Demographics Table: according to the size of each school, and the gender of students. The final table to be formulated was the External Others Table, which identified, broadly, the points made by these participants.

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The discussion level of analysis was based on themes which emerged from the Innovations, Themes and Others’ Tables. Similarities and differences were noted, and from these commentary was developed on topics such as innovations that parents, teachers and students all agreed were working; and what is not working, as well as suggestions for improvement; as well as factors in relation to school funding, gender, ethnicity and SES. How external agencies were impacted was also noted. An analysis of trends followed, and explanations were explored, for example, religious reasons for parents putting girls in girls’ schools due to more educational opportunities; why girls’ schools and boys’ schools are different – girls’ schools are larger; parents are running away from small boys’ schools – in some cases from Muslim boys, and so on. The aim was to show differences – not only across large groupings of data, but within each group, showing the complexities within patterns, for example, funding differences within the group of small schools; and within the group of large schools. Gender was found to be a useful distinction because some exceptions to emergent patterns around SES and LBOTE can be explained through social relationships, for example, the principal of an all-girls school understands the social relations of gender so she dictates that her students have a future – she says to them ‘What if your husband leaves you?’ – They need to be able to support themselves. By and large comments by interviewees are presented in the form of quotations which capture the essence of an opinion held or a point made by one or more participants from any particular group. Such quotations were relatively easily found in the transcripts of interviews of principals, teachers, parents and other adults because they often came to interviews with particular views and points that they wanted to make: these participants conveyed important points in full. Thus, for example, quotations from their transcripts which were coded in NVivo under the pathways themes in the Themes Table could be extracted to illustrate particular points in the discussion on pathways. However, students did not come to interviews with specific information to impart, or with particular ideas – instead their information came from their emotions. So, often students gave only one-word answers to questions making it impossible to present lengthy quotations which encapsulated any given idea. Participating Schools – see Appendix 2 Ethical consideration included schools not being named, therefore schools have been given pseudonyms, and their descriptions are limited to key variables such as SES, ethnicity, and gender as well as population. Actual numbers of participants (see Appendix 3). School Demographics (see Appendix 4) Reporting practices make it difficult to generalise. For example, indigenous staff (%) can be based on indigenous teachers, indigenous support staff or people teaching indigenous students. Another example is the ways in which numbers proceeding to university are articulated, which include: % of Yr. 12, % of ATAR pathway students, % of ATAR and non-ATAR pathway students and even % of ‘mainstream’ students. The demographics table shows that, by chance, eight of the nine small schools (Cairn being the exception), including the all-boys schools, are low SES; whereas only two of the nine medium and large co-educational schools are low SES. Two of the three all-girls schools (which are medium-sized) are low SES. So, generally, the small schools as a group are low SES, while the medium and large schools as a group are not. Moreover, six of the nine small schools have over 75% of students being of LBOTE, three of these have 90% or more students with LBOTE. By comparison only two of the nine medium and large co-educational schools have over 85% of students with LBOTE, and three have 22% or fewer students with LBOTE. So, generally, the small schools as a group have student cohorts which are largely LBOTE, while the medium and large schools as a group have student cohorts which are not. However, by far the group with the highest proportion of LBOTE students is the all-girls schools group, with over 92% of students in this group being of LBOTE. On this basis, one observation that can be made is that LBOTE families tend to live in low SES communities in South-Western Sydney. Confirmation of this assessment is evident in the group of medium and large coeducational schools where the only two schools in low SES areas are the only two with over 85% of

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students having a LBOTE – of the other schools in this group, which are not low SES, the highest percentage of LBOTE students occur in two schools: 59% and 60% respectively. 2. LITERATURE REVIEW Policies Frameworks EDUCATION POLICY IN AUSTRALIA Existing Government policies for school education are discussed in Reid and Young (2012, pp. 797-799), who explore the evolution of policy, first by State Governments, and then, increasingly, by successive Federal Governments, whose neoliberal approaches saw the instigation of a national curriculum, the National Assessment Program – Literacy and Numeracy (NAPLAN), school choice and the ‘My School’ website. Neoliberalism – which emphasises the role of the individual in achievement – is explored by these authors through discussion of education and social welfare as argued by Apple (2004), who found that education has been subsumed into a number of wider economic and social issues; of Australian education policies and youth transition as reported by Billett et al. (2010), who found that policies rely on school children and their parents making positive decisions about their own, or their children’s, futures; and of the ‘My School’ website and globalised approaches as argued by Lingard (2010), who contends that policies have been borrowed from the United Kingdom and the United States of America. Educational policy borrowing is explored further by Reid and Young (2012, p. 799) through discussion of studies by Halpin and Troyna (1995), Phillips and Ochs (2003), and Beech (2009); and particularly with regard to OECD policy, studies by Lingard (2010) and Rizvi and Lingard (2009). Connections between globalisation and education are also explored (Reid and Young, 2012, p. 798): in relation to social justice and inclusiveness (Bardsley 2007), and in relation to increased compulsory schooling (Murtin and Viarengo 2009). Moreover, Reid and Young (p. 798) point out that the NSW Government gave globalisation as one reason for its decision to increase the school-leaving age (NSW Department of Education and Training [NSWDET], 2011a). THE COMPULSORY SCHOOLING AGE The reasons for increasing the compulsory schooling age, as a means to prepare young people for a productive life and entry to labour markets, are discussed by Reid (2015, pp. 91-92), who points out arguments supporting the increase made by the OECD (1983), Angrist and Krueger (1991), Brunello, Fort, and Weber (2008, 2009), Card (1999) and Oreopoulos (2007b). Here, Reid also points out the shared priority of both the Commonwealth of Australia government (DEEWR, 2009) and the Organization for Economic Cooperation and Development (OECD; Ainley, 1998; Ainley, Lamb and Malley, 1997; Sweet, 2000, p. 2) for completion of secondary schooling or further training. Moreover, the coalescence of globalisation, policy borrowing and neoliberalism (for example, as argued by Lingard, 2010) are again emphasised here. Compulsory education in Australia is discussed more fully in Reid and Young (2012, pp. 800-803) with reference, among other facets, to a range of global and international factors (Landes and Solomon, 1972; Galor, 2006; Murtin and Viarengo 2009). Additional positive effects of increased mandatory schooling are identified here (p. 801) in studies by Dee (2003), Milligan, Moretti, and Oreopoulos (2004) and Siedler (2007). Along with a comprehensive overview of policy drawing upon a variety of government documents (pp. 801-802), the nature of government discourse (Ball, 2006) and the ability of individuals to access and utilise information (Billet et al, 2010) are also discussed here (pp. 802-803).  

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OVERVIEW OF OPTIONS FOR YOUNG PEOPLE Three major pathways are available to young people in NSW under the new school-leaving age legislation: continuing in general education, vocational education and training (VET), and employment. There are a number of ways in which each of these may vary, and in which they may be combined. General education equates to staying at school, usually on a pathway which will lead to completion of the Higher School Certificate (HSC) and attainment of an ATAR; this option is necessary if a student’s goal is immediate transition to university after completion of high school. It is widely thought of as the best option for academically inclined and able students. Staying at school and achieving a Higher School Certificate (HSC) does not necessarily equate to an Australian Tertiary Admission Rank (ATAR); VET subjects usually cannot be counted towards a student’s ATAR so selecting them can close off that immediate option. They are widely perceived as ‘softer’, less challenging courses by students and teachers alike (Dalley-Trim et al., 2008; Polesei and Clarke, 2011). For students staying at school VET may be offered as part of the school’s curriculum (SVET); as school-based apprenticeships or traineeships (SBAT), some of which can count towards an ATAR; or as courses at Technical and Further Education (TAFE) institutes (TVET). TAFE and private VET providers allow students to leave the school system and attend full-time VET courses in what is conventionally considered a more adult learning environment. Apprenticeships and traineeships combine employment and education; the education component is traditionally provided by TAFE or another non-school provider, but is increasingly being offered by schools. VET courses, wherever they are offered, count towards nationally recognised qualifications that align with the Australian Qualifications Framework (AQF). Apprenticeships have been negatively impacted by the economic downturn, while traineeships have been less affected (Karmel and Misko, 2009). Full-time employment opportunities for school-leavers under the age of 17, and even for those who have completed school but have no further education or training, are increasingly rare, and are considered as low or unskilled employment. The new school-leaving age policy is designed to increase the skill-level of the Australian workforce, and steer young people away from this option. GRANTS AND FUNDING FOR SCHOOLS In the context of the choices schools are able to offer their students, Reid and Young (2012, p. 804) discuss the grants and funding options for schools, including the Priority Funded Schools Program (PFSP), the Priority Action Schools Program (PAS), and the Low Socio-economic Status School Communities National Partnership (LSESSCNP), with regard to various government policy documents and in the context of distributional outcomes (Ball, 2006). These funding arrangements have varied from being based on parental incomes to postcodes. Schools may be funded one year and not the next. Others may have their enrolment varied because their catchment takes in a small private housing estate when the majority of students come from government housing. Further detailed discussion of these policies are available in the list provided below.

GOVERNMENT DOCUMENTS

AQFC (2011). Australian Qualifications Framework, Australian Qualifications Framework Council. COAG (2010). National Education Agreement: Performance report for 2009, Council of Australian

Governments Reform Council. 1. COAG (2011). Education 2010: Comparing performance across Australia., Council of Australian

Governments Reform Council. COAG (2011). National Partnership Agreement on Literacy and Numeracy: Performance report for 2010,

Council of Australian Governments Reform Council. COAG (2011). National Partnerships. Education 2010: Comparing performance across Australia Council

of Australian Governments Reform Council. DEEWR (2011). Trade Centres: successful schools DEEWR. Figuerola, R. (2010). Hands On - Evaluation Report, Term 4, 2010, South-Western Sydney Institute,

TAFE, NSW.

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Gemici, S., P. Lim, et al. (2013). The impact of schools on young people’s transition to university. Longitudinal Surveys of Australian Youth (LSAY), Australian Department of Education, Employment and Workplace Relations.

MCTEE (2011). Australian Qualifications Framework 2011 Implementation Arrangements, Ministerial Council for Tertiary Education and Employment.

NQC (2011). Application of the AQF within the Vocational Education and Training (VET) sector, National Quality Council.

NSWBOS (2011). NSW Record of School Achievement – Proposals for implementation, Board of Studies, New South Wales.

NSWBOS (2011). School Certificate Review Discussion Paper, Board of Studies, New South Wales. NSWDEC (2011). Smart and Skilled: making NSW number one, NSW Department of Education and

Communities. NSWDET. (2009). "Entry and provision for young people under 17 years of age - TAFE NSW." 23

November, 2009. Retrieved 12 September, 2011, from https://www.det.nsw.edu.au/policies/student_admin/enrolment/pathways/PD20090401.shtml?level=TAFE&categories=TAFE%7CStudent+administration%7CSelection+%26+enrolment.

NSWDET (2009). NSW Priority Schools Programs guidelines 2009: equity programs and distance education. Sydney, NSWDET.

NSWDET (2009). School to Work Program Annual Report 2008, Vocational Education in Schools Directorate.

NSWDET. (2010). "The new leaving school age: a guide for parents." Retrieved 19/1, 2011, from http://www.schools.nsw.edu.au/leavingschool/schoolleaveage/index.php.

NSWDET (2010). School to Work Program State Annual Report 2009, Vocational Education in Schools Directorate.

NSWDET. (2011). "Investing in the future." Retrieved 19/1, 2011, from http://www.schools.nsw.edu.au/leavingschool/schoolleaveage/investingfuture.php.

NSWDET. (2011). "Leaving School: School Leaving Age." from http://www.schools.nsw.edu.au/leavingschool/schoolleaveage/faqs/aims.php.

NSWDET (2011). National Partnerships on Low SES School Communities: information package for current schools. Sydney, NSWDET.

NSWDET (2011). NSW Department of Education and Training Discussion Paper: Australian School Funding Arrangements, NSWDET.

NSWDET. (2011). "NSW School Certificate to be abolished." from https://www.det.nsw.edu.au/about-us/news-at-det/news/nsw-school-certificate-to-be-abolished.

NSWDET. (2011). "Priority Schools Programs." from http://www.lowsesschools.nsw.edu.au/section/295,309-information-for-schools/psp-guidelines.aspx.

Social Exclusion Unit. Sweet, R. (2010). Transition Outcomes: The Impact of Context and Institutions. A Report Prepared for the

COAG Reform Council., Sweet Group Pty Ltd. TAFE_NSW (2011). Career and Study Guide 2011, South-Western Sydney Institute, TAFE, NSW. TAFE_NSW (2011). Student Service Guide 2011, South-Western Sydney Institute, TAFE, NSW. TAFE_NSW (2012). Career and Study Guide 2012, South-Western Sydney Institute, TAFE, NSW. TAFE_NSW (2012). Student Service Guide 2012, South-Western Sydney Institute, TAFE, NSW.

POLICY

NSWAO (2012). The impact of the raised school leaving age. Department of Education and Communities.

New South Wales Auditor-General’s Report. Performance Audit, Audit Office of New South Wales. NSWDET. (2010). "The new leaving school age: a guide for parents." Retrieved 19/1, 2011, from

http://www.schools.nsw.edu.au/leavingschool/schoolleaveage/index.php. NSWDET. (2011). "Investing in the future." Retrieved 19/1, 2011, from

http://www.schools.nsw.edu.au/leavingschool/schoolleaveage/investingfuture.php.

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Education and Outcomes for Young People The majority of recent research into post-compulsory education, training, and employment for young people explores pathways, for example apprenticeships and other kinds of VET, not the people who must negotiate them. The comparative economic value of different options, for both the individual and community, participation rates, and outcomes are topics of significant interest (e.g. Curtis, 2008; Hérault, Zakirova, and Buddelmeyer, 2011; Hoeckel, 2008; Karmel, 2007; Long and Shah, 2008; Woods, 2008). Such research tends to be largely quantitative (e.g. Australian Bureau of Statistics, 2011; Curtis, 2008; Foley, 2007). A portion of this literature explores social and cultural factors such as socio-economic status impacting young people’s choices and outcomes (e.g. Foley, 2007). Groups facing particular disadvantage when it comes to successful participation and positive outcomes, including the disabled, youth from language-backgrounds other than English, refugees, and women have also been identified (Australian Bureau of Statistics, 2011; Liu and Nguyen, 2011). Relatively little work, however, has been done to explore the forces and pressures shaping the experiences of marginalised young people and those – such as schools and families – who support them, as well as, why and how they choose and maintain their post-compulsory education pathways. What work has been done tends to focus on one issue, such as systemic marginalisation of VET in schools (Polesei and Clarke, 2011), parental attitudes and influence (Spera, Wentzel, and Matto, 2009), or on one group, such as refugees (Onsando and Billet, 2009). A small amount of recent research considers the pressures shaping students’ choices (e.g. Dalley-Trim, Alloway, and Walker, 2008; Nguyen, 2010), but this focuses solely on VET, and on students, and does not present an holistic picture of the multifaceted and intricate relationships between different stakeholders and their social and institutional settings. FUTURE OF EDUCATION Identifying effective institutional supports for the new school/work trajectory has been described by experts as the ‘key problem’ for the future of education (Bynner and Chisholm, 1998, p. 137). Evidence indicates that reforms to school programs, curricula and teaching increase the engagement and retention of students in school, even after accounting for labour market conditions (Ainley, Malley, and Lamb, 1997), but there is an absence of information about the support structures, strategies and programs that are most effective in achieving these goals (Australian States and Territories 2007; New South Wales Department of Education and Training 2006, p. 9). ETHNICITY AND CULTURAL DIVERSITY Various studies relating to changing demographic patterns in Australia (Bell 2001; Hugo, 2006, 2008, 2009), show it is now characterised by ‘super-diversity’ (Vertovec, 2007). This diversity is illustrated with reference to various data from the Australian Bureau of Statistics (ABS, 2009, 2006) and from Hugo (2006). Reid and Mulas maintain that processes of globalisation are happening in particular in the Greater Western Sydney area (p. 157) where 80% of the humanitarian refugees in New South Wales are settled (Vickers and McCarthy, 2010, p. 199); and point out that the increase in international migration and the performance of immigrant students are high profile issues (Organization for Economic Co-operation and Development, 2006). CULTURAL DIVERSITY AND VET According to 2009 figures, “young people aged 20-24 who were living in the most [socioeconomically] disadvantaged areas were over twice as likely as young people overall to have finished school prior to Year 12 and not be engaged in further education (34% compared with 16%)” (Australian Bureau of Statistics, 2011). Young people from low socio-economic backgrounds are more likely to enter VET than those from high socio-economic backgrounds (Curtis, 2008). Stratification around SES is significant with most low-SES background students in lower (certificate I or II) levels; just 6.8% were enrolled at diploma level or higher

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(Foley, 2007). In recent years the focus of VET has shifted to providing middle-level and advanced training (Richardson & Teese, 2008), which may be an issue for the traditional target market of lower SES students who usually take up lower level courses. International results demonstrate that ethnicity can have significant impacts on the outcomes of vocational education. In Norway apprentices from majority backgrounds earn more, after completion, and have significantly higher earnings than first- and second-generation non-Western migrants (Brekke, 2007). The earnings gap between majority and first-generation non-Western migrants grows with ethnic concentration and rates of unemployment in local labour markets (Brekke, 2007). ETHNICITY AND EDUCATIONAL OUTCOMES It has been some time since the issue of ethnicity and educational outcomes has been discussed in education in Australia other than a few ethnic group specific small studies (cf Windle, 2004). During the height of multicultural politics and programmes (see Tsolidis, 2015) research into ethnicity and schooling outcomes was common (cf Cahill, 1999). Recent migration policies have favoured skilled and professional migration (Hugo, 2006) so voluntary arrivals have been among the better-off. Children of these migrants have not been a focus for research other than stories regarding the success of immigrant students and a concern about them taking or not taking up places in selective high schools (Patty & Stevenson, 2010, 2011). SOCIO-ECONOMIC-STATUS: CLASS While juxtaposing the concepts of socio-economic status and class, Reid (2014, pp. 41-42) draws on the idea of class in the sense of power (Smyth and Wrigley, 2013) in relation to single-sex schools. While SES has been the term that has been used for some time there has been a slow shift to ‘class’, particularly in the more recent work of Guy Standing (2011) who argues that young people now share a range of conditions that is making their lives much more precarious. GENDER Gendering and degendering processes and their effects on decisions about the kinds of choices offered to students are discussed by Reid (2014, pp. 39-40) in relation to arguments put forward by Connell (2011, 2002), and in the context of cultural beliefs about gender (Ivinson and Murphy, 2007; Tovey, 2013). Reid points out (p. 40) that gender is mentioned in public discourse predominantly in relation to single sex schools and types of masculinities and femininities, such as where girls are beating boys academically (Drape, 2008) or when they are acting outside of gender norms (Sayer, 2013). It is clear that the literature in relation to gender still confirms a binary in terms of how boys and girls are constructed and as a consequence the types of interventions made on their behalf. 3. FINDINGS 3.1 THEMES 3.1.1 All Participant’s Themes (see Appendix 5: All participants’ themes tables) The themes under which participant comments were coded in NVivo were many and varied. To enable ease of presentation, comprehension and analysis, themes were combined into groups, as far as possible, where they had some conceptual or practical relationship to one another, rather than merely tabulating them in alphabetical order, for example. However themes in one group often relate to themes in another. The first two groups (Themes Tables 1 and 2) generally relate to school governance and school culture; the third (Themes Table 3) to information and choice. The fourth (Themes Table 4) concerns qualifications gained by students and expectations, as well as the movement of students, both physically and conceptually. Themes

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Table 5 relates to student engagement and behaviour, as well as aspirations. The next three groups (Tables 6, 7 and 8) generally relate to student pathways, to policy and the NSLA, and to demographics, respectively. The final two groups (Themes Tables 9 and 10) relate to schools and types of participants within schools as themes, and to external institutions and types of participants outside schools as themes. The themes in Themes Table 1 (see Appendix 5.1) generally related to school governance. Comments were coded under ‘Partnerships’ where they concerned partnerships, for example between schools and employers to offer apprenticeship or work experience; and where external pathways providers were involved, since these tend to work with the schools. ‘Innovation due to NSLA’ was invoked where discussion involved anything new that schools (or anyone) had put in place in direct, explicit response to the change in school leaving age; and ‘Other Innovation’ where discussion involved any change schools had recently made, particularly if it was not a state-wide/ broad program. Most of the innovations mentioned fell into the latter category, which was used even for programs that had helped schools manage the NSLA changes but were not originally designed or instituted in response to that legislation and its effects. ‘Curriculum’ was a broad category invoked when discussion concerned anything to do with the subjects or courses at school, from what the students were choosing, to changes that had or should be made. ‘Professional opportunities’ was a category specifically for teachers, covering training, but also the creation of new jobs such as transition officers. This was used whether discussion was explicit or implicit. ‘Support’ was invoked for discussion involving anything to do with extra programs of any kind; mostly concerning students, for example, homework help, but it also crossed over into, for example, schools helping parents learn to use the internet. The themes in Themes Table 2 (see Appendix 5.2) generally related to school culture. ‘Resources’ was a broad category invoked where comments concerned resourcing, such as funding, but also where teachers talked about their workload or not having time. ‘Duty of care’ covered comments such as schools being legally responsible for ensuring student attendance, as well as anything related to, for example, occupational health and safety. ‘Streaming/selection’ was invoked when participants talked about dividing the student body in any way – usually along lines of ability or future direction; ‘Exemptions’ where a participant explicitly talked about the exemptions from school applicable where a student has full-time work or other training, etc., or the process and bureaucracy of schools signing students off their books when they are under-17. The ‘Mental Health’ category is self-explanatory; while ‘Ability/disability’ spans academic ability as well as other types of ability and disability. The themes in Themes Table 3 (see Appendix 5.3) generally related to information and choice. Comments were coded under ‘Practical communication’ where they concerned information actually being passed from one person or group to another, for example parent-teacher meetings, or a community forum; it was also invoked for discussion about, for example, schools running courses for parents. ‘Absence of information’ was invoked for everything from students not knowing what their post-school options were to migrant parents not understanding the Australian education system; it also encompassed lack of knowledge. ‘Conceptual Information’ was a broad category invoked for any discussion about the practice of sharing information or for the idea of communication in a conceptual, rather than a practical sense, for example ‘we need to help migrant parents understand schools better’. ‘Flexibility’ is another broad category invoked for anything to do with adaptability etc. Comments coded here are often negative, for example, ‘TAFE should be more flexible’. ‘Choice’, again, is a broad theme: it is invoked where participants talk explicitly about making or having choices, for example, choosing subjects to study; and also used in more abstract senses where, for instance, the neoliberal discourse of everyone being able to have the career they want, is clearly invoked. The ‘Choice’ theme is also invoked where there is lack of choice, covering situations from being forced to stay at school to not having enough options when it comes to picking subjects. ‘Pressures shaping choice’ is invoked, essentially, for discussion about anything that shapes the choices or options a school, principal, student or other participant makes, such as funding resources, language-background, and so on. The themes in Themes Table 4 (see Appendix 5.4) related to qualifications gained by students as well as expectations surrounding them. They also related to the movement of students, both physically and conceptually. Any discussion related to the School Certificate was coded under ‘Middle High School’, which also covered occasions where people talked about changing how middle years of high school work. ‘Qualifications’ was invoked where people talked about any sort of specific qualification and why it is

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important or what it is for, as well as in more abstract instances where they talked about the need to have a qualification of any kind, for example, where schools have brought in a senior certificate and parents say ‘what’s it for if it’s not an HSC’, or where someone talks about apprenticeships requiring an HSC, and so on. ‘School choice’ was invoked wherever people talked about the policy of school choice or its impacts, for example, gender imbalances in the student population because parents want their daughters to go to an all girls’ school. ‘Student mobility’ was a very broad category covering anything to do with students moving around, from the perils of public transport to absenteeism, and students physically moving between TAFE and school, and so on. Comments were coded under ‘Transition’ when people talked specifically about the move from school to work or to further education; and under ‘Expectations’ broadly when people indicated what they thought would happen rather than what they hoped would happen (the latter being coded under ‘Aspirations’). The themes in Themes Table 5 (see Appendix 5.5) related to student engagement and behaviour, as well as their aspirations. Comments relating to hopes for the future, for example careers, university attendance and so on, were coded under ‘Aspirations’. ‘Engagement’ as a category also covered disengagement, and was invoked for everything to do with how interested and involved (or not) anyone was with anything, for example, parent/community involvement with school, or children’s learning, or what makes students interested in a subject, as well as effects of engagement or disengagement. ‘Behaviour (maturity)’ covered behaviour resulting from immaturity – as accounted for by interviewees – and instances where students become more mature because of, for example, more time at school. The category ‘Behaviour (frustration)’ began for the ways disengaged students act out in rebellion at being forced to be at school, but also came to encompass instances where someone expressed frustration at what others do, or with, for example, the amount of work they have or bad bureaucracy and so on. ‘Behaviour (aggression and violence)’ was invoked for instances of this kind of behaviour. ‘Impact on other students’ mostly involved bad behaviour from students-forced-to-stay negatively affecting academic students, but occasionally involved good students helping others or similar situations. The themes in Themes Table 6 (see Appendix 5.6) related to student pathways. ‘Pathway to HSC’ related to everything involving the HSC, specifically the ATAR track. Comments were coded under ‘non-ATAR pathway’ when they related to non-ATAR programs for the last two years of school, for example, the alternative senior certificates some schools have developed. ‘Pathway to VET’ was invoked for school-based vocational courses (SVET), and for TAFE-based ones (TVET); it was also a catch-all code for everything to do with TAFE, including problems, benefits and so on. ‘Pathway to apprenticeship’ was invoked for everything to do with apprenticeships, and ‘Pathway to employment’ for everything to do with students, and under-17s, working, for example, part-time. The latter also covered when an interviewee was talking about work as an immediate option after school. ‘Pathway to nowhere’ is a self-explanatory category. The themes in Themes Table 7 (see Appendix 5.7) related to government policy and the NSLA. ‘Policy (global)’ was invoked for comments relating to international education policy, ‘Policy (national, state) for those relating to Federal or NSW government policy. ‘NSLA legislation’ was invoked where explicit references to the new school leaving age legislation were made, and ‘Benefits of NSLA’ where comments involved good things that come specifically from that legislation. ‘Policy change/Speed of change’ covered discussion about how quickly policy changes occur – this was often in relation to how fast the NSLA came in. ‘Response to NSLA changes’ was a category to identify where people specifically talked about the new school leaving age and their attitudes towards it, and why they hold those opinions. The themes in Themes Table 8 (see Appendix 5.8) related to demographics. ‘Diversity’ was a broad category for anything that was said about diversity, for example, socio-economic differences in a school’s demographics, whereas ‘Ethnicity’ was specifically for discussion explicitly relating to ethnicity. The latter was also invoked when ethnicity/cultural background was clearly an issue, but a specific group had not been mentioned - for example, if a teacher was talking about having a high population of parents who don’t speak English. Similarly, ‘Arabic boys’ was invoked where interviewees were explicitly talking about ethnicity, but also where it was clear that Arabic ethnicity was involved - for example, where an Arabic-speaking mother talked about her son. ‘Gender’ is a self-explanatory code, as is ‘South West Sydney Region’, while

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‘Economic context’ is a broad category which included everything to do with economic situations from the personal/family to the global financial crisis (GFC). The themes in the final two tables relate to schools and types of participants within schools as themes, and to external institutions and types of participants outside schools as themes. Most themes are self-explanatory, so Themes Table 9 (see Appendix 5.9) was invoked for comments relating to ‘School culture’, ‘Principals and Teachers’, ‘Academic Students’, ‘Students forced to stay, ‘Students at risk’ and ‘Parents and Families’; and Themes Table 10 (see Appendix 5.10) was invoked for ‘DEC (Department of Education and Communities) and Board of Studies’, ‘TAFE’ (NSW Technical and Further Education Commission), ‘Federal government’, ‘Community and Networks’ (this included anything involving social connections, for example, schools with TAFE or the community, parents having (or not having) community contacts that can help their children find work experience, and so on; it also covered student friendship groups, for example, students coming to school only to see their friends), ‘Employers’ and ‘Pathways providers’ (usually external agencies which provide assistance to enable students to access further education or employment). 3.1.2 Parents’ Themes (see Appendix 6: Parents’ themes tables)

a. School Governance (Appendix 6.1: Parents’ Themes Table 1)

It is not surprising that in terms of governance in schools parents are only able to comment on what they know about and two main concerns arose; the curriculum and support. Parents make strategic decisions for their children and these were commonly talked about in terms of academic/non-academic pathways and had gendered dimensions to them. For example, a mother at Eastern Central Boys’ High School (BHS) said that she was sending her daughters to private school because they were academic but was sending her sons to Eastern Central BHS because they would get subjects that were more practical. We see in this example a process of ‘parenting to the market’ in the choices made about schools. This mother finds herself having to read the ‘market indicators’ and make decisions about the kinds of options available for her children (Connell, 2011, pp. 56-59). Smaller schools were most negative about support. Not an issue at Mechanics High School (HS) but then a liaison officer is employed of the same ethnic/religious background as the parent group being interviewed. Larger high schools are largely positive about support. These schools often have additional funds and employ additional people or provide staff time to work with parents. While parents commented mostly on school curriculum and support, parents in small boys’ schools talked about partnerships and parents in large schools talked about school innovations. On partnerships, a parent of a student at Station Boys’ HS felt no partnership with the school: “We have no say. Of course nobody asks us anything”; while a parent of a student at Eastern Central Boys’ HS talked about a partnership between the school and an external training provider: “Okay, that's what my son is doing now. One day a week on the Fridays . . . It's a multimillion dollar business and he's only doing it one day a week. At the end of it, he could be offered a job…it's through the school and he's doing carpentry at the school as well, so it's part of his carpentry subject here.” On innovations made in relation to the NSLA, a parent of a student at Valley HS thought that new courses could be beneficial:

“I think they’re trying to put in those extra courses, the school certificate courses. Some schools have the life skill courses as well which can be quite beneficial for those students who have to stay on because of the leaving age and give them some life skills in practical aspects that can help them when they do leave or some guidance or some TAFE courses. They do TAFE once a week, that sort of thing. If that could come in, I think it might help some of those kids if they don’t have a direction yet.”

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This is important to consider because there has been considerable critique of the alternative options made available to students in the literature. One parent had a great deal of praise for the other innovation taken at Green Ridge HS prior to the NSLA, to commence hands-on classes:

“I really think this new class thing that they've got going with the small classes and the help with getting their green cards and things like that, I think it's really beneficial for all the kids. I think it boosts their confidence up, actually. I really do. . . They're not going to stop it, are they…the class and what they're getting out of it and things like that? Because I know that there's a lot of kids that are in this class - you know, his classes, and every kid - I've not heard one bad thing a kid has been saying from it.”

The range of curriculum choices was somewhat dazzling for parents and they were critical of the support given to them to understand it. However, a number felt that it was the schools’ responsibility anyway and they were happy to leave it up to their children to make decisions with their teachers. There was considerable criticism however in boy’s schools about the narrow curriculum choice. As discussed and revealed in the tables associated with size of schools, it is evident that smaller, residualized schools were mainly boys’ schools and thus the capacity to provide a range of choices resulted in no real choice at all. Indeed, the most positive comments about the curriculum emanated from large schools and the parents at Westside Girls High School seemed to be very happy with governance due to open communication channels and targeted advice and support beginning as early as Year 8 and followed through to Year 12. It is clear from the parents’ discussion of support in schools that in general there is a lack of home-school communication, particularly in understanding the importance of the changes to policy and in providing a voice for parents to express their opinions and anxieties.

b. School Culture (Appendix 6.2: Parents’ Themes Table 2)

We used the term ‘school culture’ to cover a range of matters that parents commented on that were very much a part (or not) of how parents constructed the school atmosphere and capacity to provide ‘chances’. As the table reveals there were a particularly high number of comments made about resources, and other than large high schools the comments were considerably negative. Once again middle to small schools were less able to provide the breadth of resources from personnel - careers advisors and more staff for a greater selection of subjects – to access to work experience, more individual time for their children and travel support to and from external education and training providers. Despite the above criticisms parents in general were positive about the ‘duty of care’ that schools provide. In many cases parents commented that they would prefer all education and training being made available at their children’s school so they would not have to go outside of what was perceived as a ‘safe’ environment. Teachers also expressed ‘duty of care’ as a critical problem with multiple pathways. One of the contentious issues with increased compulsory schooling is that of streaming or selection processes; that is, the mixing of classes with students who want to be there with those who don’t. Parents were much divided on this issue. A mother at Mechanics said; ‘I think they need to be separated. I think there really needs to be a separation. . . . It would be good if we could, okay, ‘these guys are not interested’ and you stick them somewhere else, let’s go and put them and let’s do something else with them, whether its work studies, which is something that was just started this year.” Some parents could see the benefit of keeping everyone together to allow for development of the less able while others were critical of doing this because it disrupted the capable students while not really providing adequate support to those experiencing difficulties. It can be concluded that parents see the school culture as very important and in many ways they are asking for more: situating school as an important link to futures, work, and community well-being and as a partner to families.

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c. Information and Choice (Appendix 6.3: Parents’ Themes Table 3)

It is not surprising that ‘choice’ emerged strongly in the parents’ discussion as this has been the discourse shaping schooling for the last two decades. In small to middle sized schools the comments were more negative and generally were about a lack of choice in the curriculum or in work experience while in larger schools the comments were generally positive in terms of choice in the curriculum but negative around how to understand those choices. Immigrant parents found it particularly difficult to understand the multiple pathways often commenting that there was too much choice. As a mother at Bayside commented, “There's almost too many choices too. It's so wide open that they don’t know about them. Yeah and how do you get to that one, even if you were interested in it? . . . To see what a job is and think, ‘how did they get there’?” A very strong thread throughout was the relationship between choice and information. Immigrant and Aboriginal parents at small and large high schools commented that there was either an absence of information (Station Boys, Mechanics, Green Ridge and Valley) and/or that it provided little understanding – conceptual information. Finding out what was going on required a lot of hard work, very good technology and English language skills and social networks. Even parents at Bayside, a middle class high school, found they had to be tenacious and heavily involved in the school to know what was going on.

d. Qualifications and Movement (Appendix 6.4: Parents’ Themes Table 4) An explosion in pathways and alternatives has led to difficulty in understanding the plethora of qualifications available. As a mother at Mechanics High School said, “now everything is just that little bit harder for an average person, and we’re not all Einsteins in the world, we’re not all Einsteins”. Parents outlined a sense of ‘risk’ and concern about making the right decisions. A mother at Valley High School said, “I think they’re scared to fall into the wrong sort of thing that they don’t want to do, because they’re not sure. We say, ‘Carpentry; that sounds really good’ and then they think, ‘No, I don’t want to do that’. Between themselves I don’t think they’re finding the answers they need either.” Risk also emerged in relation to movement – hours of schooling varied and were seen as inconsistent; travel across suburbs for TAFE or to other schools for subjects not offered at local school; and lack of public transport was a constant theme. In terms of expectations parents either felt that more needed to be done in schools to raise expectations for their children. However, parents often had expectations that their sons and daughters would go to university as a consequence of staying on longer at school. This expectation emerged for a number of reasons including the idea that more time would equal greater understanding of the importance of education on the part of their children; more time would equal a maturing in outlook; and that more studious peers’ attitudes would ‘rub off on them’. Compulsory schooling until 17 raised expectations that staying on and gaining the HSC would be an outcome. In many ways the HSC appeared to have become the new ‘gold standard’ in qualifications without recognising that some had an ATAR pathway while others did not provide a university outcome. There are key differences that emerged in how long migrants had been in Australia in relation to expectations and understanding of qualifications. While many first generation immigrants were hopeful of their children entering university, third generation immigrants (self-identified) understood the possibilities of second-chance education, having experienced it themselves. At Valley High School many parents were third generation immigrants and these understandings are reflected in comments such as this made by a mother:

“Yes, I think we should be teaching - I mean it’s good to aim high but we should make sure the children understand that they have options. You don’t go into one field for life. Back with our parents and things - you could be a carpenter and you would do that until you retired whereas these days they change all the time. You have options. You don’t have to be an electrician for life. You can become an electrician and then you can find another field that broadens your experience. I think that’s important.”

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e. Engagement (Appendix 6.5: Parents’ Themes Table 5)

This topic elicited considerable discussion among parents. Engagement was discussed at all schools except the one girls’ school where parents were interviewed. Parents did not comment at Justice either, perhaps because a translator was there. Strong negativity at all but large high schools, but particularly at boys or predominantly boys’ schools. Important to note that these schools have a high number of LBOTE background such as, but not only, Eastern Central and Station along with a coeducational school with majority boys (Mechanics). In many ways they related this to their uncertainty about the future. An Aboriginal mother at Station Boys said; “He wants to go through and get the HSC but when you speak to the teachers [he’s] late all the time. He doesn’t know what he wants to do; he’s got no idea in the world.” These comments were echoed across schools and revealed that perhaps parents see a connection between aspirations and the level of engagement. Only two schools mention behaviour in terms of frustration. Even though there were only two in this table, it is important to note, as this was a strong issue for teachers. Comments revealing frustration felt by parents are listed under various themes, such as the information and communication themes in Table 3, and ‘impact on other students (below). A mother at Jasper explains: “I go to parent-teacher meetings and every single teacher says exactly the same thing about my child. The classes that she loves, she's one of the best students in the class, so well-behaved. The class that we're in, it takes half the lesson, so it might be a 40-minute lesson, so 20 minutes they're getting school work done; the other 20 minutes, they're settling the class down.” Other than a girl’s school, most parents talked about the impact on other students although this was less likely in large high schools. Issues of resources and capacity to separate students was discussed. Many positive comments were made about behaviour in terms of maturity and this relates to a large number of parents believing that more time at school will enable their children to grow up. However there was also recognition that this might be at the cost of other students and impact on their learning. This was particularly the case at Mechanics where parents were very concerned about mixing up abilities. As one mother said; “she met this boy and her education level was here [up] and now it’s here [down] because it’s all she worries about, is this stinking, rotten boy.”

f. Pathways (Appendix 6.6: Parents’ Themes Table 6)

All parents except those at Justice commented on VET pathways. It is possible that these parents didn’t comment because the school has many VET subjects anyway and many were also recent migrants whose responses were being translated by the school liaison officer. Generally there were more negative comments about availability or usefulness of VET. Many of these comments were voiced in relation to the curriculum in Table 1 and themes of engagement and behaviour in Table 5, as well as TAFE in Table 10. Parents at Eastern were more interested in pathways to VET and employment rather than HSC so they were negative about what was available. Parents at Bayside were concerned that the HSC pathway was the only option and that not all students wanted this but felt pressured to do so. Sport was desired (see ‘curriculum’, Table 1). However, one parent commented that her son was taking a VET pathway; “what I like about it is the fact that he's going to come out at the end of this, should he finish - and he's quite positive at the moment - with a lot of certificate twos in different areas.” Valley parents were at a considerable distance to TAFE so pathways were harder to come by. VET was offered to only some of the students and a small selection. Most kids were on their way to the HSC so those who weren’t were in the minority although Valley HS did develop their own non-award senior certificate. As stated already parents are uncertain of where their children are headed and pathways are generally confusing. Once again parents of some boys felt that many were on ‘pathways to nowhere’. A mother at Valley HS said; “their 17th birthday comes and they’re still at school, they’re still hanging around and they’re still not doing anything.”

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g. Policy and the New School Leaving Age (Appendix 6.7: Parents’ Themes Table 7)

It is in the parent’s comments about policy that differences based on capital emerge. While parents were generally supportive of the new compulsory schooling age others were experiencing the outcome of the policy disjuncture outlined at the start of this report. Station BHS and Mechanics (both small) had most negative comments. Medium and large schools mostly had positive comments. In all small schools there was at least one negative comment. As a father at Station Boys HS said after commenting on the segregation in schooling along private/public lines; “the government created these obstacles. It’s not a coincidence, it’s planned. They want our kids to end up in factories or they change tyres…” For parents of students who did not enjoy school the NSLA was a shock. As this mother at Mechanics said: “It was a change and it was a big adjustment, even for me as a parent to realise now I have to try to get my son to 17 instead of to the end of Year 10, which is a big issue for me in my case. So it was just like in your face”. Others argue if they have to stay on; “Put practices in place to support the kids being here and teaching them something. For God's sake, Shakespeare didn't do anything, or TS Eliot!” (Mother, Jasper HS). A mother at Bayview was a little more sceptical: “with the age going to 17, there are lots of positive things about that. I just know - I hope this - it's great but I just hope that it's not a policy that's been brought in just to hide the youth unemployment rate.” On the benefits of the NSLA there were many comments. A mother at Westside GHS commented: “Employment wise, it's very hard for them to get a job” while another at Justice HS said: “the level of maturity by seventeen is a lot greater, their awareness and clarity is – sort of what they want to do and knowledge about what they want to do has also increased at that point.” Overall parents were hopeful but uncertain of how it would play out over time and thus further research into the long term outcomes of raising the NSLA will need to be carried out.

h. Demographics (Appendix 6.8: Parents’ Themes Table 8) There is a lot of talk about ethnicity, specifically Arabic background at small schools, particularly small boys’ schools. There was lot of talk about Arabic background at Justice but all positive. Gender was mentioned in a negative way by half at Station as well as diversity, which suggests parental concern with school demographics at Station BHS. The school is residualised and takes students not often wanted elsewhere and school is predominantly Muslim. It is possible to see in the discussion among parents that wider discourses have had an impact on boys of Islamic background, and more generally Arabic speaking background regardless of religion, which is also reflected in the teachers’ comments. At Mechanics HS parents are comparing and contrasting education in Australia with that of Lebanon and elsewhere with lots of talk of Arabic and LBOTE background. At Jasper the liaison officer sums it up when she says: “if we were having this meeting and we were over at the North Shore, we'd be having a totally different conversation. It’s a totally different socio-economic background here that we've got, cultural background. It's a totally different environment, a different group of people that we're dealing with.” What emerges is a picture of great diversity of language, culture, aspiration and experience. The key outcome of these discussions is the need to tailor the NSLA implementation in more nuanced ways that take account of the different demographics in South-Western Sydney, to engage with the desires of families and young people and to provide space for them to discuss how they are managing this change.

i. School and People as Themes (Appendix 6.9: Parents’ Themes Table 9)

There were many themes emerging in the area of the school and people the major ones are briefly summarised because they overlap with other tables discussed.

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School culture – small boys’ schools made a lot of comments with 50% negative. (Many comments coded under this theme are listed under other themes such as the information themes in Table 3, as well as ‘curriculum’, ‘support’, pathways etc.) Students at risk – most comments at all small schools are negative. No care, absenteeism, mental health issues needing attention. Parents and families – small schools once again made lots of comments about this topic with about 50% across the small schools being negative. This was not talked about much at large and medium schools except Justice where there were no negatives. Justice has a strong parent engagement program. Principals and teachers – most parents commented about teachers and principals in a range of ways with a tendency to negativity. This negativity most likely related to duty of care, lack of information and lack of choice, although in larger schools this was less likely to be the case. Students forced to stay – there were two clear trends in responses. First, that staying on was good because it allowed time to mature, an opportunity to turn on to learning and more education even if students were not interested. Second, a strong voice emerged around the futility of keeping some kids on at school given they had either always hated school, wanted to work or could work because they had a job opportunity. Even the ones that thought it was a good idea to stay had concerns, suggesting that these who did not want to stay on should have separate classes to those who did want to stay on. Thus, the benefit of mixing with more engaged students would not be available to the disengaged. Small coeducational high schools were much more negative. Academic students – interestingly this was not a concern in most schools. However, parents at Mechanic high school, where the ratio of boys to girls was unequal, the parents were deeply concerned. Students had more comments to make about this matter.

j. External Institutions and Participants as Themes (Appendix 6.10: Parents’ Themes Table 10)

The main issue seems to be a lack of networks among some parents. One parent at Jasper summed it up: “I could [find my child work experience], but I've got a lot of contacts in business and stuff like that. But the average parent? I think they'd find it very hard.” This is not necessarily related to size of school but more likely recent arrivals, marginalised families, Indigenous parents, middle class parents with a social conscience. Parents had little knowledge about who could help and where external institutions would take students which was reflected in comments about TAFE. It didn’t matter about the size of the school as most had negative comments. Perhaps this is because TAFE was often not understood by immigrant parents; was no longer available for some students because courses had been dropped; some parents did not want their children travelling; and some TAFE institutions were too far away. (See comments listed under ‘behaviour [maturity]’, Table 5, and ‘student mobility’, Table 4). Also, the competition for resources in TAFE and schools did not facilitate ease of access.

3.1.3 Students’ themes (see Appendix 7: Students’ themes tables)

a. School Governance (Students’ Themes Table 1: Appendix 7.1)

All students commented on the curriculum and support. At Bayside students did not comment much on the curriculum and this is understandable as most are taking ATAR or HSC pathways. In other schools such as small boys’ schools there were a number of negative comments. Negativity was actually higher than appears to be the case because they were actually often commenting on what they wanted. This is code for not

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having what they want. They wanted more careers advice, access to their expert teachers, who were only there a few days a week due to student numbers, and less forms to fill in. These are, of course, our residualised schools.

Lots of comments about support but only one was negative. Most felt supported through careers advisors, HSLOs, special teachers and teachers generally. This demonstrates teachers’ commitment to their students despite the difficulties they explain in the next section. An Aboriginal student at Green Ridge, a large high school commented that: “we have been getting a lot of help with science work and geography and history, and English, too. In addition they were enjoying Aboriginal focussed classes. However support is lacking in other ways. A male student at Bayside explains: “basically, it's the school system that's - it makes people extremely competitive and it's - there's lack of support between the students because of the system. By Year 12 you have people - maybe who are unkind to each other - maybe they would have been friends before - due to this competitiveness. It’s so individual; it puts a lot of stress on them.”

b. School Culture (Appendix 7.2: Students’ Themes Table 2)

There was a lot of talk in general across all schools about resources. There is a fair bit of negativity even in girls and middle class schools (Century, Bayside, Links). Around 50% of comments in boys’ schools were negative. This relates to reduced curriculum opportunities. At Justice the ATAR students were quite negative. They felt their choices were being shaped by having to spread the teachers across a range of extra subjects. They felt that the thought and effort was being put on alternative pathways. Furthermore a lot of these student comments appear to be about time being wasted in class by students who don’t want to be there, and about large class sizes. So many students staying on has created a squeeze on many things commented on by these students at Justice HS:

• In other classes like in our Ancient History classes. . . One class got the books; another class didn’t have enough.

• Equipment. There's a lot of things that are missing. For example, I do textiles with sewing machines. There's only four and there's 25 of us. You have to get it done, your project, in two weeks and you can't even do it. And when you [can’t] do it, you get [an ‘N’] award.

• As an ATAR student I sometimes do feel left out from all the activities that is going on with non-ATAR people. If you are going to stay then consider things for us too.

Students want those who don’t want to be there to be separated from them. Male students at Jasper HS said: “They should let people, they should have a class for people that want to learn, they should put them in that class and the ones that don’t want to learn, they should put them in that class.” Indeed, this topic drew strong emotion from the students including this female student at Links HS: “I reckon they should invite the class, who wants to learn and who doesn't want to learn? If they don't want to learn get the hell out. That's what they should do.” It would appear that all ends of the spectrum have found that school culture does not meet their needs. Individual teachers receive praise but the impact of the NSLA appears to be detrimental to school culture in terms of what is provided for those that don’t want to be there; in terms of classroom climate for those that do and in terms of material resources.

c. Information and Choice (Appendix 7.3: Students’ Themes Table 3)

There was considerable discussion in this area but the focus here is on themes that are not covered elsewhere. The first is choice and pressures shaping choice – Westside Girls High School (GHS) didn’t comment here. There was a lot of talk at residualised boys’ schools and Mechanics (this school has 70% boys) about the lack of choice. The gendered binary of boys’/girls’ subjects plays out in these schools and limits what is offered inside an already diminished curriculum. Lots of talk at all sized schools. All comments were negative at Century. This is the school where the principal had decided that all girls should attempt Maths, Science and try to finish year 12. There was similar concern expressed by teachers that the choices

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were limited for a number of students who just weren’t interested and/or didn’t have the capacity. They also weren’t allowed to go off campus to any TAFE courses. At Valley HS the students were restricted due to public transport issues as were students at Green Ridge, although having a trade centre and a history of living in a ‘tradie’ community have shaped what the school provided. Half of the comments at Justice HS were about restricted choice, which needs to be cross referenced with Table 1 on curriculum. Bayside commented on pressures and these largely relate to parents and their own self-expectations such as the desire to finish education and to achieve their goals. The second is flexibility in choice – boys’ and girls’ school were completely the opposite in terms of what was going on in schools. Girls did not discuss this at all for two reasons: Century GHS has no flexibility and Westside GHS has been proactive in providing multiple opportunities. The latter school is much more interventionist. Residualised boys’ schools feel there is no flexibility and the boys feel trapped into subjects they do not want to do. Boys at Links HS were very negative about having no room to move. Having to be there when they hated school. The quotes from students are too enormous to include but this summarises many of the problems. A female student at Links typifies inflexibility of the NSLA. As the first in her family to be offered a full time job at a local supermarket she was set to break the intergenerational cycle of unemployment and welfare dependency. Despite not being an academic student she was told she could not leave school to take the position because she had no other training involved in the job and had not reached the age of 17yrs. The third theme is absence of information – Mechanics HS has a large number of negative comments. They didn’t seem to know what their pathways might be and didn’t understand how to get to what they wanted, if they knew what they wanted. There were lots of comments at Valley HS about absence of information and if we look at parents at Valley HS they comment about this as well. One parent said that if you aren’t on the P&C you don’t get the information. Or if you aren’t proactive and go on-line you don’t know what’s going on.

d. Qualifications and Movement (Appendix 7.4: Students’ Themes Table 4)

This was the area that caused most concern among students. The meaning and usefulness of qualifications across all schools elicited a lot of discussion. At Station BHS however, qualifications did not get mentioned yet this is the school where traditional pathways with relatives was most impacted as well as all being first or second generation immigrants with parents lacking knowledge (no information) or social capital in terms of a diverse range of networks. Bayside HS had lots of negative comments and as a largely middle class population it could be argued that there was a strong recognition that qualifications required enormous personal sacrifice and did not guarantee security. They felt that the only qualification worth getting was the gold standard of an HSC with an ATAR. Mechanics HS students had quite a few negatives. They were finding the pressure equally as hard as those at Bayside as this male student expressed: “like everything is like more full on. Now, like before we never used to care about our assignments or homework. Now like you miss one period of school and it’s like you missed a whole year of work.”

While there weren’t many comments about school choice all were negative at Station BHS and Mechanics because these schools were severely impacted by selective schools or religious schools taking away students and thus reducing their choice of subjects. Just as the parents commented on movement and concerns about safety, students also talked extensively about mobility. There were many concerns such as going to TAFE, to other schools for extension classes and the shortage of public transport. Valley HS has all negative comments because there is absolutely no public transport. A student at Jasper HS explains the problem with going to another school for extension classes not available at his school: “It is a hassle to go [to another school] just for one subject. If you are going to be gone for example from a place, you are not going to catch up. People [also] have a hassle waking up at six o'clock in the morning, mentally waking up and going.” How to transition is a complex question and different for many students. Some said they have always known what they want and just want support to get there rather than more knowledge. One female student at Blackrock HS explained her situation: “I wanted to carry on, go through TAFE, then carry on in school

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through that rather than coming to school because I'm more capable in an adult environment rather than a child environment. Coping's alright. I struggle with bipolar. Sorry, children don't understand what's going on, so that's why I wanted to go to an adult environment.” There were a wide range of comments about this but none at the girls’ schools. This may relate to knowing what comes next due to a large effort in these schools with planning the transition with specialised staff and with teachers in general across all subjects. Intense pressure in terms of parents, teachers and their own expectations is leading to considerable stress. Many students discussed instances of depression and in one case suicide. A male student at Bayside summed up the problems in the following way: “20-30 years ago you could leave in Year 10 and you could still do something but these days everything requires Year 12 or cert three and a lot of good stuff requires an ATAR. So - I get - I think the parents might not understand as much because I know my mum left in Year 10, my dad didn’t but that was years ago. Back then you could leave in Year 10 and be successful. They don’t understand that it's very cut throat and the pressure is that much more intense because unskilled jobs are dying out.” This area is under-researched. The impact on the health and wellbeing of young people of uncertainty, risk and school to work transitions, means that schools are less capable of knowing what students require. While the girls’ high schools in this study maintained exemplary practices in this regard they too were beginning to feel pressure on their long-term practices and voiced concern about being able to continue.

e. Engagement (Appendix 7.5: Students’ Themes Table 5)

Overwhelmingly there were problems of engagement in all schools to some degree. It was particularly apparent that working class, disengaged students were having problems in small boys’ schools such as Valley HS and Links HS which are working class. At Bayside HS one third had issues because of external pressures and lack of desire. At Mechanics HS engagement issues related to problems of choice. The following are a few comments made by students across most of the schools. Bayside HS female student: You just get really sick of school because you've been there for so long. Links HS male student: “I've had a few arguments with teachers about school and they're just like, why don't you just leave and it's just like I am leaving, it's just a matter of time.” Justice HS student explains others disengagement: “They don’t try as hard as in the others because they might not have picked them, they don’t need them, it might affect the other people who might want to try harder in the subject. . . But for an ATAR student, we need every subject to get into Uni. They only need what, three, for example, three subjects.” Valley HS male student: “Some teachers actually treat you like you are the same age and some are just like, they treat you like you are kids. I hate that.” However, these comments can be juxtaposed with those of students commenting on the impact of the NSLA in terms of their behaviour. Time to mature seemed to be part of the changes. At Jasper HS a female student said: “It was like Gossip Girl before, like everyone…like before Year 10 it was like Gossip Girl or Mean Girls. Everyone had their own little groups, they were bitchy about each other. But now it just doesn’t happen anymore. Like we grew up.” At Westside GHS another student said: “I've had a lot of friends, some friends in my class, they wanted to drop out. Then they came to Year 11 and they've ...their whole perspective changed about school. ‘We might as well stay in school because we'll do... we'll have to anyway, so we might as well do well’. Supposedly, they want to go to uni and then ... as well.” At Mechanics HS a male students said: “Yeah, before there used to be heaps of fights.” While it is not consistent across all groups there does seem to be a process of maturation that takes place in the senior years but this is mediated by the ways in which teachers engage with the students. A shift in how teachers interact with students is critical.

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f. Pathways (Appendix 7.6: Students’ Themes Table 6)

The girls at all-girls’ schools are more likely to know what they want and will use different pathways to get there if necessary. All of the girls from Century in an ATAR pathway group had clear plans about what they wanted to do and how to get there. They were all taking relevant subjects. Many of the girls have language backgrounds other than English and refer to their parents desires as a driving force. Only girls at all-girls’ schools mentioned aiming for a career that would enable them to raise a family as well. The students at Century were very organised, very motivated, had a number of discussions with careers advisors and felt confident that they would manage their studies, as this student reveals:

“In kind of five to ten years I'd like to go into marketing. Go into business. Like that aspect in the course. I have already chosen – the majority of my subjects have all been humanities subjects. So they're actually helping me. It's building me all up. I chose that and that's the only reason. I chose that because it's something I have an ambition for. I did my work experience there and it's something I think I can manage with a family life on the topside as well.”

In non-ATAR pathways gender equity was an emerging problem. In many schools apprenticeships were very much tied to boys. There was nothing by way of apprenticeships mentioned in girls’ schools. However even in co-educational schools there tended to be a silence, or the traditional binary of hairdressing versus plumbers and so on tended to be the option. In peri-urban areas this was a real issue as there are only a few hairdressers available in the townships but because of the relocation of many large industries to these areas boys’ apprenticeships were holding or growing. Pathway to nowhere – there was not much talk here and this is significantly different to externals and teachers indicating students may not be aware of what their qualifications will get them or won’t get them and indeed what is out there. Pathways to ATAR and HSC – the main issue here that was noted by the research team is that in general, students who are taking a pathway with or without an ATAR to the HSC do not seem to have a back-up plan. Other than the girls high schools there had been little discussion in school contexts of alternatives, at least in the minds of the students who took part in this study.

g. Policy and the New School Leaving Age (Appendix 7.7: Students’ Themes Table 7)

There were a range of impacts discussed due to the NSLA and these reflect the diversity of students in South-Western Sydney. Financially it is possible to see how the NSLA produced greater economic problems for the most vulnerable. As this male student at Blackrock HS said: “The Youth Allowance that you get has been taken out of your parents' pay. So if your mum was getting paid $600 and you get $200 for Youth Allowance, they take it out of your mum's 600.” So while the income into this household is no less, if you include that not working or not receiving Newstart if he had left school, it is clear that this household is worse off. There were a lot of negative comments about the NSLA as might be expected and some of these have been discussed under engagement. There were also a number of benefits that have also been discussed on maturity and time to think about what you might like to do.

h. Demographics (Appendix 7.8: Students’ Themes Table 8)

In many ways this theme relates to the above and so in this section the particular demographics of South-Western Sydney will be explored to add complexity to responses to the NSLA. A female student at Westside GHS explains: “I wanted to work to take pressure off dad because he has to send money home to Turkey…and mum pressures me to do housework, but not my brothers.”

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At the two girls’ high schools most students were daughters of immigrants but there were some of the traditional working class Anglo background students who held different views of the NSLA but have found they benefit from the general culture in these schools. One of the students said: “I am a KFC drive-through girl.” She did 10 hours a week and had since changed her mind and thought it better to continue. Despite the strong push at Century HS to complete schooling and take academic subjects there was a large and raucous group (15) we spoke with who were in Year 10 who resented this pressure. Compared to the year 11’s we spoke with they had little idea of what they wanted to do. These girls made the particular point that many students stay at school simply for the Centrelink payments, a comment shared by many teachers at many schools in this project. They wanted to be hairdressers and make-up artists or if that didn’t work out then child care workers. Only one student had part-time work and the rest seemed to have no sense of being able to get employment as an alternative to school – even though they really did not want to be at school. (As the teachers said – it’s safe and secure at school.) They were very upset that the school wouldn’t allow them to go to TAFE during school hours. This group also complained about the subject selection process – the lack of choice – subjects being locked into lines. One girl complained about the school only caring about its image. The group said that it was obvious in the playground what groups did and didn’t want to be at school. They said they hang in separate groups. The influence of language on understanding elicited a number of comments from students. Here it is possible to see that students can rarely get the informed support they need when parents rely on their children to convey meaning. A male student at Mechanics HS explains: “I talked through it with my mum. Like she agreed. I talked about it to mum in Italian English. I talked about it with my mum to see if she agrees, like if I’m on a pathway. She said yes to that.” The influence of culture also shapes decisions. A female student at Bayside HS said: “My mum has always wanted me to become a flight attendant and I got a sense like I don’t really want to. Then start of this year and end of last year - no, actually last year sometime - I actually thought about it and it seems like a really good job because you get to travel around the world and stuff and see places and stuff. At the same time you get experience - I'd enjoy that. Yeah, my mum's Thai. I'm planning to learn Thai afterwards - after school.” The demographic diversity in South-Western Sydney is one of the main reasons for considering a more nuanced approach to the implementation of the NSLA. The complexity of situations, that once would have not been visible due to students leaving earlier, is now a pressing matter in many schools.

i. School and People as Themes (Appendix 7.9: Students’ Themes Table 9)

Again there are many overlaps with other areas so in this section it is interesting to examine how students construct their schools as places beyond the curriculum and teachers. That is, how others might view their schools. A student at Westside GHS said: “Like if you look at our school many see it as a disadvantaged school where not as many students go to university as in other schools where they are provided with all those - so us being here we have to push ourselves even harder. Because we see the students around us and we feel that extra push where we need it. We know where we want to go but it's more difficult in a way. Because of the environment of the school.” Students were very clear about how their school was perceived, the pressure on the school to create a culture that was safe but with standards. Many felt that school was not the best place for a lot of disengaged students. One example from a student at Bayside HS was: “Rather than raising the leaving age to 17, probably the Government should get them mentors or something…Three mentors for each year group or something to help those students who are just [unclear] rather than just another barrier. Some of them, even a barrier, some of them it's a lack of motivation and commitment.”

j. External Institutions and Participants as Themes (Appendix 7.10: Students’ Themes Table 10)

The overwhelming talk in this area was about structural barriers and the unfairness of systems. There was widespread disappointment that the School Certificate has been discontinued, as students felt it prepared

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them for examinations. Others complained about the way the HSC is marked and the scaling processes. Other students talked about the pressure to achieve high ATARs and the consequent mental health issues. At another level students bemoaned the fact that employers wanted the HSC for everything now, even what might be traditionally unskilled or semi-skilled work. They also wanted young people to have driver’s licences despite this costing a lot of money. Students tended to make less comment about this area than parents or teachers but the awareness of the ever increasing demands of work and education was much clearer in their comments.

3.1.4 Principals’ and Teachers’ Themes (see Appendix 8: Principals’ and Teachers’ themes tables) The amount of data produced from interviews with principals and focus groups or interviews with teachers is extensive. There is not the space within this report to cover therefore summaries will be presented and teachers’ and principals’ voices can be accessed in published articles and a forthcoming book.

a. School Governance (Appendix 8.1: Principals’ and Teachers’ Themes Table 1)

In this table it is clear that the overwhelming concern on the part of staff in schools was the impact on the curriculum of the NSLA. Some of the positive comments came from principals and staff involved with VET, TAFE and transition. They saw the diversification of the curriculum was an important move and in many cases wanted more. Those at Cairn HS found that innovation was difficult to do in the current climate as well as staff at Station BHS. A teacher at Cairn said: “A whole range of things they [students] lose really with any hands-on, we don't have science labs, and we don't have any construction [or metal work] facilities…at all, no, we haven't got anything like that.” Those at the ‘chalkface’ were very concerned. There was a high degree of negativity around narrowing of the academic curriculum, students not wanting (and parents not wanting their child) to do ‘dummy’ courses; students not having the ability to cope with subject matter, swelling of VET-oriented courses, inadequate course content, and teachers having to provide welfare as well as teach. In some cases teachers mourned the loss of the relationship with students in academic streams, which had been about intellectual engagement. As the principal at Eastern CBHS said: “In order for us to offer those pathways, it’s a real tightrope that we have to walk and in order to want to go on to university and achieve really high results they require certain subjects to run. But we’re limited in how many subjects we can run purely on the staffing model that we have to work with.” A female teacher at Station BHS says: “That’s the problem, it's always welfare and curriculum and there's tension between the two. You have to do both at the same time, you can't just focus on one or the other. I'm not saying that we shouldn’t be focusing on [welfare] but you can't drop the ball over here either because then you're not fulfilling your responsibility to the students that need that. It frustrates me.” A work-studies teacher at Blackrock HS reveals the scale of the changes:

“The academic pathway is the minimal pathway in terms of numbers. The numbers are very small. The non-academic pathway is swollen. It's now to this point where, for example, we run a work studies class. We have two work studies classes in Year 11. Nearly every kid in Year 11 I think belongs to it. There's only a handful of kids that are aiming for an ATAR to be able to qualify for a university entrance or something later on when they leave school. Most of them are in that work pathway. That work pathway for me is a nightmare.”

However at another school something else was emerging. At Bayside this teacher presented the opposite problem, in part because of the middle class parent population:

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“I've spoken to a lot of kids who should be doing the applied maths and the stumbling block is the ATAR. These are kids who probably would have left at the end of Year 10 and they're now saying ‘well I've got to go on, I might as well get an ATAR’ so they're not choosing the appropriate - even though we're now running these appropriate courses for this extra group of kids - it's hard to get them to choose them because there's that ATAR sitting there as a huge stumbling block.”

b. School Culture (Appendix 8.2: Principals’ and Teachers’ Themes Table 2)

There were a particularly high number of concerns about resources across all school contexts with a very large number of comments generally. This is due to funding shortages, insufficient teaching staff numbers, and lack of support for working with difficult students, and intensification of work generally. Indeed, the view from the standpoint of teachers is that there is increasing intensification and diversification of their work. One of the principals commented that offering alternatives is very expensive. She said:

“The other thing that we did too last year, which was costly, which I doubt that we're going to do again, were these bridging courses with TAFE. TAFE charged us for them. They were 18 week courses and we ran one in semester one and one in semester two. They were spray painting and sheet metal courses. There were about - we sent 11 kids and we sent about eight the second time around. We had to pay for them. The school had to pay for them and it cost $15,000. They were the kids who we considered to be on a transition to work rather than to bring back to school. It came out of school funds”.

The decision about where to put meagre resources results in narrowing of choice. As the principal at Station BHS explains.

“We had to collapse a class today because we didn't – not today, this year - because our numbers were not what we anticipated. Because they're the smaller classes, they're the subjects that go. Then we've had to place some of these boys who don't have the ability to do some of the harder subjects in those subjects. We try to keep as broad a curriculum as we can because we are a smaller school.”

The following is an example of the intensification of work. It is one in a much larger pool. It is quoted in its entirety to capture the sense of exasperation. A male teacher at Blackrock HS comments:

“Now at the moment I'll have nine students doing distance ed. Now they're supposed to be monitored. I'll say that word ‘monitored’. I have as their supervisor got to sign off on their work. I have to distribute their work when it comes in. I have to make sure they get it done on time. I have to then sign off on it to say it was their work. I have to put it in an envelope and send it off. I have to do all the – I have nine students. I had today for example – five of them are going on an excursion on 29 March, right, which is next week or the week after, whatever. Next week. At the end of the day I had to collect the money which I've done. I had to give them a notice from the school, the attend school, to say that they're allowed to go. I had their parents sign it etcetera. I have that sent off. I've already done that bit. I have now got to get a cheque written up which takes time again, from other people within the school. These are the extra things that come up that have to be done. Now, do we have these? – or, should we have these students do distance ed.? Maybe the answer is no. We can say ‘no you can't do that, you have to pick a subject within the school’. Well, what we want these students to do is excel at the end. Come up with the best possible outcome for a HSC. Now, again it has fallen on my lap, right. At the end of the day these are the little extra things that we have now inherited that seems to take up even more time. By the Department's rules I'm not supposed to be on 22 periods a week as a head teacher. I can assure you I don't do 22. I do more than 22. In fact I do another six for Year 12 geography distance ed. - there’s three students. Now that I've got

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five students in Year 11 geography doing distance ed., I've given them my other free periods which are left to fill in the hole where we can help them.”

At Cairn HS the principal bemoans the shortage of outside providers, which collapsed very quickly:

“The providers, the Federal Government sort of partnership providers, their funding is disappearing. Something that started off well last year has slipped away just after one year. There seems to be developing a core group of around a dozen in Year 11 that are just being completely unmanageable and there's no alternative, no alternative. So TAFE doesn't want them, TAFE won't take them.”

At Smith HS the Deputy Principal worries about how to offer choice: “We are having some staff trained up in other subjects that weren’t offered before, though that’s another impact – that staff need to be trained up in those VET subjects, because they’re being offered, but staff have to do the training, so that’s time out – training for that.” A teacher at Technology HS outlines the increase in paperwork to cater for the NSLA legal framework:

“Look at the pressure on your individual workers. I’m surprised that we’re all still sitting here after a few terms with the changes that have been put in here in terms of the paperwork. [If a student is] not in class but not meeting the outcomes, you’ve got to send a warning letter. You send one, you send two, you send three, and you send four. It’s happening across the board. You’ve got to contact them. You’ve got to ring them up and say ‘where are you, you’re supposed to have . . . for this, you’ve got work outstanding’ . . . the Year 11 course, the Year 12 course, the Year 10 course, whatever the course is . . . They’re on the books forever . . .”

At Court GHS the principal is concerned about the competition between schools and TAFE for funding. He says:

“There is a funding model, TVET, which basically says every kid you send to your course you lose staffing for it. So by sending 20 girls this year to Hair and Beauty which was the TAFE course that we looked at, and out of several that was the one they all wanted to go and do. I've lost a percentage of the staff number because of it.”

In these narratives we see not only intensification of work for teachers but also diversification. Catering for a larger number of students with increasingly different needs to the past and competition for resources with TAFE is making some areas unviable.

c. Information and Choice (Appendix 8.3: Principals’ and Teachers’ Themes Table 3)

Pressures shaping choice elicited a lot of comments. Choice has impacted on resources, school demographics, lack of options for pathways, curricula, teachers’ work, and seems to impact on both genders equally. Perhaps for girls it is parental pressure. Indeed many of the parents at the girls’ schools wanted their daughters to stay on and aim for further education, particularly university. They did not want them to leave the school grounds and attend TAFE. As this Deputy Principal at Westside GHS says:

“I suppose, we’ve tried to look carefully at curriculum offerings and ensure that the sort of pathways that we can offer girls have plenty of variety in trying to meet all of the needs. I suppose the biggest challenge is the high expectations that the girls have and the parents have of themselves is they don’t always choose the pathway which is most suitable for them.”

Virtually all of the Principal and Teacher comments coded under ‘choice’ and many coded under ‘Pressures shaping choice’, particularly for teachers, were with regard to ‘curriculum’ and ‘resources’. The principal of Mechanic HS gives an example of the complexities in terms of resourcing: “Kids will say I've got a job; I'm going off to work. So they go off to work, Year 11 starts, we get a term or whatever into Year 11 - and we had one the other day. So we're sort of, what are we, mid-May now? Turns up, lost my job, I want to come

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back to Year 11.” A teacher at Technology HS made the point about diverse needs in the following way:

“You’ve got your nice little people who paint roses red and have green leaves and just keep on going through the mural… but in different places where you have those special people shall we say, they don’t quite fit in. They might be the most creative but they can certainly be the most difficult to teach and I think you need to offer things.”

The principal at Station BHS noted the impact on staff and this is similar across most schools in this project.

“Plus staff morale is at an all-time low. Our suspension rates are higher now than they have been in the past three years . . . and we've still got two weeks to go so there'll be a few more along the way. . . Oh just comparing to Term 1 from 2008, 2009 and 2010 . . . Yeah [they're going up] – so we had something like 44, 38, 60. We're at 65 and we've still got a week and a half to go. Oh [our staff illnesses have increased], absolutely….”

Another concern was the inflexible nature of the NSLA. A lack of flexibility in curriculum, pathways, TAFE, timetabling, parents, transport, numbers of teachers and students, policy (not nuanced at all), and just the fact that students have to be in school. There was also concern about the inflexibility of teaching to examination requirements. In this extended quote from a teacher at Jasper HS many of the issues are highlighted:

“I haven't talked about TAFE and I think that is a significant issue in schools like mine. The Department and TAFE need - well the Department, I mean TAFE is under the Department of Education - obviously a bigger group - we've got it wrong and we've got to get it right. If we're going to keep kids at school and force them back we've got to give them genuine options to transition to TAFE, in a community like mine - because many of my students will go to practical work - need practical skills. Most would go to TAFE rather than university. Absolutely some can go to university, but we're talking a very small percentage engaged well enough to do that and to achieve well enough. You know, we - and it's - it's difficult, but for a number of years the Department have had a staffing policy that says - this is an example of the policies that they bring down - and it sounds good - TAFE have been able to force that upon the department. But, you know, it simply says that a student coming into year 11 has to do 12 units to be a full time student at my school. Every student wants to be full time. So they're all taking 12 units. TAFE then offer two VET courses and quite relevant and sensible ones for many of our kids - but if our kids enrol in that 2 VET unit they've got to stay in 12 units of full time study. I have to provide a curriculum that teaches four. Every two units they go to TAFE I lose a point - I lose two units of staffing. So if I send six students to do one course each, I lose a student. If I send two - if I send 24 students, I've lost two students of - sorry 12 students, I've lost two students. At the beginning of this year it looked like up to 25/26 year 11 students wanted to do a TAFE course. Well (1) we've got to actually determine who fits the criteria well enough and who has the aptitude to do it, but on normal numbers that was going to cost me about four and a half students. Now that would have cost me about 0.3 of a teacher. Now every point - one of the teachers - $6,000. So we're talking $12,000 - $18,000. That money goes to TAFE, so they take the staffing off me to provide it to TAFE which means then I have to start to reduce my curriculum in the school.”

There is also a paradox at play. In reality, young people can legally leave home at 16 years of age but must be in education and or training and work. This paradox is nicely presented in the principal at Links HS comments:

“We haven’t been able to do anything clever to change some of our structures to make school an easier place to be… Some of our kids, well before they turn 17, are ready to exist in a much more adult world. They’re fully autonomous adults outside of school. That may not be through their own choosing necessarily, it may be for a whole range of

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incidences that may have happened in their life. But they’re fully autonomous adults and they’re really struggling with the structures that run a school. Which, in many ways, are designed to try and meet the needs of anything as young as an 11 year old through to now a 17 year old? Well everything. Timetables, school rules, following when the bell rings, all those things that perhaps a more autonomous adult wants to have some say over. But we still have duty of care. We still have all those older structures impinging on us and shaping what we can and can’t do. So with time I’m sure more flexible arrangements will come around. But at the moment we’re finding that quite difficult.”

d. Qualifications and Movement (Appendix 8.4: Principals’ and Teachers’ Themes Table 4)

The key areas of note to emerge in this table were around qualifications, student mobility and transition. What qualifications meant in different pathways as well as their value was discussed. A large number of negative comments across all schools took this up although far less in girls’ schools. Maybe about reduction of value of HSC, alternative qualifications and their status, extra qualifications to provide, and what might be seen as useless qualifications. A teacher at Eastern BHS explains: “What these days is happening is, often employers, I suppose because they’ve been through a lot of students who want to be apprentices but don’t last three weeks on the job, what happens is that now you’re finding that they want someone who’s done a pre-apprenticeship course at TAFE. The problem is enrolling into the pre-apprenticeship course.”

A teacher at Blackrock asks: “If the HSC is such a good thing then, why is only New South Wales doing it? Queensland and other States, they've just abandoned the whole thing years and years and years ago.”

The other issue is Student mobility – concerns about transport, disinterest in travel to TAFE, parental concern about safety, residualisation of schools – raised by students and parents as well. The following is representative of many concerns raised. The DP at Smith HS said:

“Then, depending on which course they do, we have kids who need to travel you know to [different places] and that is an issue because our kids find it very difficult. They don’t have transport, and they’ve got to get public transport, and that’s where we find... They can get to [one place], that’s fine – they tend to be able to get to there, but if they’ve got to do a TAFE course that’s anywhere else, they might go once or twice, and then they tend to drop out because just getting them there is difficult. So, that is an issue. It’s just logistically getting them there… and the timing, so that’s one of the issues.”

Transition – employment, further education, junior to senior year. Some students do not want to leave. School is safe. As the work skills teacher at Justice HS says: “They don’t ever want to leave school, even though they’re not achieving anything. Their assessment tasks are never handed in. Even though they’ve got everything stacked against them, and they need to be shown the door. They never want to go because it’s the only safe, secure environment they’ve sort of had, that they know about on a daily basis. What this course is trying to do is break that out.”

e. Engagement (Appendix 8.5: Principals’ and Teachers’ Themes Table 5)

Not surprisingly the two key issues in this thematic table were impact on other students through engagement/disengagement. These included comments on classroom interactions, teacher time and curriculum choice. At Eastern CBHS this teacher summed it up: “Some of these more academic boys have expressed frustration ... they’re trying to, they’ve got this idea, they want to go to university, they’re trying to do it and yet they’ve got people wasting time in their classroom. They’re concerned about these other boys bringing the school’s mark down and then bringing their marks down. So I think kids are concerned.” Many made comments of this kind but the principal at Mechanics HS tried to understand the issue of engagement beyond the way most were constructing it in terms of not engaged and engaged in alternative pathways. He said:

“So it is a bit of a balancing act to try and make sure that the kids who are really interested or have the potential or whatever to go to university get those opportunities. This other group that we were talking about of kids who have no interest in going to university who are sort of happy to come back to school [or] might not have anything

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better to do and make sure that it's a worthwhile experience for them as well. And, you know, obviously if they're engaged they're not disrupting the classes. We've seen improvement from a lot of the kids who were sort of fringe, you know, behaviour issues and stuff who have really sort of settled down and all that sort of thing. So that's all positive as well.”

Another view from a teacher at Green Ridge HS:

“Get the kids a Cert 1 or a Cert 2 in some form of trade-based skill and have them off-site because it’s the constraint of making them wear school uniform. You know they - it’s all those things that just factor into their level of disengagement. Let them wear their own clothing and put them off-site and let them feel like they’re a part of the adult world and that’s going to create a lot of breathing space for teachers here at school…. I think that’s really the only way that we’re going to meet these kids’ needs.”

f. Pathways (Appendix 8.6: Principals’ and Teachers’ Themes Table 6)

There was a strong skewing of negative comments in relation to pathways to VET. Around 50% of comments were negative about pathways to VET. This may be due to closure of courses, funding issues, suitability of students, parent protection, lack of transport, timetabling issues, on or off-site, and facilities. Many concerns regarding ‘choice’ and ‘flexibility’ have already been raised under ‘curriculum’ and ‘resources’ themes (Table 1 and Table 2 respectively).

g. Policy and the New School Leaving Age (Appendix 8.7: Principals’ and Teachers’ Themes Table 7)

Again this theme drew considerable critique from the speed with which the change was implemented, the lack of resources and planning and lack of ongoing support. The comment by this principal at Jasper HS comments on the partnerships with external providers who are meant to help make new pathways work.

“Look, the new school leaving age is one of those examples of policy I think that they've brought in without thinking about the practicality of it and there's been a… disconnect between I think schools and those outside providers and I think there's been a fair bit of ad hoc decision making around who is going to be an outside provider…. Some come with tremendous skills, some come with tremendous programmes and others don't. The programmes that seem to work, because of the funding cycles, disappear. Suddenly they don't get renewed or - and that's been a real challenge for schools like mine. We tap into them. We get them to modify and change what they're doing to meet the school's needs or the kids' needs - particularly the students' needs. Then all of a sudden the contract's not renewed or the key staff have disappeared and they've got benchmarks and things they're trying to meet and they don't necessarily, you know, meet the needs of the kids. Because they're on a contract - or an agreement.”

And a female teacher at Century GHS commented on the only responses possible.

“I think in principle it’s a good thing, but they haven’t given us the resources to do a really good job of it, and that is the crux of the matter. So in principle, yes, but unless you’re going to get resources to run more courses, then our hands are tied and we’ve got to basically push through and you’ve got to go through and find the best way out the other end. But at the moment that’s what it feels like we’re doing. It’s reactive, not proactive.”

h. Demographics (Appendix 8.8: Principals’ and Teachers’ Themes Table 8)

This is a very sensitive area and one that needs some qualification. The make-up of schools is always one for discussion. It is done publicly in the media, parents do it to determine where they will send their children and teachers use the same categories to describe and explain their students’ outcomes. What was found in this project was concern about particular communities of young men, often of immigrant background and often Arabic speaking. In many ways, these young men have become contemporary objects of moral panics in the community so it is not surprising that these discourses are harnessed. However, these were often

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qualified by teachers with concerns that little was being done and that they were being forgotten. As explained earlier in this report, these discourses differed between girls and boys. A teacher at Eastern Central BHS: “The fact is here, even in the larger businesses, people are the same. Lebanese won’t take on other Lebanese people because.... So that’s our local businesses, and then there are all the other issues around in terms of the media and ongoing bombardment of the students where they’re all seen as thugs or whatever, whatnot. It’s like ah… you know, a stereotype out there and that actually affects all these possible business links and partnerships.” For others the impact of globalisation and the movement of people create issues for school attendance and reveal yet again how the impact of the policy hits ethnic minorities and their schools. The principal at Francis HS noted:

“It’s ‘grandfather's ill’. There isn't anyone the kids have not seen, ‘we have got permanent residence finally and so now we are safe to be able to go back’, ‘if we are back there for a short period that is not enough - we need to be back there because there will be a family wedding to go and see, and that requires months of joyful preparation’. I just put two 50-plus school day applications for senior students to our Director for okay. I have got a couple out on similar things. In reality there is nothing we can do to stop them going . . . It is not something that applies to your underclass Anglos. It is an ‘ethnic’ thing - and it is a refugee thing, particularly. So it is those people who are finally secure in living in Australia who may be on temporary visas or may have been asylum seekers, or may have had a long period before they got - they may have just got Australian citizenship or they may have got permanent protection. They have no passport - they apply for a passport; they can now go and find the people that have been left behind. They can do those things.”

And the principal at Jasper echoes concerns of parents:

“The problem is that most of the kids - and it's about the most socio-economic NESB community, the parents don't want them to travel, don't want them to be on their own, and won’t let them out of the local area. The local high school or high schools are safe. So until we get to the point where we're nearly pushing them out the door, they won't even consider alternatives and that's a real frustration. That even includes the TAFE. Most of the kids need and want a safe environment and they see school as that.”

A number of schools talked about boys of Arabic speaking background, particularly Lebanese being taken back to Lebanon at a point in their mid-later high school years for up to six months. This was such a strong theme across a number of schools that it is worth noting to perhaps develop some better understanding of family-school dynamics that might require some communication. Demographics shape school enrolments in a number of ways as the principal of Court GHS explains:

“We do have an all-girls school - a number of our parents make the choice to come and send their daughters here from not necessarily their local school because they feel that they want their daughters in a non-male environment, other than obviously I'm the principal and I'm male, but a single sex and not a coeducation. Now whereas in a lot of other parts of Sydney parents make that choice because of an educational belief that their girls will do better in a girls’ school, and certainly a number of our parents do. A number also take it from a cultural religious belief that the sexes should be separated, and I'd say the same for our brother school at [xxxx] Boys. A lot of the parents will send their kids there because they feel that culturally the sexes should be separated until a certain time in their lives.”

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i. School and People (Appendix 8.9: Principals’ and Teachers’ Themes Table 9)

Everyone talked about Students at risk, Students forced to stay on, Parents and Families, impact on School culture and Principals and Teachers. Small boys, behaviour and large working class schools were particularly negative about students at risk and those forced to stay. Girls’ schools less so in this regard – more specific and less generalised. The majority of comments coded under the above themes appear in categories further above, such as those in Table 5 – Engagement and in Tables 1 and 2, School Governance and School Culture, respectively, for ‘Parents and Families’ see also the ‘communication’ and ‘information’ themes in Table 3, ‘student mobility’ and ‘expectations’ in Table 4 and ‘ethnicity’ in Table 8.

j. External Institutions & Participants (Appendix 8.10: Principals’ and Teachers’ Themes Table 10)

As would be expected based on other thematic tables TAFE emerged as a major concern. There was a slightly higher rate of negativity in small schools. See ‘Pathway to VET’, Table 6, where many of these comments are listed. See also ‘Duty of care’ in Table 2. Community and Networks - positive and negative comments across all schools and in all cases these were connected to capital available and thus related to the schools and the characteristics already outlined. See comments listed under SES, gender, ethnicity categories as well as ‘Pathway to employment’, Table 6, and ‘Parents and Families’, Table 9.

3.1.5 Internal Others’ Themes (see Appendix 9: Internal others’ themes tables) In this section the views of specific positions are canvassed since the role they play in schools very much shapes what is seen as important. The comments selected represent some of the issues that mark their work.

a. School Governance (Appendix 9.1 Internal Others’ Themes Table1)

The most mentioned topics in terms of school governance were partnerships, the NSLA policy and innovations, curriculum, professional opportunities and support. The first comment is by a person in charge of National Partnerships and reveals difficulties when students are absent for alternative education. He said:

“MTC and all these sort of organisations who are wanting the best, no disrespect, wanting the best, but they don’t understand the school situation, right? So, therefore they say, ‘oh well, we’ll case manage - can you identify some students at risk?’ Yes, we’ve got these students. ‘Okay, good, we’ll case manage them, okay? We can get them into this program but it means they’ve got to come to TAFE’. And you say, ‘okay, well that’s good, but to get them into - they’ll be doing TAFE five days a week, all right? And that goes for eight weeks. Okay? That’s good, okay. But TAFE won’t accept them unless they’ve signed out of school. Okay?’ So you have to sign them out of school . . . they go to TAFE. Well at the end of eight weeks they’ve finished the TAFE course and they’re under 17, now what do you do? Well they’ve got to come back to school. But they’ve missed eight weeks of school. You know? So . . . yes there’s a model in place but not until you actually get in and look at it and see the practicalities and go, ‘but it just doesn’t work’, and potentially can actually be harmful to the individual.”

A home school liaison officer working at Green Ridge knows what is needed but has some trouble getting it happening quickly enough. Pace of change is sometimes too slow.

“For instance, I know a young girl and I know the family really well, but it's just like an in-school apprenticeship through business admin, through the local land council, which is

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great, it's awesome. For work experience she's always done childcare. She's done childcare and hairdressing, but she's wanted to do business but there hasn't been that opportunity.”

In another school a careers advisor with a high number of students with learning difficulties became enthused by applying for a trade training school. Unlike the Newcastle cooperative model in the Gonski Review he ran up against problems of cooperation. He said:

“The trade training centre, through the Federal Government, great idea. It was an interesting project and, boy, did you have to dot your i's and cross your t's. But, anyway, unbelievable. Anyway in the process of doing that, it looked like one school would probably not be successful by themselves. Now none of the schools over the other way want to come to [his school]. They think that mountain is too high to climb. Often they'd say to me, ‘How the hell can students get to [xxxx]?’ I said, ‘the same way as my students get to [their school], guys. The train doesn't only run that way’. They think I'm funny when I say that. So we were not looking like having any success there. We tried to engage the new Anglican school. He said, ‘I'm not having my students come to your place’. ‘Okay, fine, if that's the way you want it. Keep it to yourself, that's all right’.”

At another school innovations were made that impacted on the whole school. In this case timetabling:

“So in our timetable we've actually built in a Tuesday afternoon where all the students of that year group would leave school at 12.50. So the students that go to TAFE can all leave, they don't have to try and make up classes, everyone leaves. hose kids that go to TAFE go to TAFE and all the kids that don't go to TAFE, obviously that's their early release day. So we've then tried to build that into our support structures . . . Hundred per cent [school change]. Yeah, it's based around our numbers going to TAFE . . . So it was a smart decision to slot that into our timetable and again, we'll be doing that for next year so we can support those kids because the first year that we had an increase, there was no support in that timetable for it. So the kids that were leaving, they'll go to TAFE but they've missed two periods of English and an elective and they come back to make that up and it won't get made up. You know that's the honesty of the situation, it doesn't get made up and those kids then fall behind and then it becomes more issues so…”

Further innovations relate to adding key staff around transition:

“We've just employed a transition advisor for the first time this year and the school's funding that themselves for two days a week, so that's a separate person from me, who has been trained as a transition advisor, who I think in the last four or five years our reaction, the way we dealt with things was to react to an individual situation. Now it's becoming a lot more proactive where [the transition advisor] is trying to find and work with these students at a much earlier age in Year 7 and 8 . . . yeah, and doing some one on one work with them and talking to parents, so trying to find these students earlier and trying to work with them rather than what I was doing was dealing with them when the problem came up in Year 11. So we're hoping to have a program all the way through.”

The importance of key people designated to have the energy and commitment to change is evident in this careers advisors comments:

“You can provide a breadth of a curriculum that's not seen, I reckon, in any other schools in the state. I have fought big time for vocational education here and increasing the breadth and the facilities and all of these sorts of things. That's one reason I've got the trade school…”

In another example of key people, a designated curriculum manager was able to see ways to bring about change:

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“We haven't had a huge change but it gave us an opportunity to think okay, there's a change coming, what can we do to adjust our curriculum to adopt it for those kids and adopt it for our change in clientele of the academic students coming in and to break the generational unemployment with trying to get kids able to seek work and be confident to seek work and be able to be a productive - you know, a productive employee.”

A community liaison officer talked of how parents were engaged along with other changes:

“We've had representation recently because we've been really working on this agenda and our staff development day. We've had parent invitations and parent involvement in our professional learning session where we profiled students. Teachers are looking at how they can modify their programs from looking at student background data and other profile information - things such as not just age and class but refugee status, ability levels etc. We had parent representation there, as well, which has been unprecedented. We haven't traditionally had parents involved in that scheme at all, so we're shifting quite a lot.”

To summarise, it is possible to discern that key personnel employed to innovate and manage change such as timetables, curriculum strands and transitions actually make a difference. One of the problems of course is that the school often has to fund these positions out of an already pressured budget pool. Often it means robbing one area to pay for another. In the discourses of these ‘internal others’ was a sense of urgency for change and cooperation. Their books were full of students needing their expertise and intervention. In many cases they were very overloaded and isolated.

b. School Culture (Appendix 9.2: Internal Others’ Themes Table 2) A number of themes that emerged have been discussed elsewhere such as a communication problem between schools and communities, a lack of flexibility in funding arrangements meaning schools had funding one year and were cut off the next losing programs mid-stream. Pathways to apprenticeships and VET were the main comments and the people quoted are the people dealing with these issues - careers advisors, Community Liaison Officers and Home School Liaison Officers. A shortage of opportunities, resources, transport, course choice, and TAFE interest dominate their discussions. Even Federal and State funding cannot overcome some of these issues. A curriculum manager at Blackrock explains:

“When I spent some time in the holidays with the students in the city at NAB … I said I just wouldn't mind having a brief look at what your staff do as far as their online learning because obviously business do. Now when I went looking into that and seeing how much stuff that the business end is operating at and what they deliver for education for their staff compared to what we as an education institute deliver to our students, there is too big a gap. If the private enterprise is there and we're delivering at that level, how do we actually transition from this to that, they’re learning again…The way technology is moving, its mind boggling for all of this and me too, and I'm not that many generations behind it but I am behind it. How do you include all that stuff in there?

The department says okay, ‘you've got National Partnerships, you can be innovative but don't go too far outside the box’ but we all need to be outside the box, and the sharing. Everyone's guarded in what we do and I don't know why.”

The same person alludes to another policy disjuncture shaping what can and can’t be done linking whole school initiatives to the response to the NSLA:

“The bigger schooling approach is really about accommodating those [NAPLAN results]. It's fine to have the data but I'm a big believer myself in is it necessary, is that really going to determine the path of the kids. A lot of data might agree with you but even just looking at how the National Partnership started gets fairly skewed. Is it really the, be all end all and is success based on that? Is success based on going to university? It's not. There's success in every avenue. I think that that's one real big waste of what National

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Partnerships could do because it'd provide some flexibility and I know that what we've done, we've still sat inside some guidelines but it would have been wonderful if they just said, ‘Do something that's completely different. We'll provide you with whatever you need and be innovative without the restrictions’.”

A home school Liaison Officer at Jasper HS was becoming very exasperated at the impact of the NSLA on the school culture:

“Yeah, definitely not [spending allocated time on transition…. Just pretty much dealing with just behaviour or disciplinary issues and . . . but not to discipline the kids but more to like - they can't be in a classroom. Get them out of the classroom and . . . well you're basically talking about ‘what do you want to do?’ ‘What can we do?’ – Putting them in programs, just trying to - you're just trying to develop a relationship with them. Sometimes you're like ‘I don't know what I'm doing’.”

And when a program is working the same person explains why it is no longer available:

“I was going to say there are a number of programs for young people at risk of disengaging or that have disengaged. Having said that, that funding for the programs may only be there for a short period of time, and then …- we'll lose that funding, which I have seen. One program in particular, the Gateways program that ran for nearly 15 years. It started over in [a suburb], working with some of the kids there. We recently lost that funding, so basically we have kids at TAFE one day a week training in a particular trade area, coming out with a Certificate One, and that program no longer exists. So there are programs out there, but a lot of it's hit-and-miss as well, which is really, really frustrating as we've seen. The short-term funding cycle is a massive problem, because by the time you've identified a kid and you think ‘Okay, got him, we've picked him up, he's on our radar, next year he'll be eligible to go into it’, you go into it and I can't access that program because there's no funding available, and then you've got to go back. It takes forever to go back and search out what are the other options that we've got to put these kids through.

At Green Ridge HS, the Aboriginal Liaison Officer has noticed the impact on this work with Aboriginal students: “I spent a fair bit of time with them in class when [the hands on class] first started last year, because I had a different role at the time and I wasn't able to be there. I haven't really - I've spent probably one lesson with them this year, just because I don't really have any time now, because I'm so busy. The Careers Advisor at the same school had this to say about intensification of her work: “I carry many hats but basically my paid position is as the careers adviser. I also coordinate vocational education in the school, some 20 teachers and I've lost count of the kids. Don't want to know, I think. I also look after things like mentoring programs, transition to work, school to work and everything else they can find for me to do. Absolutely, it would want to be [a full time position], it's about three, I think.” The National Partnerships Manager at Blackrock HS noted a benefit of staying on longer:

“As I said, they were very good footballers and they played very well the next year. But those boys in particular were not ready - they would have been at great harm if they had gone out into the real world. Yes, they were good footballers but they would have got themselves into trouble, things would have gone wrong. That was the first indicator of there were benefits in students actually staying in a protected environment where the teachers had that caring eye, supportive role, which many of the students of this school actually do need.”

The Careers Advisor at Jasper HS also notes the increase in students with special needs:

“Absolutely [they have mental health issues], so you’re working on transitioning them into employment but at the same time… - you're facilitating links with mental health services and family counselling. So there's a whole heap of issues that come along, that come with that.”

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c. Information and Choice (Appendix 9.3: Internal Others’ Themes Table 3) A lot of comments generally around choice and pressures shaping choice. In small schools communication concerns were also raised in negative terms (see teachers and principals for similar comments). Flexibility and choice were constant themes. The National Partnerships Manager at Blackrock explained the negotiation of choice and this demonstrates a long process involving a commitment by key staff to provide information and choice options:

“I think that has been - in one sense it’s been beneficial … - there has been some criticism when it was coming in because people were of the view that ‘you are pigeonholing a student’, You know, ‘What do you mean? So, because I’m work ready I’m not . . . you’re saying I’m dumb?’. . . but it’s - it helped the students and it helped the parents to be able to say, ‘well no, I don’t really want my kid to go to uni’ or ‘I don’t think I’ll want to go to a whatever’. ‘Okay, we’ll take that out of the equation and well, we’ve now got these two choices’. So it assists in their choice of where to go.”

d. Qualifications and Movement (Appendix 9.4: Internal Others’ Themes Table 4)

Major themes of qualifications, choice and mobility at particular schools, especially Black Rock. There was low social capital in this area – students talked of ‘couch surfing’ – moving around from house to house staying a few days here with relatives and friends. There were comments in some areas of students changing schools regularly if they get in trouble or get miffed or cousins are in town. Considerable discussion focused on the lack of public transport. These are issues in a number of areas that are low SES but problems also emerge in middle class areas. At Bayside HS the Careers Advisor said:

“Any employers I have who ring me, whether it's the builder, the plumber, electrician, he says ‘and don't think about giving me that Year 10 kid. I definitely want a Year 12 leaver’. They want that. They want the licences, driver's licence. They want two more years of maturity. They're more likely to stick at it, so the options for a Year 10 leaver are very limited. We had one boy last year whose uncle was a plumber so got it, but it's like winning the Lotto. Mm, even a mechanic rang me the other day and he said ‘I want a Year 12 leaver, I want them to have done physics and maths’. I said ‘why?’ He said ‘all the stuff we're doing - I don't know much about cars - they need that knowledge, whether it's on the computer or whether it's whatever’. I said ‘okay’, yeah.”

Parents also do not understand what is required: “They want the best for their child. Everything is still measured off ‘When I went to school’, right? So they’re not up to speed - I’m not sure if any of us are. . . of the current trends, ‘What do you mean? Maths was compulsory when I went to school’. ‘No, they don’t have to do maths.’ ‘Oh, that’s wrong.’ Okay, that’s how it is.

e. Engagement (Appendix 9.5: Internal Others’ Themes Table 5) Many talked of parental aspirations and found in general that: “Parents, as I said, are fairly accepting, very accepting I suppose, in terms of the students staying at school. They recognise the value of education.” This is reflected in the engagement of parents in schools. Much has been said already about engagement in learning so this will not be taken up here. In this comment at Blackrock HS we see a shift in community engagement:

“We've had . . . to really start engaging the community again. We've always had good community engagement in the school as far as parent participation in wanting to be involved with things with the students, particularly the Polynesian community because as I said, because we had such a high proportion of Polynesian students, the Polynesian community as you know, they're in their own church groups or family groups and whatever so they're fairly tight. So, often if one family does something, the other families will join in to assist and all that was revolving around sport but not about the academics.”

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At Jasper HS the Community Liaison Officer has a different kind of engagement with community:

“I'm a CLO at the school and also a Truancy Engagement Officer, so I deal with the truancy aspect and then facilitating re-engagement for them, like passing them off to other people to re-engage them once we've established that they've got a truancy. I don't go to the houses, the HSLO does but they've cut back on that. They no longer do it as frequently as they used to because they need to have police escorts now. Yes we do [share a HSLO with other schools]. Yes, they've changed it now. Before what used to be - we could go out as CLO's to do home visits I believe and then they had to go out with the HSLO. Now the HSLO can only go out with the police … because they've had some violent acts and so the department stamped it out.”

Issues of engagement now stretch across an even broader range of institutions and as one of the Principals said “it’s a different world out there today”.

f. Pathways (Appendix 9.6: Internal Others’ Themes Table 6) Pathways to apprenticeships and VET were the main comments. The people dealing with these issues are Careers Advisors, CLOs and HSLOs. A shortage of opportunities, resources, transport, course choice, and TAFE interest were raised. At Justice HS the CLO explains a new pathway:

“Plans have been put into place and are now implemented in the very first year to introduce another alternative to that curriculum which is the HSC Work Skills course. It is a non ATAR Pathway course. This is the very first year that it is run. We have consequently had 70 students in the first year decide to opt for a non ATAR Pathway HSC - we call it the Work Skills HSC. The course itself comprises an English course and a range of courses where trade tasters are incorporated.”

At Bayside HS the Careers Advisors explains the complexity of advising on pathways:

“I would find it difficult if I didn't have them in class to get to know them and to do this stuff and, whether it's doing a thing about changing nature of work and women in the workforce and then looking at resumes and building a whole portfolio, I need to have that.”

The Careers Advisor at Green Ridge HS reveals the gendered nature of choices but also the importance of social capital:

“I must admit [work experience] changes from year to year. Last year, in particular, hairdressing was the flavour of the year and every second girl wanted to do hairdressing. So they can do whatever they like for work experience. Well, the kids find their own [businesses]. That's part of the process and they come back with some amazing ones that you would never have thought of. A lot of the kids went off this year and worked in magazines and in technology places and…”

And a lack of pathways sometimes draws students in, as the CLO at Jasper HS explains:

“I don't know [what they are scared of] …. They don't want to go out there and try but then we have kids that come back and say ‘I wish I was back at school Miss’. It's not until they lose something that they have a sense of appreciation for it.”

In this short overview it is possible to see the circular nature of learning and earning, the multiple and overlapping pathways and the increasing difficulty in reading the market.

g. Policy and the New School Leaving Age (Appendix 9.7: Internal Others’ Themes Table 7) As would be expected the NSLA policy drew many critical appraisals of national and state policies including funding distribution and the speed of policy change. For one school there was a bonus:

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“I just think it was a case of the first time in our lives, us being in the right place or having somebody in the right place at the right time. That is the first time there's been a member in this area who was on the government side, who was in Caucus, so he was in the inner circle and they were talking about things like, ‘what can we do about the skills shortage?’ and somebody - it seemed to be [unclear] and I read them and went, ‘oh my God, is that what they talk about?’ . . . There was this, ‘what can I do about skills shortages?’ and somebody said, ‘well, why don't you re-open the trade school banner?’ and then somebody said, ‘oh yeah, I guess we could have one more’ and then they said, ‘well, where will we put it?’ and our guy just happened to say, ‘well, [Green Ridge] needs one of those’.”

For others it created problems and more work:

“You know yourself that court process takes eight months to get the parents into court for the student not attending. By that time usually the students that are around that age have hit 17 and then we can remove them. I don't believe personally that process is as sharp as it needs to be and probably should have been before it was brought in. They probably could have had a bit more of a thought process but it's given us then an opportunity I guess to think.”

Yet there are potential benefits:

“I think the initial kick in the pants to be innovative, to try and be innovative and try and think and I don't mind the fact of forced change. I think forced change is good, I mean it's productive. I think if that making that decision as like now, making the decision of the school certificate, that will impact forced change. I'd like to see forced change across more areas but I think we're heading in that right direction. So I think that there's a huge advantage. Look, it will all benefit.”

The Careers Advisor at another school also sees benefits:

“Oh, I think socially it's huge, especially for boys. I see a huge change, even in the last two or three years of some of our students who were difficult students at the end of Year 10, just socially, maturity wise. I think ‘they're going to be working for the rest of their life’. If we can keep them 'til the end of Year 12 and have them come here each day with a smile on their face, maybe not getting fantastic results but just all the other things that come from it; seeing them at a swimming carnival and seeing them make cakes down there and seeing them play against teachers in their game of netball. All that sort of stuff I think . . . Yeah and I think ‘they'll never get that opportunity again’ and – see big changes in them.”

But financially for some families it is much more difficult as this CLO at Jasper HS explains:

“I can say that from my perspective as a CLO, I've had parents that are in here who have actually begged me, ‘please, is there a loophole I can get them out? I really need them to be helping us at home financially. We need the financial support. The $220 that they're getting is not enough to pay our electricity bills’. When you've got a large family, this particular woman had eight kids. I'm not here to cast judgement on her, but she showed me her electricity bill. I saw it with my own eyes. It was $3,479. I looked at her and said to her ‘do you live in a factory or something?’ She said ‘this is my home electricity’. I said to her ‘what?’ You know ‘what?’ it is [difficult]. I've got parents who've said it is. It's hard to say in my situation, because I'm a single mum with six kids, and I do find it hard to buy uniforms and school shoes. I don't know how many school shoes I buy through a year. School bags. I've gone through three school bags.”

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h. Demographics (see Appendix 9.8: Internal Others’ Themes Table 8) Ethnicity was mentioned in a number of schools. Sometimes it was a barrier to communication while at others was used to underscore support for education and hard work. Positive and negative comments were made in this regard. Previous issues at schools had been largely addressed and in this project we found no evidence for inter-ethnic tension increasing as a result of more schooling. In fact, it was reduced. At one school, issues related to past problems were worked through by creating a community of Pasifika so that tensions between different islander groups was reduced. Green Ridge talked about Anglo expectations being low and the needs of Indigenous students in a range of ways. Gender emerged in negative ways at Green Ridge, largely around boys’ limited horizons but also less opportunities for girls locally so they had to stay on. Girls were barely mentioned in many schools except girls’ schools and had to be asked about. Overwhelmingly the NSLA has created concerns and some opportunities for boys. Invariably boys were creating the most concern, the most problems in class and boys had less knowledge of pathways.

i. School and People as Themes (Appendix 9.9: Internal Others’ Themes Table 9) There was considerable discussion about marginalised/disaffected students by CLO/HSLOs across all sized schools. The caseload for these people increased considerably. Work included more ‘policing’ of student attendance, dealing with families, acting as bridge between teachers and students. They were generally overwhelmed and ‘run off their feet’. Expected to deal with all disengaged students and keep them amused so they are out of classes and not disrupting other students. Also other students would just want to be with them for company, support and a place to hang.

j. External Institutions and Participants (Appendix 9.10: Internal Others’ Themes Table 10) Everyone has something to say about TAFE. Small and large schools commented mostly in the negative. Some strong negativity regarding pathway providers. These tend to disappear, be in lack of supply, be selective, get deregistered and do minimal things with kids. When we consider the comments of external others in the next section it is interesting to note that the impact of the NSLA is quite profound across all sectors and blaming one sector or the other misses what the problem really is. Nevertheless some are able to articulate it quite clearly. This comment typifies the dilemma of TAFE and DEC competing:

“Schools and DEC - and TAFE - are actually supposed to be the same department, Department of Education and Communities, right? But they’re two entirely different organisations in that sense . . . It’s the same department [but you’re losing money from one part to the other] – yeah. Because they’re running as two separate organisations, rather than really pulling together.”

Another points to change that is contradictory:

“We were a school, before the Board of Studies made all those change to our subjects, we used to deliver school based courses anyway. We were always looking at writing courses to meet the needs of our kids and the Board of Studies … ‘no, no more of those, throw them out the door’. Then they came back a couple of years later and said, ‘well, maybe we should’. I'm thinking, ‘oh, get out of here. You just threw mine out’.”

Another notes that TAFE is attempting change:

“I would like to see more scope for the course like the pre-apprenticeship courses and those type of things but I do, I appreciate that we've just sent a group of eight kids off to try and get involved with one thing and the other but only one other school sent two kids.

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They need 20, so it can't run. So I do think that TAFE is certainly trying as well, they're trying some different strategies.”

Another in a middle class area notes similar changes:

“TAFE are responsive but I don't think they have the skills or resources to deal with it when it all happened quickly and each year it gets better, but yeah. At first it was very difficult. Any communication between us and them was very strained. I don't think they understood or knew what they were meant to do and there was this law and that law and I don't know if there was a lot of preparation for TAFE. In fact they seem to have been downsized . . . when they needed those resources and I can remember days and days just trying to get onto someone at TAFE. It was impossible.”

It is very clear that a reasonable account of the speed with which the NSLA policy was introduced and the lack of resources and thinking about different cultures in workplaces, TAFE and DEC schools, created many tensions and some innovation. Small grants that are for one off projects often lead nowhere. Indeed, grant writing can absorb a lot of time that might be better spent on creative ideas in response to the lifelong learning/earning nexus. 3.1.6 External others’ themes (see Appendix 10: External others’ themes tables)

a. School Governance (Appendix 10.1: External Others’ Themes Table 1) and School Culture (Appendix 10.2: External Others’ Themes Table 2)

It is perhaps not surprising that TAFE has a mutual critique of schools. That is, half the comments from TAFE personnel were negative about schools. They felt they were being treated as a dumping ground. At the same time they had a severe lack of resources (TAFE being severely downsized, funding cut) as noted by key internal staff in schools in the previous section. The impact on their workload is also considerable as this TAFE officer says:

“I mean it’s so complex as you can see but look I mean the downside of the partnership [between schools and TAFE] is somebody else has got to invest in putting it together and you know we’ve been unable to play that role and develop the relationships. Because there’s not only just the politics of the department - organisation rather that you’ve got to negotiate - it’s also all the various roles and how they fit together. So that we don’t step over each other in trying to get the job done. My view always is just way, way too much work, too much need in this region for us to be really stepping over each other’s toes.”

DOCS, MTC and TAFE are quite concerned about how students with special needs are being catered for under the NSLA. These discourses include capacity of students to handle TAFE or work. Mental health issues on the rise and concealed as lack of ability. Latter explains some absenteeism, which has increased exponentially. A social worker commented that:

“We had a meeting last week between myself, the transition teacher from the [xxxx] School here and Northcott Disability Services, who are doing the Transition to Work program. They’ve got the funding for that. So they’re receiving a lot of the young people who really aren’t going to go on in formal schooling because of their mostly physical disabilities. But they’re finding that it’s huge - they have a huge impact on mental health as well. So they’re looking after a lot of those young people in Transition to Work programs. . . So we were just meeting around what’s going on and how we might be able to talk about transitions, particularly for young people with mental health or other disabilities.”

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The extensive work carried out by external organisations is not fully understood. A worker at MTC reveals the kind of networks that are engaged in catering for young people staying on at school:

“We work very closely with TAFE. We work very closely with Apprenticeship Access Program so people like Alliance People Solutions, MTA [Motor Traders’ Association] they run auto start programs and things like that, AGT the Automotive Group Training providers. We work really well with JSA [Job Services Australia] and Centrelink. Who else? A lot of different community groups. We work really closely with council and other providers of drug and alcohol services, counselling services and doctors. Juvenile justice is a massive one for us also. . . Yes, we work with Fairfield and Liverpool migrant resource centre and in the other regions we definitely do as well. We work with a lot of the community centres. We're obviously in the PCYC [Police Citizens Youth Clubs] here.”

VET officers also find the pressures increasing and consider that some of the school expectations are just not in line with practice:

“Trade training centres, and I suspect trade schools and ATCs, are not the panacea for increased school leaving age. It's one thing that was here before that and the kids who left school were leaving without coming into those facilities at any rate. So to say that now they're staying on at school, they're going to access those facilities, is not quite right. Because they weren't going to access them before and there's nothing going to force them into them now, as much as they won't go into a maths class or whatever.”

Important innovations are noticed however from the view of regional officers who can see across contexts and across schools. Here is one example:

“The innovation that we see - particularly in the south west - I think is quite impressive. The organic, home grown school based programs seem to be the best, so there’s a strong emphasis on credentialing and getting kids some credentials so that even if they don’t get through to the end of year 12, then if they leave at the age of 17 they have a qualification that they can take with them into the workforce. That seems to be a big push.”

External others in this project enabled a different viewpoint, one that was a little more ‘macro’ or concerned with contextual factors bearing down on the implementation of the NSLA. The major implication is that an umbrella structure that coordinates education providers seems to be necessary.

b. Information and Choice (Appendix 10.3: External Others’ Themes Table 3) Interesting differences are noted about these issues. Teachers and internal others had issues with flexibility but external others do not apart from TAFE and HSLO who are strongly negative. Choice often spoken about and the pressures shaping choice. While TAFE had a third of their comments about choice negative, when it came to the pressures shaping choice this negativity rose to two thirds of comments. TAFE did not think that schools were very flexible. An example from a TAFE officer is:

“They don’t get the systemic support to get things done, but what I see is if a school wanted to be a bit inventive and a bit creative they probably get pounced on by the… in a system with requirements that ‘No, you cannot do that’. You’ve got to follow the compliance with systems. I think that’s one - they don’t have the flexibility that TAFE has in targeting customising programs. For us it’s really important to target, it’s not trying something in a particular way. It’s no good saying ‘oh we’ve got 10 programs running through the PPI program, any schools can apply’. Because you know what happens inevitably is the, what I call, ‘the vegemite strategy’, which is spread as thin as possible. Hopefully, somebody will get a little bit of something but it’s not really of real benefit for the student. So targeting somewhere to go. I think one of the advantages [we have] over the school … it’s allowed us to really look at where these kids are … They’re not just sitting quietly in a classroom. I mean they’re on the edges of everything and we felt that

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quite often a lot of those kids are not necessarily dumb kids. They’re actually really bright kids. Schools aren’t giving them the stimulation they need. So we approach it with a view that you’ve got to not dumb everything down. Put the quality in it but just make it really targeted in small parts rather than big chunks. So also pushing the boundary out a bit.”

However a regional officer noted that flexibility can also be a problem. An example of how this impacts on students is given:

“I think that’s something that’s difficult for schools to manage too. If you’re individually managing a student it might mean that you’re organising two days work experience, so that they’re out of the school for two days a week, they’re coming back to school for two days and then maybe they’re working with an external provider around work preparation or literacy or numeracy programs. So it can be quite disjointed in a sense that the kids aren’t sitting in a seat from 9 o’clock until 3 o’clock every day and - if we’re talking about higher risk students - they don’t necessarily have the skills to be able to cope with that freedom, so there needs to be checks and balances to make sure that they are where they need to be and they are doing the right thing - and that again comes back to time and resource management as well.”

Choice is also not always available and TAFE officers are very honest about the constraints in their organisation:

“I think there has been perhaps an increase in the amount of programs that we've run in terms of tasters for the schools and for the community. But some people are still at school… We've got one [program] running at one of the colleges at the moment where some are still at school and they're trying to get through the re-engagement by engaging processes and give them a taster to say - the auto industry is one we're doing with one of our colleges at the moment - and that's what we are trying to do in those sorts of areas. But it's a bit mixed as to how far we've actually gone with that. We probably haven't gone that far with those sorts of things. I think that is part of the tension that it's the school establishment versus the TAFE and perhaps, dare I say, and expectations sometimes that TAFE will lose some of these things because we're publicly funded. But our budget is going down and we're not necessarily engaging those sort of ones without saying to the schools and the people you need to contribute something towards this, because of our fixed budgets.”

Non-DEC external others were very concerned about the absence of information. As external providers this is a major impediment to creating equitable pathways and opportunities. This is a major finding for improving equity outcomes.

c. Qualifications and Movement (Appendix 10.4: External Others’ Themes Table 4) There were quite a few negative comments about mobility that may relate to students not wanting to travel, about transport and about the need to be mobile. There was also a fair bit of discussion about qualifications which are shifting quite dramatically in terms of what is valued, what is required to reach certain levels, as well as the impact of lack of qualifications including such things as car licences. TAFE staff and HSLOs were the only two that raised negatives about this and TAFE spoke a lot about this in general. Of particular concern was the focus on Certificate 2 in schools and how this might be a dead-end. As one TAFE officer said:

“There is expectation about who will pick up accredited training, because the Federal funding and the State bodies want to have authority … to have substantially qualified young people … to be seen to be exiting with a level of accredited training. That then sort of reassures the employer or the industry bodies that these people have achieved a proficiency, a level of proficiency, which will be useful in the workforce… The employers are really more interested in Cert. 3s and above sort of levels of proficiency that students have got a capacity to do in a consistent way and have got levels of literacy which is sort

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of functional in a workplace environment and which will enable them to sort of - to have some technology capability at a Cert. 3 type level. But what they're looking for is … maybe higher quals. as well.”

MTC Work Solutions added to this in the context of non-traditional pathways:

“If we go back to the alternative learning, that's where we try and access that a lot more readily. So if we know that the young person is just not coping in school then we need to look at an alternative learning environment because it's just not going to work for this young person.”

There is considerable debate around alternative education options but there is some movement in the debate from polemical positions to a perspective suggesting that it might be a good option for some and provide a space where they can learn to learn without the constraints of school rules. Movement can also have detrimental effects on schools as this report has already discussed, but it is succinctly outlined by a NSLA officer:

“With the current climate and - when I say current climate, it’s not different now much - well, I think different in terms of some of the rise of the non-government schools in the last 10 or 15 years. But even within our government school sector we can very easily cannibalise ourselves as well, with the selectives and the partially selectives and the schools for this excellence and that excellence and the other excellence.”

Overall the learning and earning nexus is dramatically shifting. Everyone is reacting to these changes where mobilities of all kinds are impacting on choice and information. New ideas, technology, people, finances and media interplay to create a very fluid and dynamic context that is very hard to read.

d. External Others’ Themes Table 5 – Engagement (see Appendix 10.5) There were lots of comments generally about engagement but many negatives suggesting disengagement was the issue as well as recognition of effort in the face of considerable challenges. There were many negative comments from VE, SWRO, TAFE and MTC about immaturity. TAFE and MTC make a number of comments about aspirations. MTC Work Solutions Representative:

“So it's about place - we really were trying to shift the focus to place value on education and that's what it is. At the moment there is no value being placed on education, it's just ‘you need to be here’. It's not ‘you need to be here for your better good’ it's ‘you just need to be here because you're under the age of 17’. So we need to shift their focus and put value on why they're actually there. What is it that they want them to do? Why 17 is the golden age now? Do you know what I mean?”

NSLA project officer:

“Well the challenges that… I see both in our school and I’m hearing from other schools in terms of my regional role, is - I suppose to put it in a nutshell, engaging the disengageable student. That puts it in the most simplest of nutshells.”

“And schools, I think - some are doing a fantastic job. I don’t think anyone’s doing nothing. I don’t they can afford to do nothing. I think if they thought they could put their head under a sack and it would go away then it simply hasn’t. So I don’t think schools are doing nothing.”

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MTC:

“But we find that the alternative learning facilities have been massively successful. In this region alone we had say 15 participate last semester and 12 completed it. The same with this group now, so we have 15 start and 12 are going to successfully complete it. The ones that don't complete are the ones that are really high risk that are engaging in …… involvement in a lot of at risk behaviours. Some have been taken into custody and that kind of thing.”

“But even still in that, because we have such a good connection with the centres and their juvenile justice offices, we will send the work out to them and they can finish it within the centre because they've got the alternative learning at the centres as well. So yeah, regardless of where the young person moves to, if they're transferred to another region or if they go into custody we still try and get them to finish and because of the Youth Connections provider in every region we can transfer that young person to that provider as well.”

e. External Others’ Themes Table 6 – Pathways (see Appendix 10.6)

Appendix 10.6 shows the positions of key external people who were consulted about the NSLA. In order to maintain anonymity not all will be quoted and summaries will be presented. The BOS did not have an issue with pathways and thought it an opportunity to bring about change. However, much of these discussions were decontextualized, meaning that variable conditions were largely ignored and thus schools just ‘have to do it’ and creativity is called for. This may be related to the fact that the focus of these discussions were largely on normal pathways than those associated with early school leaving or alternatives. Given the number of comments about VET this is obviously where the BOS thinks the new pathways can best be established. This is interesting if we consider that TAFE thinks they are becoming a ‘dumping ground’. A lot of discussion arose around VET pathways and apprenticeships. Some were negative and this would relate to a lack of available places. TAFE and MTC had negative comments about ‘pathways to nowhere’ and lack of employment opportunities. A TAFE officer commented on how some of the shorter courses for younger students may go nowhere because of fundamental changes in the labour market for apprentices:

“I think that some of the things we're starting to see is that the Year 12 has been seen almost as necessary in some areas of apprenticeships and traineeships and the ones that stay in school longer and, I suppose, the question is in the skill area, and perhaps particularly boys - and I've got a son and a daughter - what the challenges for those ones in Year 11, Year 12 who are not so academically inclined, is to what do they provide for them in order to go into say an apprenticeship area, rather than post-secondary education.”

A SWS Regional officer commented on sourcing opportunities, another dimension of the apprenticeship pathway option:

“I think schools have also taken up the challenge of school based apprenticeships and traineeships. The capacity though of schools - the number that you can offer, just in terms of the time and the time it takes to negotiate; find employers; make sure you’re meeting the requirements; putting the structures in place at school, is quite time consuming so certainly that provides an option for some kids, probably for the most at risk students. They don’t have the work skills, the work preparedness… to be able to perhaps do those and do them successfully. The SBATs are great and they’re a great option for some kids but it’s not going to be a fix for all kids either.”

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MTC are most concerned about disengaged students who have been forced to stay on and they are experiencing the sharp end of the impact of the NSLA:

“What we see as a massive issue is that because of the inundation and because of the dumping - and schools do that to everyone. We are definitely a dumping ground for school. Youth Connections will just be ‘hey look this kid's not turning up, we don't know what else to do with him, please just get him out of here’. Sometimes it's not [a partnership] and sometimes it's really difficult. There are some schools and I won't name anyone but there are some schools in particular that just dump because they don't know what else to do. You'll find that some of the referrals that we get from some schools are only for the kids that they need to sort of dump on us.”

In this short discussion three key concerns are discerned. The first is the upward process of credentialing that is impacting on options for those less academic students. The second, is availability of options to experience work and/or apprenticeships in a depressed youth labour market and the third is the increasing difficulty for schools in dealing with the students who are disengaged and the growing burden on a decreasing pool of organisations who work with these students. Pathways are becoming limited ‘out there’ in the community while in schools they appear to be multiplying. Whether or not they will lead to employment and/or learning/earning opportunities is another matter.

f. Policy and the New School Leaving Age (Appendix 10.7: External Others’ Themes Table 7) The external others found the speed of change to the NSLA particularly difficult. The BOS commented on the issue of non-synchronicity between State and Federal syllabi. The NSLA has increased work and isn’t nuanced enough for particular students and contexts. One of the TAFE officers picked up the general mood in this comment:

“So there is more pressure on young people to earn and learn to fit into that sort of mantra. Rather than what I would see as a number of mechanisms. The belief in the market will resolve this or competitive tender to sort of get the funds to be able to provide young people with pathways into earning and learning. So that's what I sort of see is happening.”

There is also the problem of support for changing educational structures as one VET officer commented: “Mr Abbott [Prime Minister] described trade training centres as tin sheds at the back of schools.” This comment would not have made the centres appear attractive to parents. Another TAFE officer saw potential in the NSLA but barriers to its effectiveness due to funding arrangements:

“So the raising of the school leaving age has sort of put people back into the school arena, creating a bubble to link up with possible alternatives and people are looking at it whilst we've got this sort of thing going on in TAFE. The TAFE issue is that we've decreased our funding by 20 per cent from the Commonwealth Government and 30 per cent by State Government to the sector over the last decade. It's been an annual sort of decrease of pools of funds, for us to be able to cope with this and a belief that the market and the non-Government agencies or communities will sort of pick up this or that.”

At the time of this research the private sector was not investing in any replacement for TAFE education and training so this is an ideal scenario rather than reality. A regional officer commented on resources not being available with the introduction of the NSLA:

“The big thing that comes out when I go out to talk to other groups is the resourcing around it. Last week I was at a group - and my aim is not to justify what the department has done but really just to say this is what schools are doing and maybe you can take something from it - and really they weren’t - the group wasn’t particularly interested in

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hearing what other schools were doing. The discussions drifted off into there wasn’t enough resourcing and not enough thought put into it before it was brought in.”

Increasingly the integration of earning and learning will require much greater collaboration across sectors and planning that is related to regional planning in general. This is a significant change from past practice.

g. Demographics (Appendix 10.8: External Others’ Themes Table 8) The major topic in this theme was related to diversity. There were similarities with teachers and principals in this regard in that there was a wide range of needs and the lack of diversity of choice. TAFE made a lot of comments about ethnicity, class and Arabic speaking boys. MTC was concerned about gender (high number of boys among disaffected). A trade training manager commented that statistics on minority groups are not collected other than Indigenous and non-Indigenous although schools are encouraged to show how minority groups are being catered for under DEEWR’s brief for funding. This seems to be a problematic instruction given there is no way to measure the outcomes. However, there are different regulations governing MTC and Youth Connections as a worker at MTC notes:

“Youth Connections - well DEEWR identify where regions have a high number of say refugee/humanitarian people or a high volume of Aboriginal young people and they put it on to the provider of the program in that region ... they flag it with them and say ‘Okay well you've been flagged for this so you need to make it like part of your service plan as a priority to work with these young people’.”

A number of minority groups are targeted depending on the Local Government Area (LGA) so that evidence based policy development is more likely but the usefulness of this is undermined by the lack of evidence in other policy domains. Therefore some strategy that develops a framework for data collection that can capture a greater diversity of people and variables is important. Some innovation is occurring among external providers as the MTC Work Solution employee explains:

“We've just recently had a partnership where we got lots of different services in the region that deal mainly with refugee communities. We did a train the trainer kind of thing where it's called this PACTS program - it's Parents as Career Transition Support. Yeah, so we do a thing where twice a year they will go to a particular school and teach the parents how to become transition supports for their children. . . Yes [it is multilingual], we've got people from the Spanish and Latin community, people from the Arabic speaking community and that kind of thing and even the Vietnamese community as well, so there're quite a lot of people who have been trained in this. So what they'll do is - the people that have only just been trained what they'll do now is start facilitating that to parents and actually helping the parents build capacity and value to education and really identifying what career path their children can go through. So lots of different regions have done that. Campbelltown has done a very similar thing. This region has done that specifically for refugees. Campbelltown has done it for all. But that program can actually be targeted at anybody, the refugee one but the specific target and scope of refugees in this community.”

This initiative is important as it recognises that social and cultural capital is critical but it does rely on parents as market readers and negotiators. This tends to dovetail with neo-liberal ideologies that will add stress to parents and families because the outcome will be their problem rather than fundamental change occurring in schools and other educational institutions. Further recent research (Lupton and Kintrea, 2011) argues that in terms of aspirations it is not enough to focus just on communities but to support schools and address inequalities between neighbourhoods.

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h. School and People (Appendix 10.9: External Others’ Themes Table 9) As would be expected most external others discuss students at risk, particularly TAFE, MTC, DOCS and HSLOs. MTC and HSLOs are mostly negative about forcing students to stay on. DOCS and TAFE (50% negative) regarding teachers and principals. This appears to be largely due to the ‘dumping of students’ syndrome raised by many. A TAFE employee explains:

“Where the challenge probably now is the kids who I would say who are supposed to be at school but they’re not turning up. MTC Youth Connections, we’ve partnered with them to address those kids. They’re tough kids. I mean they struggle with them as well. We ran a series of certificate two programs in semester one for these particular kids. You know again the bucket of money that was made available to target kids with less [school] before December 2009. Of course by the time they’re in the program most of them have gone. I can’t imagine that those kids would turn around and say ‘Oh look, goody, I’m ready to go back to school’ [laughs]. That’s probably after a year. So we targeted . . . that was tough... [students were] disengaged for three months or more because that’s MTC’s criteria, but still enrolled at school. So that when the program finished they could go back to school. The schools referred the most compulsive truants you can imagine. The ones that they really didn’t want back in the schools. That’s when there’s a lot of the ‘TAFE’s not doing what we want’.”

An MTC worker also comments in a related area:

“We've got these extra 60 kids but these extra 60 kids do not want to be there. If given the chance would have left school. They don't want to be there and that's where they come to us, ‘We don't want to be here, we hate school’. The problem we're finding a lot of is they're not holding any value to education whatsoever.”

An HSLO officer explains the impact of this disengagement or dissatisfaction by young people:

“I just feel that we didn't have the safety nets in place there for the kids who are actually not going to see the situation – who are ultimately going to resist being at school and end up on suspension. I would estimate and say that probably suspensions have gone up state-wide in that 15-17 year old cohort. I'd say the attendance stats for that 15-17 year old cohort have seen decreased attendance. For the child who had endeavours of going through the school certificate, Higher School Certificate, there'd be no change. But for the child who had visions of leaving at 15 and had his heart set on it or her heart set on it, there are definitely issues here that weren't addressed when the legislation was brought in.”

While the external providers quoted here feel that they are dealing with the outliers in schools, teachers and principals paint a different picture. Indeed, the magnitude of change to the senior years in schooling would suggest that it not just a concern for ‘at-risk’ students but an increasingly significant proportion of young people find school a less than satisfying place where surveillance, not autonomy, is the order. Ironically it is often a lack of autonomy that is the focus for approaches that develop work readiness among young people and other therapeutic approaches rather than restructuring the curriculum in terms of pace, space and time. A final note to highlight both the diversity of the student population and the flexibility required to attend to educational pathways that are not always about work or on to universities is this story from a TAFE worker:

“You know the sad thing about this is a lot of them are the Hazaras from Afghanistan and they are incredibly bright from what I’ve seen over the years. They have got this ability to pick up and learn the language and quite a few that have gone onto university. But I guess it’s a matter of trying to put something in place in that gap, because one of the migrant resource centres here says they just disengage . . . you know because a lot of them haven’t got families here. A lot come here with no support whatsoever. So they’re really, really at risk.”

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i. External Institutions and Participants (Appendix 10.10: External Others’ Themes Table 10) A number of comments in this theme merge with what has already been canvassed by others and will not be repeated here. The key outcome of this thematic table is to acknowledge that while some work is being done that has shown success, often due to the effort of individuals, they are let down by communication issues, competition for finances, lack of opportunity to exchange ideas to develop new knowledge and thus a sustainable way forward has not yet been constructed. 3.2 INNOVATION IN PARTICIPATING SCHOOLS Pathways and Curriculum School innovation centred on revising and often creating new pathways for students. These are summarised in Appendix 11: School Innovations Table (Pathways and Curriculum). Multiple terms for these pathways were used by schools. The kinds of pathways offered by each school were influenced by the size of the school and demographics (see 1.2.2 Project methodology [Participating Schools], Appendix 4: School Demographics table). These demographics were based on the intersection of ethnicity, socio-economic status, community history of employment trajectories/patterns and geography. At times schools were doing so many things that it was difficult for interviewees to recall. Further information and understanding of the school contexts was derived from school reports and school websites. Not all of these may appear in the School Innovations Table because often different things are reported; revealing that consistency of what is deemed reportable is lacking or emergent. In many ways this revealed the growing need to cater for the all-round development of students with intellectual, emotional and social needs. This indicates that in the past these students were not visible in schools in the senior years. Generally schools offer a large range of options but sometimes only one or two students are taking these pathways. Most commonly pathways include an HSC with an ATAR, an HSC without an ATAR (so, a non-ATAR pathway), and a ‘career’ or ‘life skills’ pathway which involves no examinations.

“With the new school leaving age that gave us a good reason to revamp how we did the subject selection. Previously it was just basically, you know, the kids got a list of subjects. You pick what you want and then [we] set about forming subject lines based on that and there was some counselling of kids and stuff like that. I don't think it was very satisfactory. . . Well what we did was I sat down with my deputies and we really had a look at senior patterns of study and looked at subject lines and subject selection. We really reworked that whole procedure. So it meant that from last year - so for this year's Year 11 - they basically had a couple of different pathways that they could go. There was the sort of traditional academic pathway. There was the more vocational pathway. There was also a pathway for our Support Unit kids because we have kids with IM and IK in this school as well and they go onto Year 11 and 12. So we had a pathway for those kids as well. Then there were some kids who wanted to do a bit of a combination of both and that was okay as well.” (Mechanics High principal)

But it is not always clear whether students can receive a non-ATAR HSC, or whether no-exams are involved:

“Now, what we did which was different to some other schools because I know there’s a couple of schools where it’s actually a whole pathway and you can’t do anything but that, you actually go on to that pathway and they’re your only options. We made a decision not to do that, mainly because we didn’t want to tie-off or knock-off or block-off the English studies and applied maths from kids who were doing the normal HSC but who needed to have a lower level of English and maths, or different level of English and maths I should say [and vice versa]. So what we’ve done is there’s a cohort that are doing work studies and their pathway then is a work studies pathway, but there’s a couple of students in that cohort are not doing English studies, they’re actually doing standard English. So what

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we’ve done is provide it but give people the option to do other things if they want, because flexibility is our middle name.” (Technology High principal)

Further complexities arise in the practical application of pathways where students may attend TAFE for some study or attend work placements and so on:

“Look, because we're a new and developing school, or at least were up until the end of last year, having to project ahead, plan and put in place appropriate curriculum is something that we're very used to doing here. . . So the next year group, we needed to have the policies and the programs and practices and so on in place. So there's been a culture of putting that into practice here so that when the raised leaving age thing came along it was just another thing to add to the list that was similar to what we were doing. So we put together what we called [a] Senior School Certificate, which was meant to be a parallel course of study for those kids who wanted to return but were really frightened of what the High School Certificate was all about. During that process I guess the Board of Studies was also catching up. At that time there was no appropriate English course or maths course. They were being discussed and being trialled at a couple of schools. So we went ahead anyway and put together a course of study that was appropriate for the ability of those particular kids, that gave them a chance to continue to be part of their cohort, to be able to have the benefits of being seniors and also at the same time allowing us to give them the opportunity to go into all the studies-type courses that they felt they have an interest in and some ability.” (Valley High principal)

Reporting practices make it difficult to generalise, particularly where pathways are nominally referred to as ‘HSC’ pathways, but students do not actually receive a Higher School Certificate. SMALL HIGH SCHOOLS All small high schools offered an HSC (ATAR) pathway except for Cairn, which was a school for students with behavioural issues that offered students the opportunity to return to mainstream schools to complete Years 11 and 12. This school was severely limited by resources in the courses it could offer, having no Construction teacher or facilities, no Careers teacher and no Science lab, for example. Some schools were able to offer extension subjects (eg. Eastern Central Boys and Technology). Most, but not all small schools offered a non-ATAR HSC pathway. Station Boys High was in the process of introducing this pathway, but identified difficulty in maintaining a broad curriculum due to small numbers of students; Smith High had used National Partnerships funding to develop an Alternate Education Program (BoS approved) for Year 10 and identified the need for the same for Years 11 and 12, but pointed out that the shift to non-ATAR subjects came at the expense of academic subjects. Francis High did not offer this pathway, nor did Technology High. A no-exam pathway was offered by some small high schools (Station, Black Rock, Francis, Mechanics and Technology) and SBAs and/or SBTs by Black Rock, Mechanics and Smith. A few SBAs by Jasper, but these were very hard to manage. MEDIUM HIGH SCHOOLS Every medium sized high school offered an HSC (ATAR) pathway. Fireside High offered clear pathways to specific goals, such as an ATAR of 75+ (University pathway) or ATAR of 50+ (University or TAFE pathway), giving students specific subjects within each pathway from which to choose. Extension subjects were offered by: Century Girls, Court Girls, Westside Girls, Bayside and Fireside. All except one medium sized school offered a non-ATAR HSC pathway. Fireside identified this pathway as a ‘TAFE and Work’ pathway. Westside Girls High did not offer this pathway. Century Girls High did not offer TAFE options (TVET), nor work placements (except for the limited number of Life Skills students). Links High offered early commencement of TVET subjects to Year 10 students.

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A no-exam pathway was offered by most medium sized schools. Bayside High planned to identify vocationally oriented students in Years 7 and 8 to offer alternative pathways. This pathway was not offered by Court Girls High or Hillside High. SBAs and SBTs were offered by Fireside, Hillside, and Links – none of the girls’ schools offered these school-based apprenticeship courses. LARGE CO-ED HIGH SCHOOLS Every large sized high school offered an HSC (ATAR) pathway. Extension subjects were offered by Countryside and Valley. All large sized schools offered non-ATAR HSC options, mostly as ‘pathways’. Green Ridge High did not offer a non-ATAR HSC pathway per se, but offered a cluster of non-ATAR courses to all students so that no streaming of students occurred: VET students could do, for example, Advanced English, and students choosing predominantly ATAR subjects could choose non-ATAR subjects. This school also offered early commencement of Trade Training Centre subjects to Year 10 students. No-exam options were offered by Countryside and Valley High Schools, but were not mentioned by interviewees at Davis, Green Ridge and Justice High Schools. Valley offered a Senior School Certificate. SBAs and SBTs were offered by Green Ridge High. GENERAL DISCUSSION Some schools, such as Green Ridge and Technology High Schools, did not stream students into ‘pathways’ per se, so that students could choose any ATAR or non-ATAR subject. On the other hand some schools, such as Fireside, had definite pathways, or streams, though some subjects appeared in more than one stream. Generally, larger schools had more flexibility in the subjects they were able to offer due to larger numbers of students, which allowed them greater numbers of teachers (see 3.1.4 Principals’ and Teachers’ themes, Appendix 8.2: Principals’ and Teachers’ Themes Table 2 – School Culture [Resources]). All schools experienced increased diversification and intensification, but small schools had to rely on low SES funding to implement strategies to cope with the new school leaving age. By chance, the majority of low-SES schools included in the study were small schools, and all of these (except for Cairn High School) received Low Socio-economic Status School Communities National Partnership funding (see 1.2.2 Project methodology [Participating Schools], Appendix 4: School Demographics table). Some schools, such as Smith High, saw academic subjects being diminished but on the other hand in many schools, such as Fireside, there were still many more subjects offered on the ATAR pathway (not listed) than on the no-exam pathway. Innovation centred on new, less demanding subjects, where the content was endorsed by the Board of Studies (CECs), and on additional vocational (VET) subject options. Female principals inclined to aim very high for their students – all three schools (Francis, Technology and Westside Girls High) which offered only an ATAR-based HSC, had female principals. However none of these was a large school, and so lack of resources could limit the pathway offerings. In spite of limited resources at smaller schools, extension subjects were offered at Eastern Central Boys and Technology High Schools, both small schools with female principals. Extension subjects were also offered at medium-sized Bayside and Fireside (one of these had a female principal), and at all three girls’ schools, which were medium-sized; two of these had female principals. Furthermore, while this focus on an ATAR pathway at girls’ schools may have reduced alternatives, they were very successful in terms of the percentage who do go to university (see Appendix 4: School Demographics table). However, even though girls’ schools perform well in this regard, there is evidence to suggest that this is being eaten away by ‘creaming off’ of students to nearby selective schools or those with selective streams; moreover, the only girls’ school which did not offer a non-ATAR pathway (Westside Girls) was also the only girls’ school not having low socio-economic status. See 3.1.4 Principals’ and Teachers’ themes, Appendix 8.1: Principals’ and Teachers’ Themes Table 1 – School Governance (Innovation due to NSLA, Other Innovation, and Curriculum) and Appendix 8.6: Principals’ and Teachers’ Themes Table 6 – Pathways, for further comments on these topics.

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Other Innovation Other kinds of innovation are summarised in Appendix 11: School Innovations Table (Staffing, Internal Support and External Partnerships). Staffing innovation involved teacher training and recruitment in VET subjects such as Sports Coaching, Hospitality, Construction and Retail Services, and attracting additional support staff, commonly a Careers Advisor, Transition Advisor, Community or Home-School Liaison, English Second Language and Learning Support roles (see also 3.1.4 Principals’ and Teachers’ themes, Appendix 8.1: Principals’ and Teachers’ Themes Table 1 – School Governance [Professional opportunities]). Some schools offered new programs to support their students, particularly in transition to employment, as well as supporting homework tasks, and to engage parents (see also 3.1.4 Principals’ and Teachers’ themes, Appendix 8.1: Principals’ and Teachers’ Themes Table 1 – School Governance [Support]). Often schools successfully enlisted the help of external agencies, particularly to implement or enhance transition to work programs. Partnerships with universities were also implemented, where students were able to visit universities, or be mentored by a university student (see also 3.1.4 Principals’ and Teachers’ themes, Appendix 8.1: Principals’ and Teachers’ Themes Table 1 – School Governance [Partnerships]). External agency partnerships often worked like this:

“Just today we had MAX Employment come in. What they'll be doing is they'll be working with the students that we have selected who are the total disengaged students or may have social or psychological issues or any disabilities. They're trained to actually assist these students to find jobs, but in a lot of those cases out of the 20-odd students that we have, there are probably only two or three that are really going to be seeking full-time employment. The rest are staying here because the family want them there. . . Also to develop their various social skills, which is absolutely vital in getting them to adapt to the community and outside. Yeah, we're looking at it from different angles and we've got a second program, there's no particular name for it but we've also got a group of boys in the Canterbury Bankstown Careers Connections. They conduct these different seminars to help the boys get used to work and interview situations, resumes, teamwork, social skills - so all of that’s coming together and now they're organising work experience for them. Hopefully we're trying to also get the parents on board to try and understand that it's an okay program and it's okay for their sons if they want to eventually move on to employment, they can. . . I find the community liaison people are fantastic as well - having more people like that in the schools working within the community.” (Station Boys Teacher)

University partnerships could be expansive:

“The other thing that we've started to do is work quite extensively with different universities. Last year, for example, we worked with the University of Sydney, second year architecture students. A hundred and fifty of them came to school and met 150 year 11 and year 12 students and consulted with them as clients. So we had architects and client, and the clients took the architects around the school to look at the environment, to look at changes, the idea of planning and designing a new landscape. The second phase of that was that the students then went - so the architecturer came back once they'd done their initial sketches. The students then went to the studios, not the whole 150 of them, but 30 of them went back to the university and were part of critical groups, which included architects and landscape architects looking at the student's design. Then we went to an exhibition, just a smaller group again. We've got University of New South Wales ASPIRE program, which runs through seven, eight, nine and 10. We've got University of Western Sydney Fast Forward program which runs in year nine, and we're looking now with UTS at a new battery of programs to work with parents, staff and student.” (Eastern Central Boys principal)

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4. CONCLUSION The project exceeded its aims in terms of the number of schools, and participants within schools who participated. The project included a diverse range of settings across a geographically dispersed region enabling a comprehensive picture to emerge of the impact of the new compulsory schooling on schools, students, families and teaching. This section summarises the key outcomes of the study and then briefly discusses the recommendations outlined at the start of this report as well as areas for future research. Government Policy According to Reid (2015, pp. 101-102), analysis of the complexities of the new compulsory schooling age in practice in schools in south-west Sydney reveals a policy disjuncture: between the policy of school choice, alongside anticipated new pathways envisaged in the new school-leaving age policy. This disjuncture reveals patterns of inequality: such as the range of subjects a school can offer, dependent upon student numbers; and restricted work experience options and work readiness programs where community networks cannot be accessed by some ethnic groups. This is having a profound impact on schools of high minority ethnic diversity, particularly in low socio-economic contexts and particularly in boys’ schools. Political decisions can also cause friction between schools due to the location of trade schools, for example, and where schools must compete for students. Indeed, distributional outcomes of this policy can, as Ball suggests (2006), risk producing and reproducing social inequality. ‘There are inherent contradictions in the “freedom” to choose especially when neo-liberal policy and politics assume social and cultural capital among some of the most disadvantaged communities in Australia’ (Reid, 2015, p. 102). Thus there is a need for policies to directly address differential social and cultural capital that leads to inequities. In December, 2011, the Gillard government affirmed its commitment to school choice by allowing ‘parents to choose the school that is right for their child’ (Garrett, 2012). However, under the guise of empowering parents, this approach shifts blame to individual families if something goes wrong, and allows right wing commentators, such as Paul Sheehan (2012) to attack parents that don’t make the right decisions. Although Sheehan listed all the ‘Others’ that make up the poor parents – Aboriginal, non-English-speaking and Pacific Islander – simplistic explanations such as this, about parents’ interest in education, are not matched by the evidence and conceal differences in what matters to parents (Connell, 2011, p. 62) and the options available to them (Reid, 2015, pp. 101-102). The concern is that ethnicity, rather than policy disjuncture, emerges as the explanation for student outcomes – demonstrated so clearly in the opinion piece by Sheehan. No-one notices, for example, the privilege of the Anglo males (note that this is an ethnicity) as outlined in this study. Indeed, increased choices such as selecting schools, new pathways in the compulsory schooling agenda and diversified curricula – all these examples of public diversity – actually increase private disadvantage for ethnically diverse minority groups in low socio-economic contexts. There are a few examples of exemplary practice in the present study (see Reid & Mulas, 2013) but the overwhelming conclusion is that the implementation of the new compulsory schooling age is hampered by policies that have shaped school contexts for over a decade. The slippage between culture, educational level, ethnicity and religion seems to gain explanatory value in these contexts, particularly where schools have a high proportion of ethnic minority students and low SES. In considering debate about multiculturalism (Tsolidis, 2015; Watkins, 2015) it seems important to be reminded that the new compulsory schooling age policy ought to be about civic integration. As Kymlicka (2012) suggests, civic integration is not a retreat from multiculturalism because the success of multiculturalism in countries like Australia and Canada is that they have been models of multicultural integration, where there is no coercion or threat to lose identity, culture and language. Kymlicka rejects the rhetoric regarding the ‘death of multiculturalism’ (p. 14) or that it is essentially assimilationist and argues that: ‘the combination of civic integration and multiculturalism is mutually, normatively reinforcing: each helps to both justify and constrain the other’ (p. 20). One of the weaknesses of his analysis however, is that his judgement of Australia and Canada’s success is not based on outcomes. Rather, he measures the success of multicultural integration on the basis of policies and programs that are available rather than whether they

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are working or not. The conclusion from the present project is that it is not really possible to understand multicultural policy in isolation to other policies since the neo-liberal dynamics shaping all aspects of social life produce a range of contradictions that limit and constrain what is possible. Further, as is evident in this project, multiculturalism may be limited in its nation-centred focus in a time of global interconnectedness and some of the negative constructions of these links were evident in the comments made about families’ mobility. Cosmopolitan theory might assist in moving this debate forward (Reid, 2012), particularly given the increasing mobility of people, technology and ideas, and the growing links to global labour markets. Indeed, for the first time the shift in Australia’s migration status from settler to temporary migrant nation (Collins, 2014) makes this even more urgent. Institutional Reid and Young (2012, pp. 804-806) explain that despite funding some schools are not able to offer a wide range of options to their students because of lack of resources. Small schools, for example, must mix students with different abilities in the same class. One teacher commented:

“In order for us to offer those pathways, it’s a real tightrope that we have to walk and in order to want to go onto university and achieve really high results they require certain subjects to run. But we’re limited in how many subjects we can run purely on the staffing model that we have to work with.”

Moreover, school choice policies can exacerbate the problems caused by low numbers and lack of student diversity. Furthermore, alternative pathways, such as vocational education and apprenticeships, which are intended to offer flexibility, can prove problematic for teachers and students alike, for instance when students combine TAFE and school they can miss out on school work that must be done, and their attitude to school may deteriorate. On the other hand, there can be significant barriers to young people attending TAFE, including personal and community factors such as age and maturity; language skills in some areas, particularly for parents who do not have strong English skills, which are needed, for example, for enrolment processes. While ‘transition’ officers are appointed in many high schools to manage processes of change from school-based education, access to this human resource is far from equitable since funding must come from school budgets. Moreover administrative requirements involved in the transfer of a student from school to TAFE present yet another barrier. Thus, Reid and Young maintain that the theoretical benefits of the new policy do not hold in practice:

“Alternative pathways, including TAFE, apprenticeships, and employment, are a cornerstone of the change in school-leaving age policy [but] accessing such pathways can be very difficult, demonstrating a contradiction between the stated intentions of policy and the material effects in terms of the real-world outcomes of the new school-leaving age policy for disadvantaged young people” (2012, p. 806)

Professional According to Reid and Mulas (2013, pp. 165-166), an important aspect of change is the need to have effective Teacher Professional Learning (TPL), such as activities that highlight the special needs of refugee students. For instance, during 2010 teachers trained in Teaching Refugees in my Classroom which was led by one of the school’s experienced ESL teachers. English as a Second Language (ESL) training, such as a course undertaken in 2011, Teaching English Language Learners (TELL), and the ability to deliver appropriate lessons, activities and class materials, are fundamental to successful teaching at the school. Here, whole of staff training in new teaching models takes place with university partners, and with the NSW Departmental of Education and Communities Multicultural Programs Unit, to provide the best outcomes for students. Courses are also accredited with the new Institute of Teachers, allowing teachers to add this specific learning to their professional portfolio.

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A radio program broadcast by the Australian Broadcasting Corporation (ABC) in 2012 (Bourke, 2012) focussed on the challenges and pressures on teachers. Marino D'Ortenzio, a teacher from Lakeview Senior College in Melbourne's west began by identifying increased use of technology in classrooms, a crowded curriculum and ‘of course, then we have some policy decisions that are made at Federal and state level’, particularly, for Victorian teachers, a vision paper which ‘talked about performance pay and then axing or firing the bottom 5 per cent of teachers . . . these sort of policies, they don't really help target where the improvement needs to occur in the teaching system’. Sydney University sociologist, Professor Raewyn Connell, who has examined social justice in the education system, had the view that there are ‘a lot of things there to be dissatisfied with’, pointing to another policy – the National Assessment Program – Literacy and Numeracy (NAPLAN) – in the context of:

“. . . this notion of high performing countries. This is actually a misnomer, a serious misnomer about education. I mean what is being talked about here actually scores on a very narrow set of limited skills tested in a highly particular way. It is not anything that any real educator would regard as the measure of the quality of education. So to pretend that these measures give us an overall view of how well a country's education system is going is extremely misleading. . .” “Now these testing systems have been brought in as means of control, as means of increasing levels of competition in education systems and ultimately as a means of narrowing the curriculum which is what high stakes testing systems consistently do.”

Ironically, if NAPLAN testing has the effect of narrowing curriculum, the tension between the two policies – NAPLAN on the one hand, and the new school leaving age (NSLA) on the other – produces another policy disjuncture – the need to increase the curriculum to accommodate the diverse needs of students staying at school due to the NSLA while, at the same time, narrowing the curriculum focus towards the tested subjects. Moreover, the focus on testing does not take into account other things, according to Connell, ‘If you want an education system which has quality in other respects, breadth of understanding, critical literacy, engagement with communities, community engagement with education itself, you don't do this kind of thing’. D'Ortenzio raised the further problem of the intensification of teachers’ work – they no longer have time to interrelate about their teaching and students:

“. . . if I look at how things have progressed over the last decade or so when I worked in my first teaching appointment in a school in the northern suburbs of Melbourne, we used to have professional conversations, most important professional conversations in our lunchtime staff room. We used to talk about how kids were going and what sort of things we could do and shared practice in trying to improve that.”

Connell, supporting this point, said:

“I absolutely agree with what Marino has just said. There is a good deal of evidence that the most important resource for teachers is other teachers. What teachers mostly need is proper resourcing, a professional situation where they can actually teach well, where they have the room to move, where they don't have someone peering over their shoulder to find out what the exam results of this child is going to be next week, but where they have room to innovate, they have resources, professional support and plenty of interaction with other teachers, whereas the competitive testing system that is being promoted at the moment actually increases the tendency towards competition, the divergence of different parts of the system.”

While a number of schools restructured to offer leadership roles to some teachers in specialised areas it was difficult to gauge the success of this initiative. Distributed leadership, however, does seem to offer potential innovation if adequately resourced and professional development is embedded. These roles will need to change the school culture with an eye to the new learning/earning nexus and change the discourse used to construct futures.

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Individual As Reid and Young report, a key finding in the present project was that a large amount of time was spent on students with problems that were not entirely academic. Prior to the changes to the school leaving age, students who were disengaged could leave, or could be individually case-managed outside the conventional school setting, along with those who suffered significant behavioural problems. Now increasing numbers of school students with mental health issues are visible in classrooms and it is difficult for schools to assist them without adequate resources. The few ‘behaviour’ schools, which previously catered to students in Years 7-9, are now overwhelmed with senior students who are more difficult to reintegrate into mainstream classes and they don’t have the infrastructure to keep them staying on anyway. One ‘behaviour’ school teacher commented that students took the attitude: ‘Oh, well, this is the time out and then I’m just going back to where I was’ (2012, pp. 806-807). Community Reid and Young (2012, pp. 807-809) also present the finding that, although ethnicity is a key variable in education (cf Butler and Hamnett, 2007; Rangvid, 2007), it intersects with gender and SES in complex ways. For example, religious practices of a number of ethnic groups determine that their children be educated more commonly in single-sex schools. A significant number of schools might have, for example, 98% LBOTE students, low SES and predominantly male student groups because many girls go to a nearby all-girls school. One boys’ school was abandoned by local students taking advantage of the policy of school choice, and left with a large number of students with risk management plans. School composition can have a significant impact on educational outcomes (Dronkers and Levels, 2006; Thrupp and Lipton, 2006), yet the increase in school-leaving age can exacerbate existing problems and pressures. Parents are bewildered – particularly immigrant parents – where the new compulsory schooling age raises expectations that children might go to university, but where this is unlikely in schools with overwhelmingly complex needs in the student body. Parents also felt pressured where their lack of knowledge was no help for their children in curriculum choices, the choices themselves often being narrow. Ethnicity also shapes local opportunities since social capital is required to utilise networks for finding work experience and other opportunities for future directions, and stereotyping may come into play. For instance, aspirational Year 11 boys at a large boys’ school with a majority of LBOTE students said that they could not do work experience in their desired field and, although some worked part-time, none had a job related to his preferred career or thought he would be able to find one in the future. Moreover, although partnerships with community agencies may be useful there is now keen competition for limited places, and a number of agencies have lost their accreditation with the Federal government. Legislative change to increase the school-leaving age has been justified by the idea that staying in school will increase human capital. This ideological discourse is evident in Department of Education documents as well as in the words of those working in the education system. One deputy principal, speaking from the perspective of school management of the extra years echoed the government rhetoric: ‘if Australia is to remain a competitive nation and if we’re to enjoy higher standards of living then we need more highly qualified people – a larger number’. Summing up, Reid and Young assert that ‘[t]he change is thus iterated and reiterated as one which can benefit the disadvantaged by offering new opportunities, but also benefit society as a whole by increasing Australia’s ability to participate competitively in a global knowledge economy’ (ibid, p. 809). Yet there are many ironies implicit in these statements including the negation of global connections among families, the problem of policy disjuncture, a focus on career narratives and quite simply the dilemma of a bigger and bigger pool of human capital for a diminishing labour market. Possibilities At Justice High School, the National Partnerships program has allowed a new way of looking at the school, the students and the place of the school in its community. This school’s philosophy now aims for a full understanding by each staff member of their place and contribution to the school’s goals and plans. The

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parent body and the general school community – through the Parents and Citizens Association and the Parents Café – are also now heavily involved in the processes of school operation. Moreover a variety of external agencies contribute to the school’s life, including community support services from volunteer organisations, government and non-government providers as well as private businesses and tertiary education partners. These range, for example, from an external agency which facilitates the placement of students in apprenticeships, to the use of the Parents Café as a research source by the Fair Work Ombudsman who sought a better understanding of how refugees see the adult job environment in Australia. All these groups are now commonplace in the school. Greater partnerships with TAFE will need to be resourced, encouraged, managed and promoted to the community. 5. RECOMMENDATIONS 1. This study directly addresses the National Priority Goal - 2 to strengthen Australia's social and economic fabric by generating the baseline knowledge needed to ‘understand and support the drivers for workforce participation and the broader social and economic trends influencing Australian families and communities’ (MCEETYA, 2008, p. 4) and to help ‘families and individuals live healthy, productive, and fulfilling lives’ (National Priority Goal - 2). It does this through our focus on young people of low SES ethnic backgrounds in a region with a public reputation for inter-ethnic tensions to generate insights into the impact of the increase in the school leaving age and the collapse of the youth labour market. Recommendations:

a. Consider school as a hub for a range of activities. Figure 1 example provides an excellent strategy for engaging parents, school staff and students with the wider community.

b. Develop urgent strategy to provide trade education and training opportunities in low SES, high

LBOTE boys’ schools and in coeducational schools with high ratio of boys to girls in inner South-Western Sydney.

2. Identifying effective institutional supports for the new school/work trajectory has been described by experts as the ‘key problem’ for the future of education (Bynner and Chisholm, 1998, p. 137). Evidence indicates that reforms to school programs, curricula and teaching increase the engagement and retention of students in school, even after accounting for labour market conditions (Ainley, Malley, and Lamb, 1997), but there is an absence of information about the support structures, strategies and programs that are most effective in achieving these goals (Australian States and Territories, 2007; New South Wales Department of Education and Training, 2006, p. 9). The study addresses this problem by identifying effective strategies used by public high schools to enhance the engagement of a new population of young people completing secondary school or further training. Recommendation:

a. Improve school/TAFE relations where financial loss does not occur if students attend one or the other. Increased professional development for TAFE staff to understand younger students and implement Duty of Care in TAFE. Provide transport with multiple pick-up and drop-off points.

3. In their major review of research on adolescent work, vocational development and education, Zimmer-Gembeck and Mortimer (2006) conclude that parent-adolescent relationships are a ‘critical influence’ on adolescents and a ‘key area that requires future research’ (Zimmer-Gembeck and Mortimer, 2006, p. 544), and that there is a serious gap in knowledge about parents’ attitudes and desires for their children, and parents’ roles in young people’s schooling, training and participation in paid employment (Zimmer-Gembeck and Mortimer, 2006, p. 555). Our focus on the role of parents directly addresses this gap in knowledge,

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thereby attending to the principle of the Melbourne Declaration that schooling is a ‘collective responsibility’ (MCEETYA, 2008, p. 7). Recommendation:

a. Change the discourse. Families are being changed by neo-liberalism as much as teachers’ work. It is a partnership and most parents think more years at school will result in a secure future. This needs ongoing discussion in school communities. Young people themselves may be at the heart of some of these discussions but in the first instance parents need much more communication opportunities with schools.

4. There is little knowledge about how young people manage their transitions and how they see future work. Recommendations:

a. Further research is needed into the ways in which young people transition to further education or training and work as a consequence of more years at school.

b. Change the discourse from ‘therapeutic approaches’ to one that constructs young people as

autonomous subjects. 5. Gender has emerged as both a liberating discourse and set of practices and a terribly constraining one. Gender appears to have slipped off the radar as a critical educational engagement. Much of the opportunities provided, with some minor exceptions, are highly gendered and furthermore, out of date with developments in the labour market. Recommendation:

a. Research into changing gender relations in schools, workplaces and families. 6. In the face of precarity as Guy Standing (2011) calls it, it is time that the ‘whole of life’ narrative about work is revisited. Students will no longer have this luxury, or very few, and need to understand that there will be multiple exit points, diversions, restarts and dead-ends. Further schooling and learning will more than likely be continuous, indeed life-long. What might this mean for the future of the education/work nexus? What imaginaries might teachers encourage? What does this mean for teachers’ work? Recommendation:

a. Professional learning circles and debates around changing the ‘Whole of life narrative’. Teachers are always at the forefront of social change and it is their knowledge that needs to be drawn on. One way is through mapping the issues at school level and another is through research partnerships with local universities in the geographical space where the institutions share the same demographics as well as socio-cultural and spatial dynamics.

7. Greater western Sydney is the focus of 2.9 billion dollars in Federal funding along with State based plans and private money including that of James Packer. This means there is potential for strong partnership to enable learning and earning to go hand in hand but it will need planning, evaluating, researching and critical analysis. Recommendation:

a. Immediate construction of local and regional teams across a range of institutions including DEC and UWS to share knowledge, plan and research the future of education and work in the South-Western Sydney region.

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The Future of Teachers’ Work There has been no study of teachers’ work in any definitive sense since Connell’s (1985) landmark book. It is time to consider another study into the scale of change and to map out a future with teachers in partnership to confront the challenges and opportunities afforded by the demise of the 19th century schooling model. As an NSLA program manager said:

“I think the deal is that transitioning out of school and understanding that the end of school is not the end point. It’s yet another transition point. I think that’s, as schools, what’s been the challenge, because over time, traditionally, I think schooling has been seen as either the end of your education, and I don’t think it ever has been the end, but it’s been seen as that in the community for a lot of times. Or you’re absolutely cut loose at the end of Year 12 and it’s your problem.”

The future of work generally and the future of teachers’ work are intrinsically linked. These are critical times for reworking what work means and to provide resources to scaffold opportunities for professional dialogue to exchange knowledge. The one gap in this whole project in terms of teachers’ work has been the lack of opportunity to exchange knowledge. Without this opportunity new knowledge cannot be formed because there is no space to imagine what might be possible within the constraints of our times.

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APPENDICES

APPENDIX 1: interview questions Appendix 1.1 Parents’ Interview Questions Focus group and interview questions for parents/caregivers

1. How did you learn about the increase in school leaving age?

2. What did you think of the increase in the school leaving age?

3. Is extending the school leaving age good/bad for your child?

4. What is your school doing to help your child use the extra period at school in a useful way?

5. Has the increase in the school leaving age affected you or your family in any way?

6. What changes would you make to the way your school is supporting your child?

Appendix 1.2 Students’ Interview Questions Focus group questions for school students

1. What do you want to do after leaving school; in 5 years; in 10 years?

2. Did your aspirations and plans changes now that you have to stay at school for longer?

3. How have your families reacted to the increase in the school leaving age?

4. What difference has staying made to your family and yourself?

5. What has been your experience of the additional year of schooling, and how has this experience been different from previous years? Have the changes/actions by schools been helpful. Unhelpful, and in what way?

6. Has the increase in the school leaving age changed the way young people get on inside and outside of class?

Appendix 1.3 Principals’ and Teachers’ Interview Questions Focus group questions for School Education Directors, Principals, and teachers

1. What challenges are the increases in the school leaving age presenting for the region, schools, and teachers?

2. What changes are being made in response to the increase in the new school leaving age by the region, schools, teachers?

3. What are the pressures shaping the changes that are possible or not possible?

4. What factors have driven your decisions about specific changes? (What challenges does the increase in the school leaving age raise in terms of cohesion?)

5. What are the advantages of the school leaving age for the region, schools, and teachers?

89

APPENDIX 2: Participating schools table

PARTICIPATING  SCHOOLS  SCHOOL   PRINCIPAL   TEACHERS   STUDENTS   PARENTS  

SMALL  BOYS  HIGH  SCHOOLS  Eastern  Central  Boys   Yes   Yes   Yes   Yes  

Station  Boys   Yes   Yes   Yes   Yes  SMALL  HIGH  SCHOOLS  

Black  Rock   Yes   Yes   Yes   X  Cairn   Yes   1   X   X  Francis   Yes   X   X   X  Jasper   Yes   Yes   Yes   Yes  

Mechanics   Yes   Yes   Yes   Yes  Smith   Yes   X   X   X  

Technology   Yes   Yes   X   X  MEDIUM  GIRLS  HIGH  SCHOOLS  

Century  Girls   Yes   Yes   Yes   X  Court  Girls   Yes   X   X   X  

Westside  Girls   Yes   Yes   Yes   Yes  MEDIUM  HIGH  SCHOOLS  

Bayside   Yes   Yes   Yes   Yes  Fireside   Yes  +  1   X   X   X  Hillside   Yes   X   X   X  Links   Yes   Yes   Yes   X  

LARGE  HIGH  SCHOOLS  Countryside   Yes   X   X   X  

Davis   Yes   X   X   X  Green  Ridge   2  deputies   Yes   Yes   Yes  

Justice   Yes   Yes   Yes   Yes  Valley   Yes   Yes   Yes   Yes  

90

APPENDIX 3: Actual numbers of participants table

NUMBERS OF PARTICIPANTS SCHOOL PRINCIPA

L TEACHER

S STUDENT

S PARENTS OTHERS

SMALL BOYS HIGH SCHOOLS Eastern Central

Boys 1 7 10 5

Station Boys 1 7 6 6 SMALL HIGH SCHOOLS

Black Rock 0 6 11 0 Curriculum Manager; National Partnerships

Manager Cairn 1 1 0 0

Francis 1 0 0 0 Jasper 1 3 14 5 2 x Community Liaison

Officer Mechanics 1 7 8 4

Smith 1 Deputy 0 0 0 Technology 1 5 0 0

MEDIUM GIRLS HIGH SCHOOLS Century Girls 1 11 38 0 Court Girls 1 0 0 0

Westside Girls 1+1 Deputy

7 16 6

MEDIUM HIGH SCHOOLS Bayside 1 4 9 2+1 written Careers Advisor Fireside 1 0 0 0 Hillside 1 0 0 0 Links 1 12 4 0 Careers Advisor

(interviewed with teachers)

LARGE HIGH SCHOOLS Countryside 1 0 0 0

Davis 1 0 0 0 Green Ridge 2 Deputies 7 8 2 Home-School Liaison

Officer; Careers Advisor

Justice 1 12 15 3+1 written Community Liaison Officer; Work Skills Officer (interviewed

with Principal) Valley 1 8 5 11

TOTAL 21 SCHOOLS

TOTAL 22 97 144 46 10

91

NUMBER OF SCHOOLS

20 14 12 9 6

EXTERNAL OTHERS Board of Studies Liaison 1 Vocational Education Trade Training 2 New School Leaving Age South West Sydney Regional Officer

1

New School Leaving Age Project Officer 1 Department of Community Services Regional Worker

1

Technical and Further Education 5 MTC Work Solutions 1 Home-School Liaison Office Regional Worker

1

92

APPENDIX 4: School Demographics table

SCHOOLS DEMOGRAPHICS SCHOOL SIZE RATIO

BOY:GIRL FUNDING STUDENT

LBOTE POST-SCHOOL

STUDENT DESTINATIONS

Eastern Central Boys

small 100:0 PAS PSFP

LSESSCNP

97% LBOTE

35% to uni. (66% of applicants)

Station Boys

small 100:0 PAS PFSP

LSESSCNP

92% LBOTE 10% refugees 1% Indigenous

54% ATAR students to uni. 71% non-ATAR

students to TAFE Black Rock

small 21:23 PFSP

LSESSCNP

Large 3-year grant

from Foundation

49% LBOTE 12%

Indigenous

85% ATAR students to uni. 23% of students

to TAFE

Cairn

small 18:3 Nil 29% LBOTE 10%

Indigenous

Some to TAFE

Francis (IECentre)

small 17:15 8:6

PFSP LSESSCN

P

87% LBOTE 50% refugees 1% Indigenous

26% to uni. 41% to TAFE

Jasper

small 59:41

PAS PSFP

LSESSCNP

75% LBOTE. 2% Indigenous.

9% to uni. 36% to TAFE

Mechanics small

36:16

PAS PFSP

LSESSCNP

81% LBOTE 2% Indigenous

44% mainstream HSC students to uni.

66% mainstream HSC students to TAFE or college

Smith

small 25:20 PAS, PFSP

LSESSCNP

Becoming TTC

25% LBOTE 22%

Indigenous 32% Pacific

Islander

12% Yr12 to uni. 16% Yr12 to TAFE

Technology (IECentre)

small 23:13

PAS PFSP

LSESSCNP

90%+ LBOTE 1% Indigenous 70% over 18

yrs of age

20-30% ATAR students to uni. 28% to TAFE

Century Girls

medium 0:100 PFSP

LSESSCNP

92% LBOTE 56% Yr12 to uni. 13% Yr12 to TAFE

Court Girls

medium 0:100 PAS

PFSP LSESSCN

P

98% LBOTE 0% Indigenous

38% to uni. Some students to TAFE or college.

93

Westside Girls

medium 0:100 PFSP Centre of

Excellence – Teacher

Quality

98% NESB

38% ATAR students to uni.

29% ATAR students to TAFE or college; 6% to traineeships;

2% to apprenticeships.

Bayside medium 55:30 Nil 59% LBOTE 1% Indigenous

66% Yr12 to uni 22% Yr12 to TAFE or

college Fireside

medium 1:1 Two small

DEC grants 38% LBOTE

5% Indigenous 5% Indigenous teaching staff

64% uni. pathway students to uni.

26% HSC students to apprenticeships; 8%

HSC students to college

Hillside

medium 34:30 Nil 60% LBOTE 3% Indigenous

35% Yr12 to uni. 14% to TAFE; 3% to apprenticeships; 20%

to full time employment.

Links

medium 1:1 Nil 22% LBOTE 5% Indigenous

32% Yr12 to uni. 18% Yr12 to TAFE

Country-side

large 44:53

TTC; Minimal

Aboriginal student funding

7% LBOTE 3% Indigenous 3% Indigenous

staff.

63% Yr12 to uni. 13% to TAFE; 15% to

traineeships or apprenticeships.

Davis (IECentre)

large 54:55

PFSP LSESSCN

P

85% LBOTE 1% Indigenous

120 refugee Students

62% Yr 12 to uni. 20% to TAFE or college; 7% to

trainee-or apprentice-ships.

Green Ridge

large 60:65 Trade School and

TTC; additional

small grants

4% LBOTE 5% Indigenous

15% Yr12 to uni. 35% Yr12 to TAFE

22% to apprenticeships or

traineeships

Justice (IECentre)

large 1:1 PFSP LSESSCN

P

86% LBOTE 1% Indigenous

?% to uni. ?% to TAFE

Valley

large 1:1 Nil 48% LBOTE 2% Indigenous 4% Indigenous

staff

60% ATAR students to uni.

Some students to traineeships and apprenticeships.

KEY:  School: IEC – Intensive English Centre LBOTE – Language background other than English Funding: LSESSCNP – Low Socio-economic Status School Communities National Partnership Nil – No extra funding – global budget only PAS – Priority Action Schools Program PFSP – Priority Funded Schools Program TTC – Trade Training Centre

94

APPENDIX 5: All participants’ themes tables Appendix 5.1: Themes Table 1 – Schools

THEMES TABLE 1 – SCHOOL GOVERNANCE THEMES Partner-

ships Innovation

due to NSLA

Other Innovation

Curriculum Professional opportunities

Support SCHOOL;

interviewees SMALL BOYS HIGH SCHOOLS

Eastern Central Boys

Principal Teachers Students Parents

Principal

Parents

Principal Teachers

Principal

Principal Teachers Students Parents

Principal

Principal Teachers Students Parents

Station Boys Principal Teachers Students Parents

Teachers

Parents

Principal Teachers

Principal

Principal Teachers Students Parents

Principal Teachers

Principal Teachers Students Parents

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

CM NPM

Teachers

CM

NPM

CM NPM

Teachers Students

CM NPM

CM NPM

Teachers Students

CM NPM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal

Teachers

Principal

Principal Teachers Students Parents

Principal

Parents

Teachers Students Parents CLOs

Mechanics Principal Teachers Students Parents

Principal Teachers

Principal Teachers

Principal

Principal Teachers Students Parents

Principal

Principal Teachers Students

Smith

DP

DP

DP

DP

DP

DP

DP Technology

Principal Teachers

Teachers

Principal Teachers

Principal

Principal Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal Teachers Students

Principal

Principal Teachers

Principal Teachers Students

Principal Teachers

Principal Teachers Students

Court Girls Principal

Principal

Principal

Principal

Principal

Principal

Westside

95

Girls Principal Teachers Students Parents

Principal Teachers Students

Principal Teachers Students

Teachers

Principal Teachers Students Parents

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal Teachers

CA

Principal Teachers

CA

Principal

Principal Teachers

Parents

CA

Principal

CA

Principal Teachers Students

CA

Fireside Principal

Principal

Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers

Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers

HSLO CA

Teachers

CA

Teachers Students Parents HSLO

CA

Teachers Students Parents HSLO

CA

Teachers

HSLO CA

Teachers Students Parents HSLO

CA Justice Principal Teachers Students Parents

CLO

Principal Teachers Students

CLO

Principal Teachers

CLO

Principal Teachers

CLO

Principal Teachers Students

CLO

Principal Teachers

CLO

Principal Teachers Students Parents

CLO Valley

Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers

Principal Teachers Students Parents

Principal

Students Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager      

96

Appendix 5.2: Themes Table 2 – Schools THEMES TABLE 2– SCHOOLS

THEMES Resources Duty of care Streaming/ selection

Exemptions Mental Health

Ability/ disability SCHOOL;

interviewees SMALL BOYS HIGH SCHOOLS

Eastern Central Boys

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers Students

Teachers

Teachers Students

Station Boys

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers

Parents

Principal Teachers

Principal Teachers

Parents

Teachers Students Parents

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

Teachers

CM

NPM

Teachers

NPM

Teachers

CM

NPM

NPM

CM

Teachers Students

CM NPM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal Teachers Students Parents CLOs

Principal

Students

CLOs

Principal Teachers Students Parents

CLOs

Principal Teachers Students Parents CLOs

Mechanics Principal Teachers Students Parents

Principal Teachers Students Parents

Principal

Parents

Principal

Students

Principal

Parents Smith

DP

DP

DP

DP

DP

Technology Principal Teachers

Principal Teachers

Principal

Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal Teachers Students

Principal Teachers Students

Principal Teachers

Principal

Principal Teachers

Court Girls

Principal

Principal

Principal

Principal

Westside Girls

Principal Teachers

Principal Teachers

Principal Teachers

Teachers

Principal

Principal Teachers

97

Students Parents

Students Parents

Parents

Students Parents

Students Parents

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal Teachers Students Parents

CA

Principal

Students

Principal Teachers

Parents

CA

Principal Teachers

CA

Principal

Students

CA

Principal Teachers Students

CA

Fireside Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Teachers

Principal Deputies Teachers

Principal Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers

Parents HSLO

CA

Teachers

Parents

CA

Teachers Students Parents HSLO

CA

Teachers

Parents

CA

Teachers

Parents

Justice Principal Teachers Students Parents

CLO

Principal Teachers Students Parents

CLO

Principal Teachers

Principal Teachers Students

Principal Teachers

Parents

CLO Valley

Principal Teachers Students Parents

Principal Teachers Students

Principal Teachers

Principal Teachers Students

Principal

Principal Teachers Students

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  

98

Appendix 5.3: Themes Table 3 – Information and Choice THEMES TABLE 3 – INFORMATION AND CHOICE

THEMES Practical commun-ication

Absence of information

Conceptual Information

Flexibility Choice Pressures shaping choice

SCHOOL; interviewees

SMALL BOYS HIGH SCHOOLS Eastern Central Boys Principal Teachers Students Parents

Principal Teachers Students Parents

Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Station Boys Principal Teachers Students Parents

Teachers Students Parents

Principal Teachers Students Parents

Principal Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students

SMALL HIGH SCHOOLS Black Rock Teachers Students CM NPM

CM NPM

CM NPM

Teachers CM NPM

Teachers Students CM NPM

Teachers Students CM NPM

Teachers Students CM NPM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal Parents

Principal

Principal

Principal Teachers Students

Principal Students Parents

Principal Teachers Students

Mechanics Principal Teachers Students Parents

Principal Parents

Principal Teachers Students Parents

Principal Teachers Parents

Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Smith DP

DP

DP

DP

DP

Technology Principal Teachers

Principal

Principal

Principal Teachers

Principal Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls Principal Teachers Students

Teachers Students

Teachers

Principal Teachers

Teachers Students

Principal Teachers Students

Court Girls Principal

Principal

Principal

Principal

Principal

Principal

Westside Girls Principal

Principal

Principal

Principal

Principal

Principal

99

Teachers Students Parents

Teachers Parents

Students

Teachers Parents

Teachers Parents

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents CA

Principal Parents CA

Principal Teachers Students CA

Principal Teachers Students Parents CA

Principal Teachers Parents CA

Principal Teachers Students Parents CA

Principal Teachers Students CA

Fireside Principal

Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Links Principal Deputies Teachers Students

Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers

LARGE HIGH SCHOOLS Countryside Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO CA

HSLO

Teachers Students Parents HSLO CA

Teachers Students Parents

Teachers HSLO CA

Teachers Students Parents HSLO CA

Teachers Parents HSLO CA

Justice Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Valley Principal Teachers Students Parents

Students Parents

Principal Students Parents

Parents

Principal Teachers Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager      

100

Appendix 5.4: Themes Table 4 – Qualifications and Movement

THEMES TABLE 4 – QUALIFICATIONS AND MOVEMENT THEMES Middle High

School

Qualifica-tions

School choice

Student mobility

Transition Expecta-tions SCHOOL;

interviewees SMALL BOYS HIGH SCHOOLS

Eastern Central Boys

Principal Teachers Students Parents

Principal Teachers Students Parents

Teachers

Teachers Students

Principal Teachers Students Parents

Principal Teachers Students Parents

Station Boys Principal Teachers Students Parents

Principal Teachers

Principal Teachers

Principal Teachers Students Parents

Teachers

Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

CM NPM

Teachers Students

CM NPM

Teachers

CM

NPM

Teachers Students

CM NPM

Teachers Students

CM NPM

CM NPM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal Teachers Students Parents CLOs

Principal

Students Parents

Principal Teachers Students Parents CLOs

Principal Teachers Students

CLOs

Mechanics Principal Teachers Students Parents

Students

Principal Teachers Students Parents

Principal

Students Parents

Principal Teachers

Principal Teachers

Principal

Students Parents

Smith DP

DP

DP

DP

DP

Technology Principal Teachers

Teachers

Principal Teachers

Principal Teachers

Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal Teachers Students

Principal Teachers Students

Principal

Principal Teachers

Principal

Principal

Students

Court Girls Principal

Principal

Principal

Principal

Principal

Principal

Westside Girls

101

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers

Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal Teachers

CA

Principal Teachers Students Parents

CA

Principal Teachers

Parents

Principal Teachers

Parents

CA

Principal Teachers Students Parents

CA

Teachers Students

Fireside Principal

Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal

Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers

Parents

CA

Teachers Students Parents HSLO

CA

Teachers

CA

Teachers Students Parents HSLO

CA

Teachers

Parents

Teachers

CA Justice Principal Teachers Students Parents

CLO

Principal Teachers Students Parents

CLO

Teachers

Principal Teachers Students

CLO

Principal Teachers Students

CLO

Principal Teachers

Valley Principal Teachers Students Parents

Principal

Principal Teachers Students Parents

Principal

Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  

102

Appendix 5.5: Themes Table 5 – Engagement

THEMES TABLE 5 - ENGAGEMENT THEMES Aspirations Engage-

ment Behaviour (maturity)

Behaviour (frustration)

Behaviour (aggression and violence)

Impact on other students

SCHOOL; interviewees

SMALL BOYS HIGH SCHOOLS Eastern Central Boys Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Teachers Students

Principal Teachers Students

Teachers Students Parents

Station Boys Principal Teachers Students Parents

Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Parents

Principal Teachers Students Parents

SMALL HIGH SCHOOLS Black Rock Teachers Students CM NPM

Students CM NPM

Teachers CM NPM

CM NPM

Teachers Students NPM

Teachers CM

Teachers Students

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal Students Parents CLOs

Principal Teachers Parents CLOs

Principal Students Parents CLOs

Principal Students Parents CLOs

Principal Students

Principal Teachers Students Parents

Mechanics Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Teachers Students Parents

Principal Students

Principal Students

Principal Students Parents

Smith DP

DP

DP

DP

DP

Technology Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls Principal Teachers Students

Principal Students

Teachers

Principal Teachers

Students

Principal Teachers Students

Court Girls Principal

Principal

Principal

Principal

Principal

Westside

103

Girls Principal Teachers Students Parents

Students Parents

Teachers Students

Principal Students Parents

Teachers Students

Principal Teachers Students

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents CA

Principal Teachers Students Parents

Principal Teachers Students Parents CA

Principal Teachers Students Parents CA

Principal Teachers Students CA

Teachers Students

Principal Teachers Students Parents

Fireside Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO CA

Teachers Students Parents HSLO CA

Teachers Students Parents HSLO CA

Teachers

Teachers Students

Teachers

Teachers Students

Justice Principal Teachers Students Parents CLO

Principal Teachers Students Parents CLO

Principal Teachers Students CLO

Principal Teachers Parents CLO

Principal Teachers Students

Principal Teachers

Teachers Students CLO

Valley Principal Teachers Students Parents

Teachers Students Parents

Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students

Principal Teachers

Teachers Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  

104

Appendix 5.6: Themes Table 6 – Pathways

THEMES TABLE 6 - PATHWAYS THEMES Pathway

to HSC non-ATAR pathway

Pathway to VET

Pathway to apprentice-

ship

Pathway to employ-

ment

Pathway to nowhere SCHOOL;

interviewees SMALL BOYS HIGH SCHOOLS

Eastern Central Boys

Principal Teachers Students Parents

Principal Teachers Students Parents

Students Parents

Principal Teachers Students Parents

Teachers Students Parents

Principal Teachers Students Parents

Teachers Students Parents

Station Boys Principal Teachers Students Parents

Principal Teachers

Principal Teachers

Principal Teachers Students Parents

Principal Teachers Students

Principal Teachers Students Parents

Principal Teachers

Parents

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

Teachers

CM

NPM

Teachers Students

CM

Teachers Students

CM NPM

Teachers Students

CM NPM

Teachers Students

CM NPM

Teachers

CM

Cairn

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Students

Teachers

Parents CLOs

Principal Teachers Students Parents CLOs

Principal Teachers Students Parents CLOs

Principal Teachers Students Parents CLOs

Mechanics Principal Teachers Students Parents

Principal

Students Parents

Principal

Students Parents

Principal Teachers Students Parents

Principal

Parents

Teachers Students Parents

Parents Smith

DP

DP

DP

DP

DP

DP

DP Technology

Principal Teachers

Principal Teachers

Principal

Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal Teachers Students

Principal

Students

Teachers Students

Principal Teachers Students

Principal Teachers Students

Teachers

Court Girls Principal

Principal

Principal

Principal

Westside Girls

105

Principal Teachers Students Parents

Principal

Students

Principal Teachers Students

Principal Teachers Students Parents

Principal

Principal Teachers Students

Principal Teachers

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal Teachers Students Parents

Principal Teachers Students Parents

CA

Principal Teachers Students Parents

CA

Principal Teachers

Parents

CA

Principal Teachers Students

CA

Principal Teachers Students

CA

Fireside Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal

Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers

Parents

Teachers

Teachers Students Parents HSLO

CA

Teachers Students Parents HSLO

CA

Teachers Students Parents HSLO

Teachers Students

CA Justice Principal Teachers Students Parents

CLO

Principal Teachers Students Parents

Principal Teachers Students Parents

CLO

Principal Teachers Students

CLO

Principal Teachers

CLO

Principal Teachers Students

CLO

Principal

Valley Principal Teachers Students Parents

Principal Teachers Students Parents

Students Parents

Principal Teachers Students Parents

Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  VET  =  Vocational  Education  and  Training  

106

Appendix 5.7: Themes Table 7 – Policy and the New School Leaving Age

THEMES  TABLE  7  –  POLICY  and  N.S.L.A.  THEMES Policy

(global) Policy

(national, state)

NSLA legislation

Benefits of NSLA

Policy Change/ Speed of change

Response to NSLA changes

SCHOOL; interviewees

SMALL BOYS HIGH SCHOOLS Eastern

Central Boys Principal Teachers Students Parents

Parents

Principal

Principal Teachers Students Parents

Teachers Students Parents

Teachers Students Parents

Station Boys Principal Teachers Students Parents

Principal Teachers

Parents

Principal

Principal Teachers

Parents

Principal Teachers Students Parents

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

Teachers Students

CM NPM

CM

Teachers

CM

NPM

Teachers

CM

NPM

Teachers

CM

NPM Cairn

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal

CLOs

Principal Teachers Students Parents

Principal

Students Parents CLOs

Mechanics Principal Teachers Students Parents

Parents

Parents

Teachers

Parents

Principal Teachers Students Parents

Principal

Students Parents

Smith DP

DP

DP

DP

Technology Principal Teachers

Principal

Teachers

Principal

Teachers

Principal Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal Teachers Students

Students

Principal

Principal Teachers Students

Principal

Principal Teachers Students

Court Girls Principal

Principal

Principal

Westside

107

Girls Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal

Teachers Students Parents

CA

Principal

Students

CA

Principal Teachers Students

Principal Teachers Students Parents

Fireside Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Teachers

Principal Deputies Teachers

Principal Deputies Teachers

Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers

CA

HSLO CA

CA

Teachers

CA

Teachers Students Parents HSLO

Justice Principal Teachers Students Parents

CLO

Principal Teachers

CLO

Teachers

CLO

Principal Teachers Students Parents

Principal Teachers

CLO

Principal Teachers Students Parents

CLO Valley

Principal Teachers Students Parents

Principal

Principal

Principal

Parents

Principal Teachers

Principal Teachers Students

Principal Teachers Students Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  NSLA  =  New  School  Leaving  Age  

108

Appendix 5.8: Themes Table 8 – Demographics

THEMES TABLE 8 – DEMOGRAPHICS THEMES Diversity Ethnicity Arabic boys Gender Economic

context South West

Sydney Region

SCHOOL; interviewees

SMALL BOYS HIGH SCHOOLS Eastern

Central Boys Principal Teachers Students Parents

Principal

Principal Teachers

Principal Teachers

Parents

Teachers

Teachers

Station Boys Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers

Parents

Principal Teachers Students Parents

Teachers Students Parents

Teachers

Parents

Principal Teachers

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

CM NPM

CM NPM

CM NPM

Teachers

CM

NPM

Teachers

CM

NPM

CM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal

Parents CLOs

Principal

Parents CLOs

Principal

Principal

Principal Teachers

Parents

Mechanics Principal Teachers Students Parents

Principal

Students Parents

Principal

Students Parents

Principal Teachers Students Parents

Principal

Parents

Students

Principal

Smith DP

DP

DP

DP

DP

Technology Principal Teachers

Principal Teachers

Principal Teachers

Principal

Principal Teachers

Teachers MEDIUM GIRLS HIGH SCHOOLS

Century Girls Principal Teachers Students

Principal

Principal Teachers

Principal Teachers Students

Principal

Students

Court Girls

Principal

Principal

Principal

Principal

Principal

Westside

109

Girls Principal Teachers Students Parents

Principal Teachers Students

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal

Students

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal Teachers

Parents

CA

Principal Teachers Students

CA

Principal Teachers

CA

Principal Teachers Students

CA

Principal Teachers

Fireside Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Deputies

Principal Deputies

Students

Principal Deputies Teachers

Principal Deputies Teachers Students

Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers Students

HSLO

CA

Teachers Students Parents HSLO

CA

Teachers Students Parents HSLO

CA

Teachers

HSLO CA

Teachers

Justice Principal Teachers Students Parents

CLO

Principal Teachers Students

CLO

Principal Teachers Students Parents

CLO

Principal Teachers

Parents

CLO

Teachers

Principal

Parents

Teachers

CLO Valley

Principal Teachers Students Parents

Principal

Students

Principal

Students

Principal Teachers

Principal

Principal

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  

110

Appendix 5.9: Themes Table 9 – School and People as Themes

THEMES TABLE 9 – SCHOOL AND PEOPLE AS THEMES THEMES School

culture

Principals and

Teachers

Academic Students

Students forced to

stay

Students at risk

Parents and Families SCHOOL;

interviewees SMALL BOYS HIGH SCHOOLS

Eastern Central Boys

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Station Boys Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers

Parents

Principal Teachers

Parents

Principal Teachers Students

Principal Teachers

Parents

Principal Teachers Students Parents

SMALL HIGH SCHOOLS Black Rock

Teachers Students

CM NPM

Teachers

CM

NPM

Teachers Students

CM NPM

Teachers

CM

NPM

Teachers Students

CM NPM

Teachers

CM

NPM

Teachers Students

CM NPM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal Teachers

Parents

Principal Teachers Students Parents CLOs

Parents

Principal Teachers Students Parents CLOs

Principal

Students Parents CLOs

Principal

Students Parents CLOs

Mechanics Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal

Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Smith DP

DP

DP

DP

DP

DP

DP

Technology Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

Principal Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal Teachers Students

Principal Teachers Students

Principal Teachers Students

Teachers Students

Principal Teachers Students

Principal Teachers Students

Principal Teachers Students

Court Girls

Principal

Principal

Principal

Principal

Principal

Principal

Principal Westside

111

Girls Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers Students

Principal

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal Teachers Students Parents

Principal Teachers Students Parents

CA

Principal Teachers Students Parents

CA

Principal Teachers Students Parents

CA

Principal Teachers Students Parents

CA

Principal Teachers Students Parents

CA Fireside Principal

Principal

Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers Students

LARGE HIGH SCHOOLS Countryside

Principal

Principal

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers

Parents HSLO

CA

Teachers Students Parents HSLO

CA

Teachers

HSLO

Teachers Students Parents HSLO

CA

Teachers Students Parents HSLO

CA

Teachers Students Parents HSLO

CA Justice Principal Teachers Students Parents

CLO

Principal Teachers Students Parents

CLO

Principal Teachers Students

CLO

Teachers Students Parents

CLO

Principal Teachers Students

CLO

Principal Teachers

Parents

CLO

Principal Teachers Students Parents

CLO Valley

Principal Teachers Students Parents

Principal

Students Parents

Principal Teachers Students Parents

Principal Teachers

Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Principal Teachers Students Parents

Key:  CA  =  Careers  Advisor       DP  =  Deputy  Principal  CLO  =  Community  Liaison  Officer     HSLO  =  Home-­‐School  Liaison  Officer  CM  =  Curriculum  Manager     NPM  =  National  Partnerships  Manager  

112

Appendix 5.10: Themes Table 10 – External Institutions and Participants as Themes

THEMES TABLE 10 – EXTERNAL INSTITUTIONS AND PARTICIPANTS AS THEMES

THEMES DEC and Board of Studies

TAFE Federal govern-

ment

Community and

Networks

Employers

Pathways providers

SCHOOL;

interviewees

SMALL BOYS HIGH SCHOOLS Eastern

Central Boys Principal Teachers Students Parents

Teachers

Principal Teachers Students Parents

Teachers

Principal Teachers Students Parents

Teachers

Parents

Principal Teachers

Parents

Station Boys Principal Teachers Students Parents

Teachers

Parents

Principal Teachers Students Parents

Teachers

Parents

Principal Teachers Students Parents

Principal Teachers Students

SMALL HIGH SCHOOLS

Black Rock Teachers Students

CM NPM

Teachers

CM

NPM

Teachers Students

CM NPM

CM

Teachers Students

CM NPM

Teachers Students

CM

CM NPM

Cairn Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Principal Teacher

Francis Principal

Principal

Principal

Principal

Jasper Principal Teachers Students Parents CLOs

Principal Teachers

Parents CLOs

Principal Teachers Students Parents CLOs

Principal

Principal Teachers

Parents CLOs

Students Parents

Principal

Parents CLOs

Mechanics Principal Teachers Students Parents

Principal

Students

Principal Teachers

Parents

Principal

Principal Teachers Students

Principal

Principal Teachers

Smith DP

DP

DP

DP

DP

Technology Principal Teachers

Principal Teachers

Principal Teachers

Teachers

Principal Teachers

Principal

Principal

MEDIUM GIRLS HIGH SCHOOLS

Century Girls Principal Teachers Students

Teachers Students

Principal Teachers Students

Principal Teachers Students

Principal

Principal

Court Girls Principal

Principal

Principal

113

Westside Girls

Principal Teachers Students Parents

Principal Teachers

Principal Teachers Students Parents

Principal

Principal Teachers Students

Principal

Principal Teachers

MEDIUM HIGH SCHOOLS Bayside Principal Teachers Students Parents

CA

Principal

Students

Principal Teachers Students Parents

CA

Principal

Principal Teachers Students Parents

CA

Principal Teachers Students

Principal Teachers

CA Fireside Principal

Principal

Principal

Principal

Principal

Principal

Hillside Principal

Principal

Principal

Principal

Principal

Links Principal Deputies Teachers Students

Principal

Teachers

Principal Deputies Teachers Students

Principal Deputies

Students

Principal Deputies Teachers Students

Principal Deputies Teachers

Principal Deputies Teachers

LARGE HIGH SCHOOLS

Countryside Principal

Principal

Principal

Principal

Principal

Davis Principal

Principal

Principal

Principal

Principal

Principal

Principal

Green Ridge Teachers Students Parents HSLO

CA

Teachers Students

CA

Teachers Students Parents HSLO

CA

CA

Teachers Students Parents HSLO

CA

Teachers

CA

Teachers

Parents HSLO

CA Justice Principal Teachers Students Parents

CLO

Teachers

CLO

Principal Teachers Students

CLO

Principal Teachers Students

CLO

Principal Teachers

Teachers Students

CLO

Valley Principal Teachers Students Parents

Principal Teachers

Principal Teachers Students Parents

Principal Teachers Students Parents

Teachers

Parents

 Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager DEC = Department of Education and Communities DP = Deputy Principal HSLO = Home-School Liaison Officer NPM = National Partnerships Manager TAFE = NSW Technical and Further Education Commission

114

APPENDIX 6: Parents’ themes tables The following tables show the themes upon which parents commented. The actual number of comments is a general indication only, since one participant may have commented more than once on any one particular theme, otherwise the number could indicate more than one participant commenting on a theme. Moreover, one statement could relate to more than one theme and so be coded (and therefore counted) under several themes. Similarly, the number of negative comments shown is merely a general indication also, since comments were coded as negative usually when they were strongly so, and, again, one participant may have made a negative comment several times, on the one theme. The remaining number of comments (that is, the total number of comments minus the number of negative comments) could be considered to be generally positive or neutral. Appendix 6.1: Parents’ Themes Table 1 – School Governance

PARENTS’ THEMES TABLE 1 – SCHOOL GOVERNANCE

THEMES Partner-

ships Innovation

due to NSLA

Other Innovation

Curriculum Professional opportun-

ities

Support

SCHOOL SMALL BOYS’ HIGH SCHOOLS

Eastern Central Boys

Parents (5)

1

Parents

2

Parents

12 (5neg) Parents

Station Boys Parents (6)

1(neg) Parents

6 (2neg) Parents

12 (9neg) Parents

SMALL HIGH SCHOOLS Jasper

Parents (5)

5 (4neg) Parents

2 (1neg) Parents

6 (4neg) Parents

Mechanics Parents (4)

6 (2neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

2 (1neg) Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3)

15 (5neg) Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

2 (2neg) Parents

3 (1neg) Parents

4 (1neg) Parents

Justice Parents (4)

7 Parents

Valley Parents (11)

1 Parents

5 Parents

4 (1neg) Parents

115

Appendix 6.2: Parents’ Themes Table 2 – School Culture

PARENTS’ THEMES TABLE 2 - SCHOOL CULTURE THEMES Resources Duty of care Streaming/

selection Exemptions Mental

Health Ability/

disability SCHOOL SMALL BOYS’ HIGH SCHOOLS

Eastern Central Boys

Parents (5)

2 (1neg) Parents

3

Parents

Station Boys Parents (6)

12 (6neg) Parents

3 (2neg) Parents

1 (1neg) Parents

2 (1neg) Parents

1 Parents

SMALL HIGH SCHOOLS Jasper

Parents (5) 3 (3neg) Parents

2 (1neg) Parents

1 (1neg) Parents

Mechanics Parents (4)

1 (1neg) Parents

2 (1neg) Parents

3 (1neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

1 (1neg) Parents

1

Parents

1 (1neg) Parents

2 (2neg) Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3) 2 (2neg) Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

1 (1neg) Parents

1 Parents

3 Parents

2 (2neg) Parents

7 (2neg) Parents

Justice Parents (4)

3 Parents

2 Parents

Valley Parents (11)

116

Appendix 6.3: Parents’ Themes Table 3 – Information and Choice

PARENTS’ THEMES TABLE 3 – INFORMATION AND CHOICE THEMES Practical

commun-ication

Absence of information

Conceptual Information

Flexibility Choice Pressures shaping choice

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Parents (5)

8 (1neg) Parents

5

Parents

3

Parents

2

Parents

13 (5neg) Parents

6 (2neg) Parents

Station Boys Parents (6)

3 (2neg) Parents

16 (11neg) Parents

1 Parents

2 (1neg) Parents

8 (6neg) Parents

SMALL HIGH SCHOOLS Jasper

Parents (5) 1

Parents 3 (2neg)

Parents

Mechanics Parents (4)

5 (2neg) Parents

5 (3neg) Parents

6 (4neg) Parents

4 (2neg) Parents

16 (8neg) Parents

2 (1neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

1

Parents

2 (2neg) Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3) 6 (1neg) Parents

5 (2neg) Parents

2 (1neg) Parents

7 (1neg) Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

7 (4neg) Parents

5 (1neg) Parents

1 Parents

1 Parents

Justice Parents (4)

1 Parents

1 Parents

2 Parents

1 Parents

12(1neg) Parents

2 Parents

Valley Parents (11)

7 (1neg) Parents

3 (2neg) Parents

4 (1neg) Parents

7 (3neg) Parents

21 (5neg) Parents

10 (2neg) Parents

117

Appendix 6.4: Parents’ Themes Table 4 – Qualifications and Movement

PARENTS’ THEMES TABLE 4 – QUALIFICATIONS AND MOVEMENT THEMES Middle High

School Qualifica-

tions School choice

Student mobility

Transition Expecta-tions SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Parents (5)

4 (3neg) Parents

4 (1neg) Parents

3 (2neg) Parents

Station Boys Parents (6)

6 (3neg) Parents

6 (4neg) Parents

3 Parents

10 (3neg) Parents

SMALL HIGH SCHOOLS Jasper

Parents (5)

6 (4neg) Parents

1 Parents

2 (2neg) Parents

Mechanics Parents (4)

12 (7neg) Parents

1 Parents

1 (1neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

1

Parents

1

Parents

2 (1neg) Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3)

7 (2neg) Parents

1 Parents

2 (1neg) Parents

2 Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

1 (1neg) Parents

4 (3neg) Parents

4 (3neg) Parents

5 (1neg) Parents

Justice Parents (4)

1 Parents

Valley Parents (11)

4 (2neg) Parents

1 (1neg) Parents

2 (1neg) Parents

5 (2neg) Parents

118

Appendix 6.5: Parents’ Themes Table 5 – Engagement

PARENTS’ THEMES TABLE 5 - ENGAGEMENT

THEMES Aspiration

s Engage-

ment Behaviour (maturity)

Behaviour (frustra-

tion)

Behaviour (aggressio

n and violence)

Impact on other

students SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern Central Boys

Parents (5)

11 (4neg) Parents

11 (9neg) Parents

11 (4neg) Parents

1 (1neg) Parents

Station Boys

Parents (6)

12 (2neg) Parents

17 (6neg) Parents

1 Parents

5 (3neg) Parents

3 (1neg) Parents

1 Parents

SMALL HIGH SCHOOLS Jasper

Parents (5) 1

Parents 3 (2neg) Parents

2 Parents

3 (1neg) Parents

5 (1neg) Parents

Mechanics Parents (4)

12 (5neg) Parents

7 (4neg) Parents

2 (1neg) Parents

6 (6neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

1 (1neg) Parents

1

Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3) 4

Parents 5 (3neg) Parents

2 (1neg) Parents

3 (1neg) Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

3 Parents

1 Parents

Justice Parents (4)

3 Parents

2 Parents

Valley Parents (11)

10 (3neg) Parents

9 (3neg) Parents

9 (1neg) Parents

3 (2neg) Parents

119

Appendix 6.6: Parents’ Themes Table 6 – Pathways

PARENTS’ THEMES TABLE 6 - PATHWAYS THEMES   Pathway    

to  HSC  non-ATAR pathway

Pathway to VET

Pathway to apprentice-

ship

Pathway to employ-

ment

Pathway to nowhere SCHOOL  

SMALL BOYS’ HIGH SCHOOLS Eastern  

Central  Boys  Parents  (5)  

 5  (1neg)  Parents  

2

Parents

4 (1neg) Parents

1 (1neg) Parents

10 (4neg) Parents

1 (1neg) Parents

Station  Boys  Parents  (6)  

  4 Parents

2 Parents

4 (2neg) Parents

SMALL HIGH SCHOOLS Jasper  

Parents  (5)     1

Parents 5 (3neg) Parents

1 (1neg) Parents

6 (3neg) Parents

Mechanics  Parents  (4)  

4  (1neg)  Parents  

1 Parents

6 (3neg) Parents

3 (2neg) Parents

3 Parents

1 (1neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside  Girls  

Parents  (6)  

  2

Parents

MEDIUM HIGH SCHOOLS Bayside  

Parents  (3)  3  (2neg)  Parents  

1 (1neg) Parents

8 (4neg) Parents

2 Parents

LARGE HIGH SCHOOLS Green  Ridge  Parents  (2)  

1  Parents  

2 (3neg) Parents

2 Parents

6 (5neg) Parents

Justice  Parents  (4)  

1  Parents  

2 Parents

Valley  Parents  (11)  

3  Parents  

1 Parents

4 (2neg) Parents

4 (3neg) Parents

8 Parents

1 (1neg) Parents

120

Appendix 6.7: Parents’ Themes Table 7 – Policy and the New School Leaving Age

PARENTS’ THEMES TABLE 7 – POLICY and N.S.L.A.

THEMES Policy

(global) Policy

(national, state)

NSLA legislation

Benefits of NSLA

Policy Change/ Speed of change

Response to NSLA changes SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Parents (5)

4

Parents

2 (1neg) Parents

7 (1neg) Parents

Station Boys Parents (6)

9 (6neg) Parents

1 Parents

4 (3neg) Parents

SMALL HIGH SCHOOLS Jasper

Parents (5)

3 (1neg) Parents

6 (2neg) Parents

Mechanics Parents (4)

1 (1neg) Parents

2 (2neg) Parents

2 (1neg) Parents

1 (1neg) Parents

2 (2neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

2 (2neg) Parents

1

Parents

4

Parents

3 (1neg) Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3) 1

Parents 5

Parents LARGE HIGH SCHOOLS

Green Ridge Parents (2)

3 Parents

Justice Parents (4)

8 Parents

8 Parents

Valley Parents (11)

3 (1neg) Parents

5 (1neg) Parents

121

Appendix 6.8: Parents’ Themes Table 8 – Demographics

PARENTS’ THEMES TABLE 8 – DEMOGRAPHICS THEMES Diversity Ethnicity Arabic boys Gender Economic

context South West

Sydney Region

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Parents (5)

10(2neg) Parents

Station Boys Parents (6)

3(2neg) Parents

6(4neg) Parents

35(16neg) Parents

4(2neg) Parents

5(1neg) Parents

SMALL HIGH SCHOOLS Jasper

Parents (5) 1

Parents 1

Parents 3

Parents

Mechanics Parents (4)

1(1neg) Parents

3(3neg) Parents

5(5neg) Parents

4(2neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

2(1neg) Parents

1(1neg) Parents

MEDIUM HIGH SCHOOLS Bayside

Parents (3) 1

Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

6(1neg) Parents

1 Parents

Justice Parents (4)

1 Parents

12 Parents

1 Parents

122

Appendix 6.9: Parents’ Themes Table 9 – School and People as Themes

PARENTS’ THEMES TABLE 9 – SCHOOL AND PEOPLE AS THEMES

THEMES School culture

Principals and

Teachers

Academic Students

Students forced to

stay

Students at risk

Parents and Families SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Parents (5)

10(5neg) Parents

4(1neg) Parents

1

Parents

4(3neg) Parents

14(5neg) Parents

Station Boys Parents (6)

4(2neg) Parents

5(3neg) Parents

1 Parents

8(3neg) Parents

16(11neg) Parents

SMALL HIGH SCHOOLS Jasper

Parents (5) 5(1neg) Parents

3(2neg) Parents

1 Parents

5(3neg) Parents

1(1neg) Parents

7(2neg) Parents

Mechanics Parents (4)

2 Parents

1 Parents

10(8neg) Parents

10(9neg) Parents

7(6neg) Parents

6(5neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside

Girls Parents (6)

1

Parents

3(2neg) Parents

2(1neg) Parents

3

Parents MEDIUM HIGH SCHOOLS

Bayside Parents (3)

1(1neg) Parents

4(1neg) Parents

7 Parents

4(1neg) Parents

5 Parents

1(1neg) Parents

LARGE HIGH SCHOOLS Green Ridge Parents (2)

3(2neg) Parents

1 Parents

2 Parents

9(5neg) Parents

2(1neg) Parents

Justice Parents (4)

9 Parents

2 Parents

3 Parents

10 Parents

Valley Parents (11)

1(1neg) Parents

6(3neg) Parents

1 Parents

2(1neg) Parents

1(1neg) Parents

1 Parents

123

Appendix 6.10: Parents’ Themes Table 10 – External Institutions and Participants as Themes

PARENTS’ THEMES TABLE 10 – EXTERNAL INSTITUTIONS AND PARTICIPANTS AS THEMES

                 THEMES   DEC  and  Board  of  Studies  

TAFE Federal government

Community and

Networks

Employers

Pathways providers

SCHOOL  

SMALL BOYS’ HIGH SCHOOLS Eastern  Central  Boys    Parents  (5)  

     

3(1neg) Parents

8(2neg) Parents

1

Parents

1

Parents

Station  Boys    Parents  (6)  

2(2neg)  Parents  

4 Parents

3(3neg) Parents

4(1neg) Parents

SMALL HIGH SCHOOLS Jasper    Parents  (5)  

4(2neg)  Parents  

3(2neg) Parents

4(1neg) Parents

1(1neg) Parents

1(1neg) Parents

Mechanics  Parents  (4)  

  8(4neg) Parents

MEDIUM GIRLS’ HIGH SCHOOLS Westside  Girls    Parents  (6)  

   

1

Parents

MEDIUM HIGH SCHOOLS Bayside    Parents  (3)  

   

8(4neg) Parents

4(2neg) Parents

LARGE HIGH SCHOOLS Green  Ridge    Parents  (2)  

  2(3neg) Parents

3(3neg) Parents

1 Parents

Valley    Parents  (11)  

   

4(2neg) Parents

6 Parents

1 Parents

124

APPENDIX 7: Students’ themes tables The following tables show the themes upon which students commented. The actual number of comments is a general indication only, since one participant may have commented more than once on any one particular theme, otherwise the number could indicate more than one participant commenting on a theme. Moreover, one statement could relate to more than one theme and so be coded (and therefore counted) under several themes. Similarly, the number of negative comments shown is merely a general indication also, since comments were coded as negative usually when they were strongly so, and, again, one participant may have made a negative comment several times, on the one theme. The remaining number of comments (that is, the total number of comments minus the number of negative comments) could be considered to be generally positive or neutral. Appendix 7.1: Students’ Themes Table 1 – School Governance

STUDENTS’ THEMES TABLE 1 – SCHOOL GOVERNANCE

THEMES Partner-

ships Innovation

due to NSLA

Other Innovation

Curriculum Profess-ional

opportun-ities

Support

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

13(4neg) Students

9

Students Station Boys Students(6)

11(2neg) Students

6 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

7 Students

1 Students

Jasper Students(14)

2 Students

4 Students

Mechanics Students(8)

3 Students

10 Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

4(1neg) Students

3 Students

Westside Girls

Students(16)

5

Students

2

Students

6

Students MEDIUM HIGH SCHOOLS

Bayside Students(9)

3(1neg) Students

Links Students(4)

8(1neg) Students

1 Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

3 Students

6 Students

4 Students

Justice Students(15)

1 Students

7(1neg) Students

5 Students

Valley Students(5)

3 Students

5 Students

125

Appendix 7.2: Students’ Themes Table 2 – School Culture

STUDENTS’ THEMES TABLE 2– SCHOOL CULTURE THEMES Resources Duty of care Streaming/

selection Exemptions Mental

Health Ability/

disability SCHOOL SMALL BOYS’ HIGH SCHOOLS

Eastern Central Boys Students(10)

7(3neg) Students

1

Students

2(1neg) Students

Station Boys Students(6)

9(5neg) Students

3 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

1 Students

Jasper Students(14)

1 Students

2 Students

1 Students

2 Students

Mechanics Students(8)

3(1neg) Students

3 Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

2(2neg) Students

Westside Girls

Students(16)

4(1neg) Students

1(1neg) Students

1

Students MEDIUM HIGH SCHOOLS

Bayside Students(9)

2(2neg) Students

1(1neg) Students

7(4neg) Students

2(2neg) Students

Links Students(4)

5(3neg) Students

1(1neg) Students

1 Students

1(1neg) Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

5 Students

Justice Students(15)

15(12neg) Students

5 Students

Valley Students(5)

4 Students

3 Students

6(1neg) Students

126

Appendix 7.3: Students’ Themes Table 3 – Information and Choice

STUDENTS’ THEMES TABLE 3 – INFORMATION AND CHOICE THEMES Practical

commun-ication

Absence of information

Conceptual Information

Flexibility Choice Pressures shaping choice

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

4

Students

5

Students

3

Students

3(3neg) Students

59(16neg) Students

10(4neg) Students

Station Boys Students(6)

3 Students

1 Students

8(10neg) Students

27(13neg) Students

2(1neg) Students

SMALL HIGH SCHOOLS Black Rock Students(11)

1(1neg) Students

4(4neg) Students

8 Students

Jasper Students(14)

1 Students

3(1neg) Students

3 Students

Mechanics Students(8)

7(4neg) Students

1 Students

19(7neg) Students

4(1neg) Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

2 Students

3(3neg) Students

6 Students

Westside Girls

Students(16)

1(1neg) Students

MEDIUM HIGH SCHOOLS Bayside

Students(9)

2 Students

1 Students

18(5neg) Students

16(8neg) Students

Links Students(4)

1 Students

1 Students

2(2neg) Students

15(7neg) Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

3 Students

3 Students

8(5neg) Students

Justice Students(15)

1 Students

1 Students

3(1neg) Students

8(5neg) Students

28(13neg) Students

3 Students

Valley Students(5)

1(1neg) Students

8(2neg) Students

32(11neg) Students

2 Students

127

Appendix 7.4: Students’ Themes Table 4 – Qualifications and Movement

STUDENTS’ THEMES TABLE 4 – QUALIFICATIONS AND MOVEMENT THEMES Middle High

School Qualifica-

tions School choice

Student mobility

Transition Expecta-tions SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

7(2neg) Students

3(2neg) Students

10

Students

2

Students Station Boys Students(6)

2(2neg) Students

4(1neg) Students

2 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

3 Students

1 Students

10 Students

Jasper Students(14)

2 Students

1 Students

2 Students

3 Students

Mechanics Students(8)

1 Students

5(3neg) Students

1(1neg) Students

1 Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

2(1neg) Students

1 Students

Westside Girls

Students(16)

2(1neg) Students

2

Students

MEDIUM HIGH SCHOOLS Bayside

Students(9) 10(9neg)

Students 2(2neg)

Students 9(5neg) Students

Links Students(4)

5 Students

6 Students

3 Students

6 Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

3 Students

2 Students

Justice Students(15)

7 Students

3(1neg) Students

3 Students

Valley Students(5)

3 Students

3(3neg) Students

4(1neg) Students

2(1neg) Students

128

Appendix 7.5: Students’ Themes Table 5 – Engagement

STUDENTS’ THEMES TABLE 5 - ENGAGEMENT

THEMES Aspirations Engage-

ment Behaviour (maturity)

Behaviour (frustration)

Behaviour (aggression

and violence)

Impact on other

students SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

35(1neg) Students

14(5neg) Students

2

Students

2(2neg) Students

2(2neg) Students

10(4neg) Students

Station Boys Students(6)

10(1neg) Students

5(2neg) Students

2 Students

1 Students

1 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

4 Students

1 Students

3 Students

Jasper Students(14)

2 Students

2 Students

1 Students

1 Students

2 Students

Mechanics Students(8)

6 Students

7(5neg) Students

4 Students

1(1neg) Students

1 Students

4(4neg) Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

6 Students

1(1neg) Students

7(4neg) Students

Westside Girls

Students(16)

5(2neg) Students

1(1neg) Students

2

Students

1

Students

5(2neg) Students

MEDIUM HIGH SCHOOLS Bayside

Students(9) 20(3neg) Students

9(3neg) Students

3(1neg) Students

2(1neg) Students

1(1neg) Students

5(4neg) Students

Links Students(4)

10(5neg) Students

24(10neg) Students

10(5neg) Students

9(4neg) 4Students

1(1neg) Students

11(6neg) Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

6 Students

3 Students

1 Students

2 Students

Justice Students(15)

22 Students

4 Students

1(1neg) Students

11(7neg) Students

Valley Students(5)

7(1neg) Students

10(5neg) Students

4(3neg) Students

1(1neg) Students

129

Appendix 7.6: Students’ Themes Table 6 – Pathways

STUDENTS’ THEMES TABLE 6 - PATHWAYS THEMES Pathway

to HSC non-ATAR pathway

Pathway to VET

Pathway to apprentice-

ship

Pathway to employ-

ment

Pathway to nowhere SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

21

Students

4

Students

9(1neg) Students

4(1neg) Students

12(1neg) Students

1

Students Station Boys Students(6)

6(1neg) Students

1 Students

1 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

1 Students

1 Students

2 Students

2 Students

Jasper Students(14)

2(1neg) Students

6(1neg) Students

2 Students

5(2neg) Students

Mechanics Students(8)

9(2neg) Students

4(1neg) Students

2 Students

2(1neg) Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

1 Students

2(2neg) Students

4(3neg) Students

6(2neg) Students

Westside Girls

Students(16)

4

Students

1

Students

7(2neg) Students

4(1neg) Students

MEDIUM HIGH SCHOOLS Bayside

Students(9) 14(6neg) Students

1 Students

3 Students

10(4neg) Students

2(1neg) Students

Links Students(4)

1 Students

8(4neg) Students

10(4neg) Students

8(1neg) Students

2 Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

1 Students

4 Students

7(1neg) Students

1 Students

Justice Students(15)

15(3neg) Students

5 Students

3(1neg) Students

2 Students

Valley Students(5)

7(1neg) Students

2 Students

11(6neg) Students

10(3neg) Students

11(1neg) Students

2(1neg) Students

130

Appendix 7.7: Students’ Themes Table 7 – Policy and the New School Leaving Age

STUDENTS’ THEMES TABLE 7 – POLICY and N.S.L.A.

THEMES Policy

(global) Policy

(national, state)

NSLA legislation

Benefits of NSLA

Policy Change/ Speed of change

Response to NSLA changes SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

6

Students

1

Students

6(2neg) Students

Station Boys Students(6)

8 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

1 Students

Jasper Students(14)

1 Students

6(1neg) Students

Mechanics Students(8)

2(2neg) Students

7(6neg) Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

1(1neg) Students

1 Students

3 Students

Westside Girls

Students(16)

2(2neg) Students

2

Students

6(3neg) Students

MEDIUM HIGH SCHOOLS Bayside

Students(9) 6(4neg)

Students 2(1neg) Students

2(2neg) Students

7(5neg) Students

Links Students(4)

3(1neg) Students

10(4neg) Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

3 Students

Justice Students(15)

1(1neg) Students

14(7neg) Students

Valley Students(5)

1 Students

1 Students

131

Appendix 7.8: Students’ Themes Table 8 – Demographics

STUDENTS’ THEMES TABLE 8 – DEMOGRAPHICS THEMES Diversity Ethnicity Arabic boys Gender Economic

context South West

Sydney Region

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Station Boys Students(6)

1 Students

2(1neg) Students

SMALL HIGH SCHOOLS Mechanics Students(8)

4(2neg) Students

3(2neg) Students

1(1neg) Students

1 Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

1 Students

6 Students

Westside Girls

Students(16)

2

Students

2

Students

2

Students

6(1neg) Students

MEDIUM HIGH SCHOOLS Bayside

Students(9)

2 Students

2(1neg) Students

Links Students(4)

2(2neg) Students

2(1neg) Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

1 Students

4 Students

3 Students

Justice Students(15)

1 Students

3 Students

Valley Students(5)

1 Students

1 Students

132

Appendix 7.9: Students’ Themes Table 9 – School and People as Themes

STUDENTS’ THEMES TABLE 9 – SCHOOL AND PEOPLE AS THEMES

THEMES School culture

Principals and

Teachers

Academic Students

Students forced to

stay

Students at risk

Parents and Families SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

3(2neg) Students

3

Students

3(6neg) Students

10(3neg) Students

1

Students

17(1neg) Students

Station Boys Students(6)

1 Students

8(1neg) Students

SMALL HIGH SCHOOLS Black Rock Students(11)

5 Students

1 Students

15 Students

Jasper Students(14)

6 Students

4 Students

1 Students

3 Students

Mechanics Students(8)

3(2neg) Students

6(1neg) Students

2(1neg) Students

11(6neg) Students

5(1neg) Students

8(5neg) Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

3(3neg) Students

3(1neg) Students

1 Students

5(2neg) Students

2 Students

7 Students

Westside Girls

Students(16)

2

Students

4(2neg) Students

2(2neg) Students

8(1neg) Students

MEDIUM HIGH SCHOOLS Bayside

Students(9) 2(2neg) Students

5(5neg) Students

3(2neg) Students

12(9neg) Students

14(9neg) Students

14(4neg) Students

Links Students(4)

2(2neg) Students

6(2neg) Students

1(1neg) Students

22(8neg) Students

11(2neg) Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

5 Students

2 Students

10 Students

9(1neg) Students

Justice Students(15)

2 Students

7(4neg) Students

16(13neg) Students

16(7neg) Students

6 Students

Valley Students(5)

1(1neg) Students

5(4neg) Students

9(2neg) Students

5(3neg) Students

10(2neg) Students

133

Appendix 7.10: Students’ Themes Table 10 – External Institutions and Participants as Themes

STUDENTS’ THEMES TABLE 10 – EXTERNAL INSTITUTIONS AND PARTICIPANTS AS THEMES

THEMES DEC and Board of Studies

TAFE Federal government

Community and

Networks

Employers

Pathways providers

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Students(10)

7(1neg) Students

5

Students

Station Boys Students(6)

5 Students

3 Students

1 Students

SMALL HIGH SCHOOLS Black Rock Students(11)

4 Students

1 Students

2 Students

Jasper Students(14)

3(1neg) Students

1 Students

Mechanics Students(8)

1(1neg) Students

3 Students

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls Students(38)

1(1neg) Students

4(3neg) Students

1(1neg) Students

Westside Girls

Students(16)

6(2neg) Students

1

Students

MEDIUM HIGH SCHOOLS Bayside

Students(9) 1(1neg) Students

4 Students

9(2neg) Students

1 Students

Links Students(4)

8(4neg) Students

1 Students

2 Students

LARGE HIGH SCHOOLS Green Ridge Students(8)

1 Students

1 Students

5(1neg) Students

Justice Students(15)

3(1neg) Students

2 Students

1 Students

Valley Students(5)

11(6neg) Students

7(1neg) Students

134

APPENDIX 8: Principals’ and Teachers’ themes tables The following tables show the themes upon which principals and teachers commented. The actual number of comments is a general indication only, since one participant may have commented more than once on any one particular theme, otherwise the number could indicate more than one participant commenting on a theme. Moreover, one statement could relate to more than one theme and so be coded (and therefore counted) under several themes. Similarly, the number of negative comments shown is merely a general indication also, since comments were coded as negative usually when they were strongly so, and, again, one participant may have made a negative comment several times, on the one theme. The remaining number of comments (that is, the total number of comments minus the number of negative comments) could be considered to be generally positive or neutral.

Appendix 8.1: Principals’ and Teachers’ Themes Table 1 – School Governance

PRINCIPALS AND TEACHERS’ THEMES TABLE 1 – SCHOOL GOVERNANCE THEMES Partner-

ships Innovation

due to NSLA

Other Innovation

Curriculum Profess-ional

opportun-ities

Support SCHOOL;

interviewees

SMALL BOYS HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

2

Principal

7

Principal 1

Teachers

4

Principal

6

Principal 5

Teachers

1

Principal

5

Principal 5

Teachers Station Boys

Principal

Teachers(7)

4 Teachers

1 Principal 1(1neg)

Teachers

3 Principal

8(5neg) Principal 26(8neg) Teachers

1 Principal

2 Teachers

3 Principal 17(2neg) Teachers

SMALL HIGH SCHOOLS Black Rock Teachers(6)

3 Teachers

15 Teachers

5 Teachers

Cairn Principal and Teacher(1)

1 Principal + Teacher

5(5neg) Principal + Teacher

8(4neg) Principal + Teacher

1 Principal + Teacher

7(2neg) Principal + Teacher

Francis Principal

3 Principal

5(1neg) Principal

7 Principal

5 Principal

Jasper Principal

Teachers(3)

3 Principal

1 Teachers

6 Principal

11 Principal

4 Teachers

4 Principal

2 Teachers

Mechanics Principal

Teachers(7)

9(1neg) Principal 2(1neg)

Teachers

2 Principal

2 Teachers

4(4neg) Principal

6 Principal

3 Teachers

4 Principal

4 Principal

2 Teachers

Smith DP

1 DP

4 DP

4 DP

18 DP

3 DP

8 DP

Technology Principal

Teachers(5)

2 Teachers

4 Principal

4 Teachers

1 Principal

5 Principal 23(2neg) Teachers

3 Principal

5 Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal 3

Principal 1

Principal 4

Principal 2

Principal 4

Principal

135

Teachers(11)

1 Teachers

10(2neg) Teachers

1 Teachers

5 Teachers

Court Girls Principal

2 Principal

3 Principal

2 Principal

1 Principal

7 Principal

Westside Girls

Principal and DP(1)

Teachers(7)

1

Principal + DP 1

Teachers

5(1neg)

Principal + DP

12(4neg) Teachers

2 Teachers

4(1neg)

Principal + DP 10

Teachers MEDIUM HIGH SCHOOLS

Bayside Principal

Teachers(4)

4 Principal

1 Teachers

1 Principal

2 Teachers

1 Principal

3 Principal

9 Teachers

5 Principal

2 Principal

10 Teachers

Fireside Principal

3 Principal

10 Principal

1 Principal

1 Principal

1 Principal

9 Principal

Hillside Principal

1 Principal

1 Principal

2 Principal

2 Principal

2 Principal

Links Principal

Deputies(2)

Teachers(10)

4 Principal

4 Deputies

7 Teachers

2 Principal

1 Deputies

7 Teachers

9 Principal

7 Deputies

40 Teachers

2 Principal

1 Deputies

7 Teachers

4 Principal

2 Deputies

11 Teachers

LARGE HIGH SCHOOLS Countryside

Principal 1(1neg)

Principal

5 Principal

1 Principal

Davis Principal

2 Principal

10 Principal

8 Principal

8(1neg) Principal

5 Principal

Green Ridge Teachers(7)

5 Teachers

9 Teachers

2 Teachers

19 Teachers

5 Teachers

10 Teachers

Justice Principal and Work Skills(1)

Teachers(12)

4 Principal + Work Skills

1 Teachers

4 Principal + Work Skills

6 Teachers

3 Principal + Work Skills

4 Teachers

5 Principal + Work Skills

15 Teachers

5 Principal + Work Skills

6 Teachers

4 Principal + Work Skills

6 Teachers

Valley Principal

Teachers(8)

3 Principal 4(1neg)

Teachers

1 Principal

1 Teachers

10 Principal 17(5neg) Teachers

2 Principal

136

Appendix 8.2: Principals’ and Teachers’ Themes Table 2 – School Culture

PRINCIPALS  AND  TEACHERS’  THEMES  TABLE  2–  SCHOOL  CULTURE  THEMES Resources Duty of care Streaming/

selection Exemptions Mental

Health Ability/

disability SCHOOL SMALL BOYS HIGH SCHOOLS

Eastern Central Boys

Principal

Teachers(7)

5

Principal 24(15neg) Teachers

3(1neg) Principal 3(3neg)

Teachers

1

Principal 1

Teachers

5(4neg) Teachers

1(1neg) Teachers

Station Boys Principal

Teachers(7)

9(4neg) Principal 21(7neg) Teachers

1(1neg) Principal 7(4neg)

Teachers

1(1neg) Principal 7(2neg)

Teachers

2(2neg) Principal 4(1neg)

Teachers

1(1neg) Principal 3(1neg)

Teachers

17(5neg) Teachers

SMALL HIGH SCHOOLS Black Rock Teachers(6)

23(11neg) Teachers

6(1neg) Teachers

1(1neg) Teachers

2(2neg) Teachers

Cairn Principal and Teacher(1)

12(11neg) Principal + Teacher

1(1neg) Principal + Teacher

Francis Principal

4(2neg) Principal

1 Principal

3(1neg) Principal

Jasper Principal

Teachers(3)

9(6neg) Principal 3(2neg)

Teachers

1(1neg) Principal

1 Principal 2(2neg)

Teachers

5(2neg) Principal 5(5neg)

Teachers Mechanics

Principal

Teachers(7)

13(8neg) Principal 3(2neg)

Teachers

4 Principal

3 Principal

3 Principal

Smith DP

19(13neg) DP

1 DP

1(1neg) DP

5(4neg) DP

Technology Principal

Teachers(5)

5(1neg) Principal 8(4neg)

Teachers

2 Principal

2 Teachers

4(3neg) Principal 11(4neg) Teachers

MEDIUM GIRLS HIGH SCHOOLS Century Girls

Principal

Teachers(11)

6 Principal 8(1neg)

Teachers

1 Principal

1 Teachers

1(1neg) Principal

3(1neg) Principal 6(1neg)

Teachers Court Girls

Principal 10(3neg) Principal

4 Principal

2 Principal

Westside Girls

Principal and DP(1)

Teachers(7)

7(7neg)

Principal + DP

14(6neg) Teachers

4(1neg)

Principal + DP 4

Teachers

1(1neg) Teachers

1(1neg)

Principal + DP

4(3neg)

Principal + DP

4(2neg) Teachers

MEDIUM HIGH SCHOOLS Bayside Principal

11(4neg) Principal 11(8neg)

2(1neg) Principal

1 Principal

2

1(1neg) Principal 1(1neg)

4(2neg) Principal

2(1neg) Principal 6(4neg)

137

Teachers(4) Teachers Teachers Teachers Teachers Fireside Principal

8 Principal

4 Principal

2(1neg) Principal

Hillside Principal

3(1neg) Principal

1(1neg) Principal

1 Principal

Links Principal

Deputies(2)

Teachers(10)

20(14neg) Principal

16(11neg) Deputies

36(29neg) Teachers

2(2neg) Principal 1(1neg) Deputies

1 Teachers

4(1neg) Principal

2 Deputies 6(2neg)

Teachers

7(7neg) Teachers

3(3neg) Principal 3(3neg) Deputies 8(6neg)

Teachers

4(1neg) Principal 4(1neg) Deputies

13(11neg) Teachers

LARGE HIGH SCHOOLS Countryside

Principal 7(6neg) Principal

1 Principal

Davis Principal

10(4neg) Principal

4(2neg) Principal

3(2neg) Principal

Green Ridge Teachers(7)

40(22neg) Teachers

4(2neg) Teachers

1 Teachers

3(2neg) Teachers

7(1neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

23(7neg) Principal + Work Skills 30(13neg) Teachers

2(1neg) Principal + Work Skills

4(3neg) Teachers

4 Principal + Work Skills

4 Teachers

3(2neg) Principal + Work Skills 17(7neg) Teachers

Valley Principal

Teachers(8)

2 Principal 1(1neg)

Teachers

1 Principal 1(1neg)

Teachers

8 Principal 6(4neg)

Teachers

3(1neg) Principal

5 Principal

23(12neg) Teachers

138

Appendix 8.3: Principals’ and Teachers’ Themes Table 3 – Information and Choice

PRINCIPALS AND TEACHERS’ THEMES TABLE 3 – INFORMATION AND CHOICE THEMES Practical

commun-ication

Absence of information

Conceptual Information

Flexibility Choice Pressures shaping choice

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

2(2neg) Principal 4(4neg)

Teachers

6(6neg) Teachers

2

Principal 3(3neg)

Teachers

1

Principal 26(24neg) Teachers

7

Principal 7(6neg)

Teachers

2

Principal 6(4neg)

Teachers Station Boys

Principal

Teachers(7)

5 Teachers

2(2neg) Principal 8(2neg)

Teachers

1 Principal

10(10neg) Principal 11(8neg) Teachers

12(3neg) Principal

46(26neg) Teachers

13(6neg) Principal 6(2neg)

Teachers SMALL HIGH SCHOOLS

Black Rock Teachers(6)

1 Teachers

4(2neg) Teachers

1(1neg) Teachers

5(4neg) Teachers

Cairn Principal and Teacher(1)

2(1neg) Principal + Teacher

4(1neg) Principal + Teacher

2(1neg) Principal + Teacher

12(12neg) Principal + Teacher

9(7neg) Principal + Teacher

7(6neg) Principal + Teacher

Francis Principal

3 Principal

10(1neg) Principal

Jasper Principal

Teachers(3)

1 Principal

1 Principal

4 Principal

2(2neg) Principal 1(1neg)

Teachers

2(1neg) Principal

4(2neg) Principal

2 Teachers

Mechanics Principal

Teachers(7)

2 Principal

1(1neg) Principal

2 Teachers

5 Principal

2 Teachers

11(11neg) Teachers

17(6neg) Principal

2 Teachers

3(2neg) Principal 1(1neg)

Teachers Smith

DP

1(1neg) DP

1(1neg) DP

1(1neg) DP

8(7neg) DP

Technology Principal

Teachers(5)

1 Principal

2(2neg) Principal

5(2neg) Principal 9(9neg)

Teachers

10(5neg) Principal

33(17neg) Teachers

5(2neg) Principal 5(2neg)

Teachers MEDIUM GIRLS’ HIGH SCHOOLS

Century Girls Principal

Teachers(11)

1 Teachers

1 Teachers

1(1neg) Principal 1(1neg)

Teachers

1 Teachers

3(1neg) Principal 3(2neg)

Teachers Court Girls

Principal 1

Principal

2(1neg) Principal

1(2neg) Principal

9(2neg) Principal

6(5neg) Principal

Westside Girls

Principal and DP(1)

Teachers(7)

1(1neg)

Principal + DP

3(1neg) Teachers

1(1neg)

Principal + DP

1

Principal + DP

3(2neg)

Principal + DP

6(4neg) Teachers

7(7neg)

Principal + DP

6(4neg) Teachers

MEDIUM HIGH SCHOOLS Bayside Principal

2(2neg) Principal

3(2neg) Principal

2(1neg) Principal

4(4neg) Principal

14(9neg) Principal

5(2neg) Principal

139

Teachers(4)

5(3neg) Teachers

2 Teachers

1(1neg) Teachers

13(9neg) Teachers

7(2neg) Teachers

Fireside Principal

2 Principal

1(1neg) Principal

1 Principal

2(1neg) Principal

1 Principal

Hillside Principal

1 Principal

2 Principal

Links Principal

Deputies(2)

Teachers(10)

8(4neg) Teachers

2(1neg) Principal 2(1neg) Deputies 9(8neg)

Teachers

2(1neg) Principal 2(1neg) Deputies

2 Teachers

8(8neg) Principal 5(5neg) Deputies

37(35neg) Teachers

21(9neg) Principal 16(6neg) Deputies

53(31neg) Teachers

2(2neg) Principal 1(1neg) Deputies 12(9neg) Teachers

LARGE HIGH SCHOOLS Countryside

Principal

2 Principal

1(1neg) Principal

Davis Principal

2(1neg) Principal

4(1neg) Principal

6 Principal

4(4neg) Principal

15(9neg) Principal

10(6neg) Principal

Green Ridge Teachers(7)

4(2neg) Teachers

4(3neg) Teachers

16(7neg) Teachers

8(5neg) Teachers

22(14neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

1(1neg) Principal + Work Skills

9(2neg) Teachers

4(3neg) Principal + Work Skills

6(1neg) Teachers

6(1neg) Principal + Work Skills 13(1neg) Teachers

9(9neg) Principal + Work Skills

2(1neg) Teachers

20(8neg) Principal + Work Skills 18(5neg) Teachers

7(5neg) Principal + Work Skills 13(3neg) Teachers

Valley Principal

Teachers(8)

1(1neg) Principal

2(1neg) Principal 4(3neg)

Teachers

5(2neg) Principal

25(17neg) Teachers

4(1neg) Principal 11(7neg) Teachers

140

Appendix 8.4: Principals’ and Teachers’ Themes Table 4 – Qualifications and Movement

PRINCIPALS AND TEACHERS’ THEMES TABLE 4 – QUALIFICATIONS AND MOVEMENT THEMES Middle High

School Qualifica-

tions School choice

Student mobility

Transition Expecta-tions SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

3

Principal 6(6neg)

Teachers

1 Teachers

7(5neg) Teachers

9

Principal 20(18neg) Teachers

5

Principal 7(1neg)

Teachers Station Boys

Principal

Teachers(7)

6(1neg) Principal 2(1neg)

Teachers

5(3neg) Principal 5(1neg)

Teachers

2 Principal 6(2neg)

Teachers

2(2neg) Teachers

16(2neg) Principal 12(1neg) Teachers

2 Principal 9(3neg)

Teachers SMALL HIGH SCHOOLS

Black Rock Teachers(6)

16(4neg) Teachers

1(1neg) Teachers

5 Teachers

11(1neg) Teachers

Cairn Principal and Teacher(1)

2(1neg) Principal + Teacher

10(3neg) Principal + Teacher

4(1neg) Principal + Teacher

11(5neg) Principal + Teacher

9(7neg) Principal + Teacher

7(4neg) Principal + Teacher

Francis Principal

3(1neg) Principal

12(6neg) Principal

6(3neg) Principal

7(4neg) Principal

2 Principal

Jasper Principal

Teachers(3)

1 Principal

1 Teachers

6(3neg) Principal

5(2neg) Principal 1(1neg)

Teachers

1 Principal

Mechanics Principal

Teachers(7)

4(1neg) Principal 8(3neg)

Teachers

4(1neg) Principal

4(4neg) Principal 2(2neg)

Teachers

9(3neg) Principal

1 Teachers

2(1neg) Principal

Smith DP

4(1neg) DP

1 DP

6(3neg) DP

3 DP

Technology Principal

Teachers(5)

1 Teachers

11(11neg) Principal 7(5neg)

Teachers

3(1neg) Principal 5(2neg)

Teachers

3(2neg) Teachers

4(1neg) Principal 3(2neg)

Teachers MEDIUM GIRLS’ HIGH SCHOOLS

Century Girls Principal

Teachers(11)

4(1neg) Principal

1 Teachers

2(2neg) Principal

1 Principal 1(1neg)

Teachers

1(1neg) Principal

1 Principal

Court Girls Principal

1(1neg) Principal

5(2neg) Principal

3 Principal

3 Principal

2(1neg) Principal

Westside Girls

Principal and DP(1)

Teachers(7)

4(2neg)

Principal + DP

5(3neg) Teachers

1(1neg)

Principal + DP 1

Teachers

3(1neg)

Principal + DP

1(1neg) Teachers

5(4neg)

Principal + DP

4(1neg) Teachers

2(1neg)

Principal + DP

3(2neg) Teachers

MEDIUM HIGH SCHOOLS Bayside Principal

2(1neg) Principal

2

7(7neg) Principal 1(1neg)

3(1neg) Principal

2

6(4neg) Principal 6(5neg)

3(3neg) Principal 3(2neg)

5(4neg)

141

Teachers(4) Teachers Teachers Teachers Teachers Teachers Teachers Fireside Principal

1 Principal

4(1neg) Principal

3 Principal

2(2neg) Principal

7 Principal

Hillside Principal

2 Principal

3 Principal

1 Principal

1 Principal

Links Principal

Deputies(2)

Teachers(10)

1(1neg) Principal 1(1neg) Deputies 6(6neg)

Teachers

5(3neg) Principal 5(3neg) Deputies

17(17neg) Teachers

2 Principal

2 Deputies 2(2neg)

Teachers

4(4neg) Principal 4(4neg) Deputies

17(14neg) Teachers

4(1neg) Principal

2 Deputies 17(7neg) Teachers

1 Principal

4(3neg) Teachers

LARGE HIGH SCHOOLS Countryside

Principal

1 Principal

1 Principal

3(1neg) Principal

1 Principal

Davis Principal

3(1neg) Principal

10(5neg) Principal

2(2neg) Principal

3(3neg) Principal

2 Principal

2 Principal

Green Ridge Teachers(7)

15(6neg) Teachers

3(1neg) Teachers

8(4neg) Teachers

2(1neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

1 Principal + Work Skills 13(7neg) Teachers

1 Teachers

9(6neg) Principal + Work Skills

4(2neg) Teachers

3(2neg) Principal + Work Skills

6(3neg) Teachers

2(2neg) Principal + Work Skills

2(1neg) Teachers

Valley Principal

Teachers(8)

1 Principal

6(2neg) Principal 4(4neg)

Teachers

5(3neg) Principal

3(3neg) Teachers

9(1neg) Principal 2(2neg)

Teachers

3 Principal 10(6neg) Teachers

142

Appendix 8.5: Principals’ and Teachers’ Themes Table 5 – Engagement

PRINCIPALS AND TEACHERS’ THEMES TABLE 5 - ENGAGEMENT

THEMES Aspirations Engage-

ment Behaviour (maturity)

Behaviour (frustration)

Behaviour (aggression

and violence)

Impact on other

students SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

4

Principal 1(1neg)

Teachers

2

Principal 11(4neg) Teachers

3(1neg) Principal 5(3neg)

Teachers

8(6neg) Teachers

1

Principal 2(2neg)

Teachers

8(4neg) Teachers

Station Boys Principal

Teachers(7)

11(5neg) Teachers

1 Principal 18(8neg) Teachers

2(1neg) Principal 3(2neg)

Teachers

2(1neg) Principal 7(5neg)

Teachers

15(11neg) Principal 10(4neg) Teachers

4(1neg) Principal 3(3neg)

Teachers SMALL HIGH SCHOOLS

Black Rock Teachers(6)

7(4neg) Teachers

4(1neg) Teachers

1 Teachers

5(1neg) Teachers

Cairn Principal and Teacher(1)

4(1neg) Principal + Teacher

1 Principal + Teacher

2 Principal + Teacher

3 Principal + Teacher

Francis Principal

9 Principal

10(4neg) Principal

1(1neg) Principal

3(3neg) Principal

1(1neg) Principal

Jasper Principal

Teachers(3)

1(1neg) Principal

14(4neg) Principal 2(2neg)

Teachers

1(1neg) Principal

1 Principal

1 Principal

1(1neg) Principal

1 Teachers

Mechanics Principal

Teachers(7)

4(1neg) Principal

2 Teachers

5(3neg) Principal 1(1neg)

Teachers

1 Teachers

1(1neg) Principal

1 Principal

3 Principal

Smith DP

4(1neg) DP

3(1neg) DP

4(2neg) DP

1(1neg) DP

Technology Principal

Teachers(5)

3(1neg) Principal 6(5neg)

Teachers

5(5neg) Principal 13(7neg) Teachers

4(3neg) Principal 8(6neg)

Teachers

4(3neg) Principal 4(2neg)

Teachers

6(1neg) Teachers

2(2neg) Principal 3(3neg)

Teachers MEDIUM GIRLS’ HIGH SCHOOLS

Century Girls Principal

Teachers(11)

1 Principal

1 Teachers

2 Principal

1 Teachers

2(1neg) Principal

2 Teachers

Court Girls Principal

4(1neg) Principal

4(1neg) Principal

3(2neg) Principal

3(2neg) Principal

Westside Girls

Principal and DP(1)

Teachers(7)

4(3neg) Teachers

2(1neg)

Principal + DP

2(1neg) Teachers

1(1neg)

Principal + DP

4(2neg) Teachers

MEDIUM HIGH SCHOOLS Bayside 4(2neg) 4(4neg) 1 1(1neg) 1

143

Principal

Teachers(4)

Principal 7(5neg)

Teachers

Principal 15(13neg) Teachers

Principal 9(8neg)

Teachers

Principal 3(3neg)

Teachers

5(5neg)

Teachers

Principal 7(7neg)

Teachers Fireside Principal

1 Principal

6(2neg) Principal

1(1neg) Principal

2(2neg) Principal

Hillside Principal

2 Principal

2(1neg) Principal

2 Principal

Links Principal

Deputies(2)

Teachers(10)

1 Principal

13(9neg) Teachers

8(4neg) Principal 7(3neg) Deputies

34(25neg) Teachers

4(4neg) Principal 2(2neg) Deputies

18(13neg) Teachers

4(3neg) Principal 3(2neg) Deputies

16(12neg) Teachers

7(4neg) Principal 6(3neg) Deputies 7(6neg)

Teachers

3(2neg) Principal 1(1neg) Deputies

16(12neg) Teachers

LARGE HIGH SCHOOLS Countryside

Principal

1(1neg) Principal

1 Principal

Davis Principal

6(3neg) Principal

13(6neg) Principal

3(3neg) Principal

5(5neg) Principal

1(1neg) Principal

Green Ridge Teachers(7)

4 Teachers

36(11neg) Teachers

6(2neg) Teachers

9(7neg) Teachers

4(1neg) Teachers

11(8neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

7(2neg) Principal + Work Skills

6(2neg) Teachers

9(3neg) Principal + Work Skills 13(5neg) Teachers

2(2neg) Principal + Work Skills

7(3neg) Teachers

5(5neg) Principal + Work Skills

6(2neg) Teachers

1(1neg) Principal + Work Skills

4(1neg) Teachers

16(6neg) Teachers

Valley Principal

Teachers(8)

19(13neg) Teachers

21(13neg) Teachers

6(3neg) Principal

21(10neg) Teachers

2(1neg) Principal 6(5neg)

Teachers

2(2neg) Principal 2(1neg)

Teachers

3 Teachers

144

Appendix 8.6: Principals’ and Teachers’ Themes Table 6 – Pathways

PRINCIPALS AND TEACHERS’ THEMES TABLE 6 - PATHWAYS THEMES Pathway

to HSC non-ATAR pathway

Pathway to VET

Pathway to apprentice-

ship

Pathway to employ-

ment

Pathway to nowhere SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

3

Principal 3(2neg)

Teachers

4

Principal 10(10neg) Teachers

8(5neg) Teachers

2

Principal 3(1neg)

Teachers

7(5neg) Teachers

Station Boys Principal

Teachers(7)

2(2neg) Principal 4(2neg)

Teachers

2(2neg) Principal 1(1neg)

Teachers

1(1neg) Principal 6(4neg)

Teachers

2(1neg) Principal

2 Teachers

3 Principal 11(1neg) Teachers

4(5neg) Principal 9(4neg)

Teachers SMALL HIGH SCHOOLS

Black Rock Teachers(6)

4(1neg) Teachers

4(2neg) Teachers

15(2neg) Teachers

3 Teachers

9 Teachers

1 Teachers

Cairn Principal and Teacher(1)

3(1neg) Principal + Teacher

1(1neg) Principal + Teacher

2(2neg) Principal + Teacher

1(1neg) Principal + Teacher

3(3neg) Principal + Teacher

1(1neg) Principal + Teacher

Francis Principal

2(1neg) Principal

2 Principal

2(1neg) Principal

10(8neg) Principal

Jasper Principal

Teachers(3)

3(1neg) Teachers

7(5neg) Principal 2(1neg)

Teachers

1(1neg) Principal

2 Teachers

1 Principal 1(1neg)

Teachers

Mechanics Principal

Teachers(7)

3 Principal

3 Principal

8(5neg) Principal 3(1neg)

Teachers

2 Principal

2(1neg) Teachers

Smith DP

2(1neg) DP

7(1neg) DP

7(4neg) DP

1 DP

2 DP

2(2neg) DP

Technology Principal

Teachers(5)

1(1neg) Principal 4(1neg)

Teachers

8(2neg) Principal

3(2neg) Principal 2(2neg)

Teachers

2 Principal

1 Teachers

3 Principal 3(1neg)

Teachers

3(3neg) Principal 9(2neg)

Teachers MEDIUM GIRLS’ HIGH SCHOOLS

Century Girls Principal

Teachers(11)

3 Principal

1(1neg) Teachers

8(2neg) Principal 12(6neg) Teachers

2 Principal 3(3neg)

Teachers

1 Teachers

Court Girls Principal

1 Principal

12(2neg) Principal

1 Principal

Westside Girls

Principal and DP(1)

Teachers(7)

3(1neg)

Principal + DP

1(1neg)

Principal + DP

7(5neg) Teachers

5(4neg)

Principal + DP

4(2neg) Teachers

1(1neg)

Principal + DP

5(5neg)

Principal + DP

3(2neg) Teachers

2(2neg)

Principal + DP 1

Teachers MEDIUM HIGH SCHOOLS

Bayside Principal

1 Principal

4 Principal

8(2neg) Principal

7(5neg) Principal

2 Principal

1(1neg) Principal

145

Teachers(4)

4(4neg) Teachers

1(1neg) Teachers

1 Teachers

3(2neg) Teachers

5(3neg) Teachers

2(2neg) Teachers

Fireside Principal

7(2neg) Principal

2 Principal

4 Principal

2(2neg) Principal

Hillside Principal

2 Principal

3(1neg) Principal

1 Principal

2 Principal

Links Principal

Deputies(2)

Teachers(10)

5(1neg) Principal

3 Deputies 7(1neg)

Teachers

4(1neg) Principal 3(1neg) Deputies

6 Teachers

9(6neg) Principal 7(5neg) Deputies

18(12neg) Teachers

2(2neg) Principal

7(5neg) Teachers

2(1neg) Principal

1 Deputies

20(18neg) Teachers

2(2neg) Principal 2(2neg) Deputies 10(7neg) Teachers

LARGE HIGH SCHOOLS Countryside

Principal 1

Principal 1

Principal 4(2neg) Principal

1 Principal

1 Principal

Davis Principal

5(2neg) Principal

2 Principal

11(5neg) Principal

2(1neg) Principal

2(1neg) Principal

5(5neg) Principal

Green Ridge Teachers(7)

3(1neg) Teachers

10(2neg) Teachers

11(4neg) Teachers

6(1neg) Teachers

19(6neg) Teachers

1(1neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

1 Principal + Work Skills

9(2neg) Teachers

3(1neg) Principal + Work Skills 25(6neg) Teachers

26(16neg) Principal + Work Skills 19(4neg) Teachers

5(1neg) Principal + Work Skills

7(2neg) Teachers

13(6neg) Principal + Work Skills

7(2neg) Teachers

7(6neg) Principal + Work Skills

Valley Principal

Teachers(8)

2 Principal 5(4neg)

Teachers

4(1neg) Principal 8(4neg)

Teachers

1 Teachers

2 Principal 8(5neg)

Teachers

3(3neg) Principal 5(3neg)

Teachers

146

Appendix 8.7: Principals’ and Teachers’ Themes Table 7 – Policy and the New School Leaving Age

PRINCIPALS AND TEACHERS’ THEMES TABLE 7 – POLICY and N.S.L.A.

THEMES Policy

(global) Policy

(national, state)

NSLA legislation

Benefits of NSLA

Policy Change/ Speed of change

Response to NSLA changes SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

1

Principal

4

Principal 10(1neg) Teachers

6(5neg) Teachers

2(1neg) Teachers

Station Boys Principal

Teachers(7)

1(1neg) Principal 4(3neg)

Teachers

2 Principal

10(6neg) Principal 15(8neg) Teachers

2(1neg) Principal 2(1neg)

Teachers SMALL HIGH SCHOOLS

Black Rock Teachers(6)

1(1neg) Teachers

3 Teachers

4(2neg) Teachers

4(1neg) Teachers

Cairn Principal and Teacher(1)

4(3neg) Principal + Teacher

1(1neg) Principal + Teacher

9(7neg) Principal + Teacher

6(6neg) Principal + Teacher

Francis Principal

2(1neg) Principal

5(5neg) Principal

Jasper Principal

Teachers(3)

2(2neg) Principal

1(1neg) Principal 1(1neg)

Teachers

3(2neg) Principal

Mechanics Principal

Teachers(7)

1 Teachers

1 Principal

1 Teachers

4(3neg) Principal

Smith DP

5(2neg) DP

6 DP

2(2neg) DP

Technology Principal

Teachers(5)

1(1neg) Principal

4(2neg) Teachers

7(5neg) Principal

3 Teachers

8(7neg) Principal

14(10neg) Teachers

3(2neg) Principal 5(2neg)

Teachers MEDIUM GIRLS’ HIGH SCHOOLS

Century Girls Principal

Teachers(11)

3(1neg) Principal

4 Principal

1 Teachers

1(1neg) Principal

1 Principal 2(1neg)

Teachers Court Girls

Principal 1

Principal

7(2neg) Principal

Westside Girls

Principal and DP(1)

Teachers(7)

8(8neg)

Principal + DP

5(5neg) Teachers

2(1neg)

Principal + DP 1

Teachers

1(1neg)

Principal + DP 2

Teachers

1(1neg)

Principal + DP 2

Teachers MEDIUM HIGH SCHOOLS

147

Bayside Principal

Teachers(4)

2 Principal

3(3neg) Teachers

3 Principal

7(4neg) Principal 3(2neg)

Teachers

4(3neg) Principal 4(3neg)

Teachers Fireside Principal

3 Principal

1 Principal

1 Principal

2 Principal

Hillside Principal

1 Principal

1 Principal

2 Principal

Links Principal

Deputies(2)

Teachers(10)

1 Teachers

1(1neg) Principal 1(1neg) Deputies 6(4neg)

Teachers

2(1neg) Principal 2(1neg) Deputies 1(1neg)

Teachers

8(2neg) Teachers

8(5neg) Principal 7(4neg) Deputies

26(18neg) Teachers

1(1neg) Principal 1(1neg) Deputies 6(3neg)

Teachers LARGE HIGH SCHOOLS

Countryside Principal

2 Principal

2(1neg) Principal

3(2neg) Principal

Davis Principal

1 Principal

9(3neg) Principal

6(3neg) Principal

5(1neg) Principal

7(3neg) Principal

Green Ridge Teachers(7)

4(2neg) Teachers

6(2neg) Teachers

6(2neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

3(2neg) Principal + Work Skills

6(4neg) Teachers

4(2neg) Teachers

1 Principal + Work Skills

8(3neg) Teachers

4 Principal + Work Skills

3(1neg) Teachers

2 Principal + Work Skills 11(5neg) Teachers

Valley Principal

Teachers(8)

4 Principal

2 Principal

1 Principal

3 Principal

3 Teachers

4(1neg) Principal

3 Teachers

13(3neg) Principal

1 Teachers

148

Appendix 8.8: Principals’ and Teachers’ Themes Table 8 – Demographics

PRINCIPALS AND TEACHERS’ THEMES TABLE 8 – DEMOGRAPHICS THEMES Diversity Ethnicity Arabic boys Gender Economic

context South West

Sydney Region

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

2

Principal

1

Principal 12(8neg) Teachers

8(3neg) Principal 8(8neg)

Teachers

2 Teachers

1(1neg) Teachers

Station Boys Principal

Teachers(7)

1 Principal

2 Teachers

1 Principal 4(2neg)

Teachers

5(1neg) Principal 9(5neg)

Teachers

2 Teachers

1 Teachers

2(1neg) Principal 1(1neg)

Teachers SMALL HIGH SCHOOLS

Black Rock Teachers(6)

2 Teachers

2 Teachers

Cairn Principal and Teacher(1)

4 Principal + Teacher

4(1neg) Principal + Teacher

17(9neg) Principal + Teacher

2 Principal + Teacher

1 Principal + Teacher

1 Principal + Teacher

Francis Principal

5(2neg) Principal

9(5neg) Principal

2(2neg) Principal

3 Principal

3(3neg) Principal

Jasper Principal

Teachers(3)

5 Principal

5 Principal

4(1neg) Principal

2 Principal

2 Principal 1(1neg)

Teachers

Mechanics Principal

Teachers(7)

3 Principal

4 Principal

9(5neg) Principal 1(1neg)

Teachers

4(1neg) Principal

1(1neg) Principal

Smith DP

2 DP

2 DP

2 DP

1 DP

Technology Principal

Teachers(5)

5 Principal 3(1neg)

Teachers

3(2neg) Principal

1 Teachers

2 Principal

1 Principal 1(1neg)

Teachers

2(2neg) Teachers

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls

Principal

Teachers(11)

4(1neg) Principal

7(1neg) Principal

2 Teachers

2 Principal

1 Teachers

1 Principal

Court Girls Principal

2 Principal

5(1neg) Principal

2(2neg) Principal

4(1neg) Principal

Westside Girls

Principal and DP(1)

Teachers(7)

6

Principal + DP 1

Teachers

6(1neg)

Principal + DP

3(2neg) Teachers

2(1neg)

Principal + DP

2(1neg) Teachers

1

Principal + DP

MEDIUM HIGH SCHOOLS Bayside Principal

2 Principal

2 Principal

5(1neg) Principal

3 Principal

1(1neg) Principal

149

Teachers(4)

4 Teachers

6(2neg) Teachers

2 Teachers

6(3neg) Teachers

1(1neg) Teachers

Fireside Principal

2 Principal

3(1neg) Principal

2 Principal

5 Principal

Hillside Principal

2 Principal

1 Principal

1 Principal

Links Principal

Deputies(2)

Teachers(10)

1 Principal

1 Deputies

3(1neg) Principal 3(1neg) Deputies

1 Principal

1 Deputies 3(3neg)

Teachers

5(1neg) Principal 5(1neg) Deputies 6(4neg)

Teachers

Principal

Deputies 2(1neg)

Teachers LARGE HIGH SCHOOLS

Countryside Principal

2 Principal

1 Principal

2(1neg) Principal

Davis Principal

3(1neg) Principal

9(2neg) Principal

3(1neg) Principal

6(2neg) Principal

1 Principal

Green Ridge Teachers(7)

4 Teachers

6(6neg) Teachers

2 Teachers

8(3neg) Teachers

1(1neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

2(2neg) Principal + Work Skills 16(2neg) Teachers

17(6neg) Principal + Work Skills 24(7neg) Teachers

12(12neg) Principal + Work Skills

1 Teachers

2 Teachers

6(2neg) Principal + Work Skills

1(1neg) Teachers

Valley Principal

Teachers(8)

4 Principal

3 Principal

5(1neg) Principal

1 Teachers

7 Principal

1(1neg) Principal

150

Appendix 8.9: Principals’ and Teachers’ Themes Table 9 – School and People as Themes

PRINCIPALS AND TEACHERS’ THEMES TABLE 9 – SCHOOL AND PEOPLE AS THEMES

THEMES School culture

Principals and

Teachers

Academic Students

Students forced to

stay

Students at risk

Parents and Families SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

1

Principal 6(5neg)

Teachers

4

Principal 5(5neg)

Teachers

2

Principal 8(6neg)

Teachers

6(3neg) Principal 19(9neg) Teachers

3

Principal 19(14neg) Teachers

5

Principal 9(5neg)

Teachers Station Boys

Principal

Teachers(7)

5(2neg) Principal 13(5neg) Teachers

15(10neg) Principal 9(6neg)

Teachers

4(1neg) Principal 4(3neg)

Teachers

20(11neg) Principal

28(14neg) Teachers

10(6neg) Principal 22(8neg) Teachers

3(1neg) Principal 21(6neg) Teachers

SMALL HIGH SCHOOLS Black Rock Teachers(6)

4(2neg) Teachers

18(6neg) Teachers

2 Teachers

11(3neg) Teachers

13(2neg) Teachers

11(2neg) Teachers

Cairn Principal and Teacher(1)

1(1neg) Principal + Teacher

1(1neg) Principal + Teacher

3(2neg) Principal + Teacher

12(8neg) Principal + Teacher

3 Principal + Teacher

Francis Principal

1(1neg) Principal

3 Principal

4(1neg) Principal

8(7neg) Principal

15(6neg) Principal

4(1neg) Principal

Jasper Principal

Teachers(3)

14(6neg) Principal 1(1neg)

Teachers

11(5neg) Principal 4(2neg)

Teachers

4(1neg) Principal

2 Teachers

11(4neg) Principal

14(6neg) Principal

Mechanics Principal

Teachers(7)

5(3neg) Principal 3(2neg)

Teachers

1 Principal 4(1neg)

Teachers

3 Principal

9(3neg) Principal 1(1neg)

Teachers

5(1neg) Principal 8(3neg)

Teachers

6(1neg) Principal

4 Teachers

Smith DP

1 DP

7(4neg) DP

3(2neg) DP

8(5neg) DP

8(2neg) DP

2 DP

Technology Principal

Teachers(5)

9(5neg) Principal 9(4neg)

Teachers

5(3neg) Principal 13(5neg) Teachers

2(2neg) Principal 4(3neg)

Teachers

8(8neg) Principal 10(7neg) Teachers

9(7neg) Principal

21(10neg) Teachers

3(2neg) Principal 3(3neg)

Teachers MEDIUM GIRLS’ HIGH SCHOOLS

Century Girls Principal

Teachers(11)

4(2neg) Principal

1 Teachers

3 Principal 3(1neg)

Teachers

1 Teachers

5(1neg) Principal

4 Teachers

3(2neg) Principal 4(1neg)

Teachers

5(1neg) Principal 7(2neg)

Teachers Court Girls

Principal 7(1neg) Principal

8(2neg) Principal

1(1neg) Principal

7(2neg) Principal

4(2neg) Principal

4(2neg) Principal

Westside Girls

Principal and DP(1)

Teachers(7)

4(3neg)

Principal + DP

2(2neg) Teachers

7(6neg)

Principal + DP

6(1neg) Teachers

2(2neg)

Principal + DP

6(5neg)

Principal + DP

6(5neg) Teachers

8(7neg)

Principal + DP

6(3neg) Teachers

6(3neg)

Principal + DP

6(2neg) Teachers

MEDIUM HIGH SCHOOLS Bayside 15(6neg) 10(3neg) 1(1neg) 14(10neg) 9(3neg) 4(3neg)

151

Principal

Teachers(4)

Principal 5(4neg)

Teachers

Principal 8(7neg)

Teachers

Principal 5(5neg)

Teachers

Principal 15(13neg) Teachers

Principal 5(4neg)

Teachers

Principal 15(11neg) Teachers

Fireside Principal

11(1neg) Principal

4 Principal

1 Principal

2 Principal

2(1neg) Principal

1 Principal

Hillside Principal

1 Principal

5(2neg) Principal

1 Principal

3 Principal

3(1neg) Principal

1 Principal

Links Principal

Deputies(2)

Teachers(10)

3(2neg) Principal 2(1neg) Deputies

19(13neg) Teachers

12(6neg) Principal 10(6neg) Deputies

36(22neg) Teachers

4(2neg) Principal 2(1neg) Deputies 10(5neg) Teachers

18(12neg) Principal 11(7neg) Deputies

57(45neg) Teachers

12(10neg) Principal 8(7neg) Deputies

41(30neg) Teachers

12(4neg) Principal 12(4neg) Deputies 11(8neg) Teachers

LARGE HIGH SCHOOLS Countryside

Principal 2(1neg) Principal

4(4neg) Principal

4(1neg) Principal

1(1neg) Principal

3(1neg) Principal

Davis Principal

23(9neg) Principal

9(3neg) Principal

1 Principal

8(6neg) Principal

12(7neg) Principal

9(2neg) Principal

Green Ridge Teachers(7)

21(11neg) Teachers

21(10neg) Teachers

5(4neg) Teachers

44(25neg) Teachers

17(3neg) Teachers

9(3neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

25(11neg) Principal + Work Skills 13(4neg) Teachers

10(4neg) Principal + Work Skills 19(9neg) Teachers

8(4neg) Teachers

2(1neg) Principal + Work Skills 20(13neg) Teachers

17(8neg) Principal + Work Skills 19(8neg) Teachers

18(11neg) Principal + Work Skills 22(5neg) Teachers

Valley Principal

Teachers(8)

6(2neg) Principal

5(2neg) Principal 5(3neg)

Teachers

2 Principal 2(2neg)

Teachers

9(3neg) Principal 13(6neg) Teachers

8(2neg) Principal

23(12neg) Teachers

4(1neg) Principal 10(5neg) Teachers

152

Appendix 8.10: Principals’ and Teachers’ Themes Table 10 – External Institutions and Participants as Themes

PRINCIPALS AND TEACHERS’ THEMES TABLE 10 – EXTERNAL INSTITUTIONS AND PARTICIPANTS AS THEMES

THEMES DEC and Board of Studies

TAFE Federal government

Community and

Networks

Employers

Pathways providers

SCHOOL

SMALL BOYS’ HIGH SCHOOLS Eastern

Central Boys Principal

Teachers(7)

2(2neg) Teachers

2

Principal 13(13neg) Teachers

2(2neg) Teachers

5

Principal 8(6neg)

Teachers

2(1neg) Teachers

1

Principal 6(5neg)

Teachers Station Boys

Principal

Teachers(7)

4 Teachers

3(2neg) Principal 4(2neg)

Teachers

2 Teachers

4(1neg) Principal 14(1neg) Teachers

8(3neg) Principal 10(3neg) Teachers

SMALL HIGH SCHOOLS Black Rock Teachers(6)

7(5neg) Teachers

10(2neg) Teachers

4(2neg) Teachers

4 Teachers

Cairn Principal and Teacher(1)

3(4neg) Principal + Teacher

3(3neg) Principal + Teacher

1(1neg) Principal + Teacher

3(1neg) Principal + Teacher

3(2neg) Principal + Teacher

Francis Principal

2(1neg) Principal

1(1neg) Principal

6 Principal

Jasper Principal

Teachers(3)

4(2neg) Principal 1(1neg)

Teachers

5(4neg) Principal 2(1neg)

Teachers

2 Principal

10(7neg) Principal 1(1neg)

Teachers

3(3neg) Principal

Mechanics Principal

Teachers(7)

1 Principal

7(6neg) Principal 3(2neg)

Teachers

3(2neg) Principal

7(2neg) Principal

2 Teachers

1(1neg) Principal

3 Principal

1 Teachers

Smith DP

4 DP

3(3neg) DP

4(1neg) DP

1 DP

Technology Principal

Teachers(5)

4(4neg) Principal 7(4neg)

Teachers

7(4neg) Principal 4(4neg)

Teachers

4(2neg) Teachers

2 Principal

1 Teachers

2 Principal

3(1neg) Principal

MEDIUM GIRLS’ HIGH SCHOOLS Century Girls

Principal

Teachers(11)

1 Teachers

4(2neg) Principal 12(7neg) Teachers

1 Principal

1 Teachers

1 Principal

2(1neg) Principal

Court Girls Principal

11(2neg) Principal

3 Principal

Westside Girls

Principal and DP(1)

Teachers(7)

7(6neg)

Principal + DP

1(1neg) Teachers

5(4neg)

Principal + DP

1(1neg) Teachers

3(2neg)

Principal + DP

10(6neg)

Principal + DP

1(1neg) Teachers

1(1neg)

Principal + DP

2(2neg)

Principal + DP

2(1neg) Teachers

MEDIUM HIGH SCHOOLS

153

Bayside Principal

Teachers(4)

2(1neg) Principal

5(4neg) Principal

2 Teachers

1 Principal

6(4neg) Principal

3 Teachers

1(1neg) Principal

1 Teachers

4(1neg) Principal 2(2neg)

Teachers Fireside Principal

4 Principal

5(3neg) Principal

1 Principal

6 Principal

4 Principal

Hillside Principal

1 Principal

1(1neg) Principal

3 Principal

1(1neg) Principal

Links Principal

Deputies(2)

Teachers(10)

1(1neg) Principal

2(1neg) Teachers

7(5neg) Principal 7(5neg) Deputies 14(8neg) Teachers

1 Principal

1 Deputies

5(3neg) Principal 4(2neg) Deputies 9(6neg)

Teachers

1(1neg) Principal 1(1neg) Deputies 5(5neg)

Teachers

2(1neg) Principal 2(1neg) Deputies 3(3neg)

Teachers LARGE HIGH SCHOOLS

Countryside Principal

1 Principal

1(1neg) Principal

1 Principal

1 Principal

Davis Principal

2(1neg) Principal

10(4neg) Principal

1 Principal

7(2neg) Principal

2(1neg) Principal

2(2neg) Principal

Green Ridge Teachers(7)

12(1neg) Teachers

14(7neg) Teachers

12(4neg) Teachers

2 Teachers

6(6neg) Teachers

Justice Principal and Work Skills(1)

Teachers(12)

6(4neg) Teachers

26(20neg) Principal + Work Skills 13(3neg) Teachers

20(7neg) Principal + Work Skills 14(2neg) Teachers

4 Principal + Work Skills

3(3neg) Teachers

2(2neg) Teachers

Valley Principal

Teachers(8)

2(1neg) Principal 1(1neg)

Teachers

7(3neg) Principal 8(4neg)

Teachers

4(1neg) Principal 9(7neg)

Teachers

3(2neg) Teachers

154

APPENDIX 9: Internal others’ themes tables The following tables show the themes upon which internal others commented. The actual number of comments is a general indication only, since one participant may have commented more than once on any one particular theme, otherwise the number could indicate more than one participant commenting on a theme. Moreover, one statement could relate to more than one theme and so be coded (and therefore counted) under several themes. Similarly, the number of negative comments shown is merely a general indication also, since comments were coded as negative usually when they were strongly so, and, again, one participant may have made a negative comment several times, on the one theme. The remaining number of comments (that is, the total number of comments minus the number of negative comments) could be considered to be generally positive or neutral. Appendix 9.1: Internal Others’ Themes Table 1 – School Governance

INTERNAL OTHERS’ THEMES TABLE 1 – SCHOOL GOVERNANCE

THEMES Partner-

ships Innovation

due to NSLA

Other Innovation

Curriculum Profess-ional

opportun-ities

Support

SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

8 CM 3

NPM

7 CM 6

NPM

11 CM 1

NPM

19 CM 12

NPM

10 CM 3

NPM

10 CM 4

NPM Jasper

CLOs (2)

1 CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

2 CA

5 CA

3 CA

5 CA

1 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

2 HSLO

4(1neg) CA

8(1neg) CA

1 HSLO

5 CA

1 HSLO

10 CA

1 HSLO

3(1neg) CA

2(2neg) HSLO

3(1neg) CA

Justice CLO (1)

1 CLO

3 CLO

3 CLO

6(1neg) CLO

3 CLO

5 CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

155

Appendix 9.2: Internal Others’ Themes Table 2 – School Culture

INTERNAL OTHERS’ THEMES TABLE 2– SCHOOL CULTURE THEMES Resources Duty of care Streaming/

selection Exemptions Mental

Health Ability/

disability SCHOOL SMALL HIGH SCHOOLS

Black Rock CM (1)

NPM (1)

23(11neg) CM

14(5neg) NPM

4(1neg) NPM

8 CM

6(1neg) NPM

1(1neg) NPM

1(1neg) CM

2 CM

4(1neg) NPM

Jasper CLOs (2)

4(1neg) CLOs

1 CLOs

1(1neg) CLOs

1(1neg) CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

5(2neg) CA

1(1neg) CA

1 CA

2 CA

3 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

2 HSLO

17(4neg) CA

1(1neg) CA

1(1neg) HSLO

1 CA

4(4neg) CA

Justice CLO (1)

9(1neg) CLO

1 CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

156

Appendix 9.3: Internal Others’ Themes Table 3 – Information and Choice

INTERNAL OTHERS’ THEMES TABLE 3 – INFORMATION AND CHOICE THEMES Practical

commun-ication

Absence of information

Conceptual Information

Flexibility Choice Pressures shaping choice

SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

5(3neg) CM

2(1neg) NPM

3(3neg) CM

3(1neg) NPM

8(4neg) CM 2

NPM

9(9neg) CM

9(9neg) NPM

17(6neg) CM

14(10neg) NPM

14(10neg) CM

6(3neg) NPM

MEDIUM HIGH SCHOOLS Bayside CA (1)

1 CA

2 CA

4 CA

1(1neg) CA

1(1neg) CA

2(1neg) CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

2(2neg) HSLO

1 HSLO

2(2neg) CA

1(1neg) HSLO

4(4neg) CA

3(2neg) HSLO

7(5neg) CA

1 HSLO

6(3neg) CA

Justice CLO (1)

8(2neg) CLO

6(1neg) CLO

13(1neg) CLO

1(1neg) CLO

15(4neg) CLO

3 CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

157

Appendix 9.4: Internal Others’ Themes Table 4 – Qualifications and Movement

INTERNAL OTHERS’ THEMES TABLE 4 – QUALIFICATIONS AND MOVEMENT THEMES Middle High

School Qualifica-

tions School choice

Student mobility

Transition Expecta-tions SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

1 CM 1

NPM

6(2neg) CM 2

NPM

2 CM

6(2neg) NPM

6(2neg) CM

5(2neg) NPM

2 CM 2

NPM

3 CM 1

NPM Jasper

CLOs (2)

2(1neg) CLOs

3(2neg) CLOs

1 CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

2 CA

4 CA

2 CA

2(1neg) CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

1 CA

1 HSLO

2 CA(1neg)

2 CA

4(1neg) HSLO

3 CA

1 CA

Justice CLO (1)

2 CLO

2(1neg) CLO

2 CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

158

Appendix 9.5: Internal Others’ Themes Table 5 – Engagement

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

INTERNAL OTHERS’ THEMES TABLE 5 - ENGAGEMENT

THEMES Aspirations Engage-

ment Behaviour (maturity)

Behaviour (frustra-

tion)

Behaviour (aggression

and violence)

Impact on other

students SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

4(1neg) CM 3

NPM

6 CM

2(1neg) NPM

1 CM 2

NPM

1(1neg) NPM

1 CM

Jasper CLOs (2)

1(1neg) CLOs

5(2neg) CLOs

1 CLOs

3 CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

3 CA

3(1neg) CA

1 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

2(2neg) HSLO

3 CA

2 HSLO

8(2neg) CA

Justice CLO (1)

5(2neg) CLO

4 CLO

1 CLO

2 CLO

159

Appendix 9.6: Internal Others’ Themes Table 6 – Pathways

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

INTERNAL OTHERS’ THEMES TABLE 6 - PATHWAYS THEMES Pathway

to HSC non-ATAR pathway

Pathway to VET

Pathway to apprentice-

ship

Pathway to employ-

ment

Pathway to nowhere SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

6 CM 1

NPM

2 CM

11 CM

4(4neg) NPM

2 CM 1

NPM

5(1neg) CM 1

NPM

3 CM

Jasper CLOs (2)

2(1neg) CLOs

2 CLOs

2(1neg) CLOs

1 CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

2 CA

1(1neg) CA

4 CA

2 CA

1 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

4(1neg) HSLO

14(5neg) CA

2(1neg) HSLO

3 CA

2(3neg) HSLO

1(1neg) CA

Justice CLO (1)

11(3neg) CLO

8 CLO

4 CLO

4 CLO

160

Appendix 9.7: Internal Others’ Themes Table 7 – Policy and the New School Leaving Age

INTERNAL OTHERS’ THEMES TABLE 7 – POLICY and N.S.L.A.

THEMES Policy

(global) Policy

(national, state)

NSLA legislation

Benefits of NSLA

Policy Change/ Speed of change

Response to NSLA changes SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

4(2neg) CM

3(1neg) NPM

1(1neg) CM

5 CM 4

NPM

7(2neg) CM

11(5neg) NPM

8(2neg) CM

9(2neg) NPM

Jasper CLOs (2)

3(3neg) CLOs

1(1neg) CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

2 CA

1 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

3(1neg) CA

1(1neg) HSLO

2(1neg) CA

1 CA

1(1neg) CA

2(1neg) HSLO

Justice CLO (1)

2(1neg) CLO

3(2neg) CLO

2 CLO

4(3neg) CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

161

Appendix 9.8: Internal Others’ Themes Table 8 – Demographics

INTERNAL OTHERS’ THEMES TABLE 8 – DEMOGRAPHICS THEMES Diversity Ethnicity Arabic boys Gender Economic

context South West

Sydney Region

SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

2 CM 1

NPM

8 CM 3

NPM

1 CM 1

NPM

2 CM 1

NPM

8 CM

5(2neg) NPM

1(1neg) CM

Jasper CLOs (2)

1 CLOs

2(1neg) CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

2(1neg) CA

1(1neg) CA

1 CA

1 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

3 HSLO

2 CA

6(4neg) HSLO

4 CA

1(1neg) HSLO

2(1neg) CA

4(2neg) HSLO

3 CA

Justice CLO (1)

7 CLO

7(3neg) CLO

6(1neg) CLO

1(1neg) CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

162

Appendix 9.9: Internal Others’ Themes Table 9 – School and People as Themes

INTERNAL OTHERS’ THEMES TABLE 9 – SCHOOL AND PEOPLE AS THEMES

THEMES School culture

Principals and

Teachers

Academic Students

Students forced to

stay

Students at risk

Parents and Families SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

19(9neg) CM

11(5neg) NPM

20(11neg) CM

13(3neg) NPM

4 CM

1(1neg) NPM

3 CM

6(3neg) NPM

9(1neg) CM

7(4neg) NPM

10(1neg) CM 4

NPM Jasper

CLOs (2) 1

CLOs

2(1neg) CLOs

3(1neg) CLOs

5(2neg) CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

8(2neg) CA

2(1neg) CA

5(1neg) CA

6(2neg) CA

3(1neg) CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

1(1neg) HSLO

17(6neg) CA

5(2neg) HSLO

7(4neg) CA

1 HSLO

3(1neg) HSLO

4(3neg) CA

2 HSLO

4(1neg) CA

9(5neg) HSLO

2 CA

Justice CLO (1)

9(1neg) CLO

7(2neg) CLO

1 CLO

3 CLO

11(3neg) CLO

17(3neg) CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

163

Appendix 9.10: Internal Others’ Themes Table 10 – External Institutions and Participants as Themes

INTERNAL OTHERS’ THEMES TABLE 10 – EXTERNAL INSTITUTIONS AND PARTICIPANTS AS THEMES

THEMES

DEC and Board of Studies

TAFE Federal government

Community and

Networks

Employers

Pathways providers

SCHOOL

SMALL HIGH SCHOOLS Black Rock

CM (1)

NPM (1)

4(3neg) CM

3(2neg) NPM

11 CM

5(5neg) NPM

3(3neg) CM

14(2neg) CM 6

NPM

2 CM

3(1neg) CM

2(2neg) NPM

Jasper CLOs (2)

3 CLOs

1 CLOs

1(1neg) CLOs

3(2neg) CLOs

MEDIUM HIGH SCHOOLS Bayside CA (1)

1(1neg) CA

5(1neg) CA

2 CA

LARGE HIGH SCHOOLS Green Ridge

HSLO (1)

CA (1)

2(1neg) CA

4(1neg) HSLO

9(6neg) CA

2 CA

7(2neg) HSLO

16(1neg) CA

3 CA

2 HSLO

2(1neg) CA

Justice CLO (1)

4(2neg) CLO

8 CLO

12(1neg) CLO

1(1neg) CLO

Key: CA = Careers Advisor CLO = Community Liaison Officer CM = Curriculum Manager HSLO = Home-School Liaison Officer NPM = National Partnerships Manager

164

APPENDIX 10: EXTERNAL OTHERS’ THEMES TABLES The following tables show the themes upon which external others commented. The actual number of comments is a general indication only, since one participant may have commented more than once on any one particular theme, otherwise the number could indicate more than one participant commenting on a theme. Moreover, one statement could relate to more than one theme and so be coded (and therefore counted) under several themes. Similarly, the number of negative comments shown is merely a general indication also, since comments were coded as negative usually when they were strongly so, and, again, one participant may have made a negative comment several times, on the one theme. The remaining number of comments (that is, the total number of comments minus the number of negative comments) could be considered to be generally positive or neutral. Appendix 10.1: External Others’ Themes Table 1 – School Governance

EXTERNAL OTHERS’ THEMES TABLE 1 – SCHOOL GOVERNANCE THEMES Partner-

ships Innovation

due to NSLA

Other Innovation

Curriculum Profess-ional

opportun-ities

Support

interviewees

BOS Liaison Officer (1)

3

1

26

5

9

VE Trade Training

Officer (2)

9

1(1neg)

1(1neg)

2

5

1

NSLA SWS Regional Officer (1)

9

7

5(1neg)

6

NSLA Project Officer

1

2(1neg)

DOCS Social

Worker (1)

4

4

1

9(3neg)

TAFE Officers (5)

29(14neg)

11(6neg)

4(2neg)

2

3(1neg)

16(5neg)

MTC Work Solutions Rep. (1)

8

1

1

3(3neg)

18(2neg)

HSLO Regional

Worker (1)

1

Key: BOS = Board of Studies SWS = South West Sydney DOCS = Department of Community Services TAFE = Technical and Further HSLO = Home-School Liaison Office Education NSLA = New School Leaving Age VE = Vocational Education Rep. = Representative

165

Appendix 10.2: External Others’ Themes Table 2 – School Culture

EXTERNAL OTHERS’ THEMES TABLE 2– SCHOOL CULTURE THEMES Resources Duty of care Streaming/

selection Exemptions Mental

Health Ability/

disability interviewees BOS Liaison

Officer (1)

8

1

11

6

VE Trade Training

Officer (2)

38(1neg)

NSLA SWS Regional Officer (1)

15(2neg)

1(1neg)

1

2

NSLA Project Officer

6(4neg)

DOCS Social

Worker (1)

10(4neg)

1

10(3neg)

14(5neg)

TAFE Officers (5)

29(19neg)

1

2(2neg)

4(1neg)

2(1neg)

MTC Work Solutions Rep. (1)

2(1neg)

2

1

1(1neg)

HSLO Regional

Worker (1)

3(3neg)

1

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

166

Appendix 10.3: External Others’ Themes Table 3 – Information and Choice

EXTERNAL OTHERS’ THEMES TABLE 3 – INFORMATION AND CHOICE THEMES Practical

commun-ication

Absence of information

Conceptual Information

Flexibility Choice Pressures shaping choice

interviewees

BOS Liaison Officer (1)

5

2(1neg)

3

7

41(8neg)

1

VE Trade Training

Officer (2)

2

4

14(4neg)

4

NSLA SWS Regional Officer (1)

4

1

2

9(2neg)

2

NSLA Project Officer

1(1neg)

DOCS Social

Worker (1)

1

2

1

14(2neg)

1

TAFE Officers (5)

3(1neg)

12(9neg)

2

26(16neg)

24(8neg)

29(21neg)

MTC Work Solutions Rep. (1)

3(3neg)

3(1neg)

7(2neg)

10(8neg)

4(3neg)

HSLO Regional

Worker (1)

1(1neg)

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.4: External Others’ Themes Table 4 – Qualifications and Movement

EXTERNAL OTHERS’ THEMES TABLE 4 – QUALIFICATIONS AND MOVEMENT THEMES Middle High

School

Qualifica-tions

School choice

Student mobility

Transition Expecta-tions interviewees

BOS Liaison Officer (1)

4

10

10(1neg)

7(1neg)

5

3

VE Trade Training

Officer (2)

4

4(2neg)

1

NSLA SWS Regional Officer (1)

5

1(1neg)

9(2neg)

NSLA Project Officer

1

DOCS Social

Worker (1)

2

1

2(1neg)

1(1neg)

1

TAFE Officers (5)

19(6neg)

6(3neg)

7(1neg)

3

MTC Work Solutions Rep. (1)

2

1

1

6(1neg)

4(1neg)

HSLO Regional

Worker (1)

4(2neg)

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.5: External Others’ Themes Table 5 – Engagement

EXTERNAL OTHERS’ THEMES TABLE 5 - ENGAGEMENT THEMES Aspirations Engage-

ment Behaviour (maturity)

Behaviour (frustration)

Behaviour (aggression

and violence)

Impact on other

students interviewees

BOS Liaison Officer (1)

1

8

1

2

2

VE Trade Training

Officer (2)

3(2neg)

1(1neg)

1(1neg)

NSLA SWS Regional Officer (1)

1

4

2(1neg)

1(1neg)

NSLA Project Officer

1

DOCS Social

Worker (1)

1

1

TAFE Officers (5)

8(3neg)

22(10neg)

4(1neg)

5(1neg)

MTC Work Solutions Rep. (1)

4(1neg)

20(7neg)

2(2neg)

HSLO Regional

Worker (1)

3(3neg)

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.6: External Others’ Themes Table 6 – Pathways

EXTERNAL OTHERS’ THEMES TABLE 6 - PATHWAYS THEMES Pathway

to HSC non-ATAR pathway

Pathway to VET

Pathway to apprentice-

ship

Pathway to employ-

ment

Pathway to nowhere interviewees

BOS Liaison Officer (1)

5

9

16

3

2

1

VE Trade Training

Officer (2)

1

72(9neg)

13(2neg)

NSLA SWS Regional Officer (1)

2

5

3(1neg)

NSLA Project Officer

DOCS Social

Worker (1)

1(1neg)

1(1neg)

1

1

TAFE Officers (5)

1

8(2neg)

32(12neg)

8(1neg)

12(5neg)

4(4neg)

MTC Work Solutions Rep. (1)

13(8neg)

2

2

2(2neg)

HSLO Regional

Worker (1)

1(1neg)

3(2neg)

1

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.7: External Others’ Themes Table 7 – Policy and the New School Leaving Age

EXTERNAL OTHERS’ THEMES TABLE 7 – POLICY and N.S.L.A. THEMES Policy

(global) Policy

(national, state)

NSLA legislation

Benefits of NSLA

Policy Change/ Speed of change

Response to NSLA changes

interviewees

BOS Liaison Officer (1)

1

2

4

2

VE Trade Training

Officer (2)

6

4

NSLA SWS Regional Officer (1)

7(1neg)

3

11(2neg)

3

NSLA Project Officer

1

1

1(neg)

2(1neg)

DOCS Social

Worker (1)

2

3(1neg)

TAFE Officers (5)

1

6(4neg)

6(5neg)

11(6neg)

2(1neg)

MTC Work Solutions Rep. (1)

11(7neg)

3(2neg)

1

5(2neg)

HSLO Regional

Worker (1)

1(1neg)

3(2neg)

4(4neg)

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.8: External Others’ Themes Table 8 – Demographics

EXTERNAL OTHERS’ THEMES TABLE 8 – DEMOGRAPHICS THEMES Diversity Ethnicity Arabic boys Gender Economic

context South West

Sydney Region

interviewees

BOS Liaison Officer (1)

3

3

2

1

3

VE Trade Training

Officer (2)

5

4

1

2

3

NSLA SWS Regional Officer (1)

3(1neg)

1

1

NSLA Project Officer

3(2neg)

DOCS Social

Worker (1)

3(1neg)

TAFE Officers (5)

20(5neg)

14(5neg)

10(5neg)

4

6(3neg)

4(1neg)

MTC Work Solutions Rep. (1)

7

4

4

4(2neg)

1

1

HSLO Regional

Worker (1)

2(1neg)

1

2

4(1neg)

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.9: External Others’ Themes Table 9 – School and People as Themes

EXTERNAL OTHERS’ THEMES TABLE 9 – SCHOOL AND PEOPLE AS THEMES

THEMES School culture

Principals and

Teachers

Academic Students

Students forced to

stay

Students at risk

Parents and Families interviewees

BOS Liaison Officer (1)

2

14

3

10(1neg)

8(1neg)

VE Trade Training

Officer (2)

12

6

1(1neg)

4(2neg)

1(1neg)

NSLA SWS Regional Officer (1)

14(3neg)

1

1(1neg)

7(1neg)

2(2neg)

NSLA Project Officer

2

1(1neg)

2(2neg)

DOCS Social

Worker (1)

4(2neg)

4(2neg)

3

7(4neg)

3(1neg)

TAFE Officers (5)

38(21neg)

6(3neg)

1

8(5neg)

21(12neg)

6(3neg)

MTC Work Solutions Rep. (1)

13(7neg)

1(1neg)

3(3neg)

19(6neg)

3

HSLO Regional

Worker (1)

4(2neg)

4(4neg)

6(5neg)

6(1neg)

Key: BOS = Board of Studies DOCS = Department of Community Services HSLO = Home-School Liaison Office NSLA = New School Leaving Age Rep. = Representative SWS = South West Sydney TAFE = Technical and Further Education VE = Vocational Education

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Appendix 10.10: External Others’ Themes Table 10 – External Institutions and Participants as Themes

EXTERNAL OTHERS’ THEMES TABLE 10 – EXTERNAL INSTITUTIONS AND PARTICIPANTS AS THEMES

THEMES DEC and Board of Studies

TAFE Federal government

Community and

Networks

Employers

Pathways providers

Interviewees

BOS Liaison Officer (1)

11

7

2

3

3

VE Trade Training

Officer (2)

1

2(2neg)

7

9(1neg)

4

NSLA SWS Regional Officer (1)

2(1neg)

3(1neg)

2

4(1neg)

5

2

NSLA Project Officer

1(1neg)

2(1neg)

2

1(1neg)

DOCS Social

Worker (1)

2(2neg)

1

2

6(1neg)

TAFE Officers (5)

1

142(42neg)

1

15(4neg)

4

8(4neg)

MTC Work Solutions Rep. (1)

12(7neg)

12

4

77(17neg)

HSLO Regional

Worker (1)

3(3neg)

1(1neg)

2(2neg)

Key: BOS = Board of Studies

DOCS = Department of Community Services HSLO = Home-School Liaison Office

NSLA = New School Leaving Age Rep. = Representative

SWS = South West Sydney TAFE = Technical and Further Education

VE = Vocational Education

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APPENDIX 11: School innovations Table

SCHOOL INNOVATIONS EXTERNAL PARTNER-

SHIPS

PATHWAYS AND CURRICULUM

STAFFING

INTERNAL SUPPORT

SMALL BOYS HIGH SCHOOLS Eastern Central Boys MTC Work Solutions (Youth Connections), Ontrack Employment (for students experiencing difficulties learning), Price Waterhouse Coopers Human Resources (School to Work program, mentoring progam); USyd (architecture); UNSW Aspire (Yr 10), UWS Fast Forward (Yr 9), UTS (proposed) (university orientation); some family networks for employment; but no networks with large organisations.

HSC or equivalent vocational educational qualification (ATAR or NON-ATAR) *** Alternative Education Work Experience Program (students work in industry, Yrs 9-11), TAFE programs, Architectural Landscape Program, Creative and Performing Arts Program; VET courses (60% of Yr 12 students in 2010 enrolled): Carpentry, Retail, Construction, Information Technology, Hospitality; ‘alternative’ English course; Applied Maths. Extension English and Maths.

Transition Advisor; Careers Advisor; Deputy Principal in charge of transition; Vocational Trainer; three CLOs; Gifted and Talented Professional Learning, and Teaching English Language Learners for all staff; Learning Assistance Support Teachers

Regular discussion between teachers and parents; policies and procedures translated by bilingual support staff; School to Work program; Intensive Reading and Reading Mentors Program, Pedagogy Project for ESL students, Tertiary Educational Mentoring Programs, Future Leaders programs; Homework Club; Gifted and Talented programs. Building a community of schools project- links with Primary schools (2011).

Station Boys MTC Work Solutions; Canterbury Bankstown Careers Connection and Bankstown Council (career tasting for academic students); Max Providers (interview skills); UWS tour for academic students and

HSC; Life Skills pathway; Non-ATAR stream to be introduced in 2012 with a view to TAFE placements (NAPLAN and school marks used to identify suitable students). *** Difficult to maintain broad curriculum due to small numbers of students; some VET/TVET (Hospitality, Retail Services, Construction, Information Technology, Health Services Assistant [Nursing

PAS funding: employment of a Deputy Principal Teaching and Learning, and two literacy and two numeracy co-ordinators. Team teaching; Careers Advisor; Two ESL teachers. Professional learning in the areas of literacy and numeracy,

Gifted and Talented Program (science, visual arts, numeracy); Anger management classes; out of school community engagement program (by the counsellor); extra classes; NAPLAN practice; goal setting support with former student; homework club; HSC tutorials; interviews with parents of non-ATAR students, peer mentoring. Links to Learning (engagement in education or transition into

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parents; IEA Program; Youth Linx (Job Futures program); Arab Council (Links to Learning)

– a non-traditional boys course], Electrotechnology) and ‘soft’ subjects (non-ATAR): Applied maths, non-standard English; ESL English (standard and advanced); flexible hours of study; four-day school week.

developing programs using the Quality Teaching model.

further education, training or employment). Individual learning plans for indigenous students.

SMALL HIGH SCHOOLS Black Rock TAFE; Mission Australia (EduHub); National Australia Bank (Emerging Leadership Program); Youth Connections; Macarthur Workplace Learning Program; UWS Fastforward program; MTC Work Solutions (very little).

ATAR HSC (aiming for university); non-ATAR HSC (Work Ready); Vocational pathway (no exams); SBAs; SBTs. *** Innovative curriculum. Streaming of subjects: VET (Construction, Hospitality, Sport Coaching, Furnishings), TVET (12 courses); Work Ready courses: English Studies, Mathematics and Work Studies; Vocational pathway: combinations of VET, TVET and SBAs/SBTs. Fast tracked VET qualifications could be achieved by completing TVET SPY course offerings. Planned early commencement of senior level VET courses; considering changing to a 9 day fortnight.

Quality teaching and learning embedded in all faculty programs; technology workshops for professional development. Senior level executive funded by LSESSCNP (Curriculum Manager, Community Manager, Student Wellbeing Manager); National Partnerships Manager; Senior Curriculum Advisory Team (Career Advisor, Year Advisor, Deputy Principal). Support Teacher Learning Assistance; ESL teacher; Support Unit: four Special Education Teachers, eight Learning Support Officers.

School and community, through P&C and School Council, work in partnership to plan the future direction of the school. Subject selection individually negotiated between the student, family and Advisory Team. High Achieving Students program (Yr 9-Yr 11). Extra study period with teacher for ATAR students; regular computer modelling of projected ATAR; DEC School to Work project; EduHub (facilitating vocational qualifications for students and courses for parents from local community e.g. resume writing); homework centre. Support Unit with classes for students with mild and moderate intellectual disabilities - able to participate in mainstream classes as determined through their individual learning plans (Yr 9 - Yr 12). Personalised learning plans are developed for Aboriginal students and they are supported through the Norta Norta program. Community of Schools network with primary schools (Yr 7, Yr 8)

Cairn High Schools; Continue to Yrs 11, 12; Very small Student welfare enhanced

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MTC Work Solutions (equivalency qualification); Ability Options (employment organisation); Canterbury Careers Connection, Bankstown Careers Connection: no longer successful; Links to TAFE for short-term courses broken.

Work Experience; TAFE and work combinations *** “very narrow” – limited by resources: no Construction teacher or facilities, no Careers teacher, no Science lab; OH&S Induction training in-house by outside agency.

number of staff; Learning Support Officers; Counsellor; Teacher training in technology; Professional learning programs; District head teacher network meetings

Through school discipline and Welfare policies, “Making Choices” framework, social Skills initiatives; Work skills Program (Work Education online – DEC School to Work resources); ‘GR8 People’ program (focusing on positive personal attributes); celebration of student success; Significant achievements in priority Areas: PDHPE, technology and work placement practices.

Francis Australian Business Community Network (mentors Year 9); UNSW Aspire Program (mentors Years 8-12); Opera Australia (extension program); UWS Fast Forward Program (Years 9-11); USyd (Engineering) gifted and talented outreach program. Fairfield Youth Connections, Commonwealth Rehabilitation Services. Low level of family networks

ATAR HSC; (no non-ATAR HSC); non-exam HSC (Work Ready HSC): alternative pathway aimed at refugee students (since 2007); *** Broad, flexible, innovative curriculum. HSC VET framework courses (business services, construction, hospitality, retail services and information technology, metals and engineering). Work Ready HSC courses (taught in the IEC): Science for Life; non-examinable maths HSC course (written by the school); non-examinable English course; vocational courses. TVET courses.

Incentives to attract high-performing teachers and principals. The Learning Support Team: Deputy Principal, Counsellor, STLA, Careers Advisor, Highly Accomplished Teacher (HAT), Transition Adviser, Welfare Coordinator, VET Coordinator, Head Teacher Student Engagement and the Refugee Transition Adviser. Part time CLO.

Funding used for literacy and numeracy improvement, improved attendance and engagement, and community participation; provide innovative and tailored learning opportunities. School to Work program (Careers Advisor). Department of Education’s Refugee Transition Program and Vulnerable Students Program; after school tutoring. Bridging courses for students moving from IEC to mainstream school. Individual Learning Plans for some students. Interpreters provided for interviews, information sessions and parent-teacher evenings, and documents translated where feasible.

Jasper Disconnection from outside providers – programs disappear or do not meet students’ needs (of skills-based

HSC or equivalent vocational educational qualification; Few SBAs (very hard to manage). *** Wide vocational curriculum. VET courses: Construction, Retail, Hospitality, Sports

Teachers trained in VET subjects. 3 CLOs; 6 Learning Support Officers. Security system. Part time Industrial Arts

All Year 10 students were interviewed and counselled by a panel of teachers regarding appropriate subject choices prior to making final subject selections for Year 11 study. Parent

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training) Some family networks for employment; employment opportunites managed by CLOs; Links to Learning. Norta Norta.

Coaching, Business Services. TAFE VET courses and traineeships. No Extension-English.

Teacher for technical support for the two Year 11 Aboriginal students in the areas of Construction and Industrial Technology.

Cafe Club. Teacher transports student to another school to do Extension-English (hope to achieve this with video conferencing in future). Refugee Action Support program. Literacy and numeracy (Norta Norta program) and personalised learning plans for Aboriginal students. Higher School Certificate (HSC) tutorials and homework centre; Extensive co-curricular sports program. ‘Focus On Reading’ program. Gifted and Talented class (Creative and Performing Arts). All learning support students placed in job support on completing their HSC. Community of Schools project.

Mechanics Mission Australia Employment Solutions; Youth Connections (case management of particular students); Career Connections (work placement); strong family and community networks for apprenticeship placements; MTC Work Solutions, Links to Learning; Academic partner (ex USyd); UWS Fast Forward program (Yr 9); USyd Compass program; Australian Business Council Network

HSC; equivalent vocational HSC (Life Skills HSC); Support Unit pathway (for mild and moderate intellectual ability students); SBAs; SBTs. *** VET (Hospitality, Construction); TVET (Accountancy, Health Care, Aged Care, Hairdressing); CEC English; CEC Maths; Work Studies (one week block of work experience); TAFE taster courses (Yr 10, hairdressing, construction, carpentry , bricklaying and automotive).

Quality teaching professional learning program; Careers Advisor. Existing VET teachers. Support Unit: Head Teacher Support, four full-time Special Education Teachers, five School Learning Support Officers.

Parent and teacher involvement in individual student subject selection. Career Education lessons by Careers Advisor; Work Experience Program (Yr 10); Independent Employment Assistance Program (IEAP - targeted Yr 11/12 students intending Apprenticeship, Traineeship and/or full time work and further TAFE studies; run in conjunction with the Careers Connections group); Links to Learning Program (skills based, certificates, eg. OHS White Card, Senior First Aid, Yr 10, Yr 11). The Youth Engagement program (Yr 10, TAFE taster courses). Gifted and Talented programs. Transition Programs for IM/IO students supported District Transition Teacher.

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(mentoring); TAFE (projects at school) Smith Macarthur Workplace Learning Programs (VET student work placement); Smith Family (iTrack); Uniting Care Burnside; Trade Training Centre (TTC) in partnership with other schools; little social capital

HSC; SBAs, SBTs. National Partnerships funding allowed development of Alternate Education Program (BoS approved for Yr 10 – now need similar for Yrs 11,12) *** Wide academic and vocational curriculum (shift to non-ATAR subjects at expense of academic subjects); VET (Automotive, Sports Coaching, Hospitality, Metals and Engineering, Information Technology, Retail Services); TTC: Construction; TVET (Accounting, Animal Care, Automotive Airbrushing, Automotive, Detailing/ Dismantling, Children’s Services, Construction, Hairdressing, Primary Industries [Horticulture], Transport and Logistics, Hospitality [Food and Beverage], Business Services); flexible timetables; considering a three on three curriculum (complete 3 subjects in each senior year); ‘Life Skills’ options; external ‘white card’ training.

PAS and National Partnerships funding: Staff Development Days on the Prioritizing Grammar course. PAS program: employment of Deputy Principal - Teaching and Learning, Head Teacher -Teaching and Learning, Head Teacher – Engagement and Enrichment. Teachers trained in VET subjects (Sports Coaching, Workplace Assessment). Teacher dedicated to finding Work Experience for students; Careers Advisor; Transition Advisor (Yrs 11,12) Support Unit: four Special Education teachers.

Welfare support, counselling; advisors organise work experience. PAS funding allowed full time teacher to be timetabled to supervise senior students in the senior study. National Partnerships funding: Engagement & Retention program (Yrs 9, 10). Links to Learning (to re-engage and motivate selected students); iTrack (mentors from business community for selected students); Links to Learning – Burnside (for young people considering leaving school early who are not in education or training programs; funded by DEC). A number of dedicated programs to support Aboriginal students (including Norta Norta). Support Unit with classes for students with mild and moderate intellectual disabilities.

Technology Work Studies program focuses on community support and networking (no Parents and Citizens Association)

HSC; Work-study HSC (no exam; includes work experience, ability to gain work-related accredited certificates). Equivalent School Certificate Course (including industry-specific study, Yr 10); Preparation courses prior to Yr 10, 11 courses. *** Broad range of courses. Mathematics Extension 1

Community Liaison Officers from two different language groups. Transition Advisors. Four ESL teachers; Twelve IEC staff. Professional learning for staff to increase their knowledge and skills in key areas

Transition from school to work is case managed. PFSP funding included provision of a TAFE taster course for IEC students to give them the opportunity to experience learning in the TAFE environment. Tutorial Program supports a targeted group of students who may be at risk of non-completion of their secondary education.

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and 2; Arabic Extension. Work-study HSC includes: CEC English, CEC Applied Maths, CEC Work Studies, VET (optional Board Developed: Business Services, Retail Services, Hospitality, Information Technology); TVET; optional CEC: Photography, Exploring Early Childhood, Ceramics, Computing Application, Sports Life and Recreation; Pre-HSC English. Four day school week.

so as to improve students’ learning outcomes, participation and retention.

National Partnership funds used to provide staffing and other resources to improve student outcomes in the areas of Literacy, Numeracy and English as a Second Language, the Higher School Certificate and the retention and engagement of all students. Personalised learning programs for indigenous students.

MEDIUM GIRLS HIGH SCHOOLS Century Girls No problem placing students in work experience with employers; Bankstown Council (work placements, mentoring); Bankstown Hospital; University of Newcastle academic partnership; TAFE information evenings; Links to Learning

ATAR HSC; non-ATAR HSC; Life Skills; Work placement; Work experience for Life Skills students only. *** Broad curriculum. Extension Maths, History and English; ESL English; VET options including work placement (Hospitality, Retail Services, Business Services, Sports Coaching); no TVET options; Nursing; limited enrolment in CEC Maths and CEC English; Life Skills subjects. Work experience for Life Skills students only.

3 School Learning Support Officers to work with classroom teachers, e.g. Life Skills program; additional Head Teachers (Technology and Creative and Performing Arts); support teachers for team teaching with targeted classes; ICT technical support officer; ESL teachers; Careers Advisor; Early Intervention Teacher (part time); Teacher Professional Learning program; Teacher VET training (nine qualified VET teachers).

School to Work program (transition information and guidance, work experience); Early intervention for at-risk students to access programs such as Links to Learning; Individual learning plan for aboriginal students; Faculty of Education, University of Newcastle supported application by teachers of the NSW Quality Teaching Framework; Homework centre; Writing workshops; Student leadership program; Speech Therapist.

Court Girls Australian Business Community Network; UNSW Aspire, KPMG business

HSC or equivalent vocational educational qualification. *** Comprehensive range of academic courses and

Transition Officer; Support teachers; Teacher training, workshops and team meetings; 3 CLOs; Extra DP

Learn it for Life Program (post-school and school-to-work options, Yr 10, 2010); MULTILIT literacy program; ABCN “GOALS” program (“Growing

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mentoring, UWS Fast Forward; Smith Family iTrack mentoring program; TAFE (whole class made up of school students)

special programs, including extension programs. Extension Maths; Applied Maths (non-ATAR); Advanced, Standard and ESL English; VET (Hospitality, Business Services, Information Technology); TVET – Hair and Beauty (includes work experience, Yr 11, 12, 2011); Yr 10 Engagement Program (alternative curriculum including VET Work-ready and special-interest workshops); Timetable based on Yr 11 student subject choices.

to implement programs. Staff trained for delivery of Retail Services (VET) in 2012; Teachers of Emotional disabilities; Teachers of Mild Intellectual Disabilities

Opportunities and Life Skills”, Yr 9); Gifted and Talented, literacy and numeracy programs; Homework Centre Learn it for Life Program

Westside Girls Work placement through agency in local area; Some students gain work experience with their parents; Some links to Universities; TAFE; Hospital.

ATAR HSC; Life Skills program (including work placement). *** Academic options: Extension 1 and 2 English and Maths, Extension History, Legal Studies, Business Studies; Careers Advice (Yr 9, 10); CEC options (non-ATAR maths being offered 2013); TVET (beauty); Nursing (external); VET (business services, Retail Services [optional HSC exam]; Hospitality [optional HSC exam], the RBT).

Careers Advisor, Transition Advisor, ESL teacher; CLOs.

Strong transition and career advice programs; focus on English studies; PFSP funding allowed for Enrichment Officer to work with a number of staff members on differentiating the curriculum for more able students and to apply these strategies and practices in the classroom; Gifted and Talented initiatives. Parent/Teacher Transition and Information evenings, interpreting for parents.

MEDIUM HIGH SCHOOLS Bayside MTC Solutions; Exodus Foundation (alternative Years 11 & 12); Inner West Skills Centre (employment, combined school-TAFE); Max Employment; Ontrack Employment (specialise in traineeships and

ATAR HSC; non-ATAR HSC; plans to identify vocationally oriented students in Yrs 7 and 8 to offer alternative pathways. *** Broad curriculum including vocationally-oriented courses, and links with TAFE and other external providers. Extension levels are well-supported and there is a broad range of languages on offer. Non-ATAR English Studies, Non-ATAR Applied Maths

Applied for funding for Transition Advisor and training of Careers Advisor; HSLOs; Learning Support Team; Teachers being trained in VET subjects (hospitality, IT, construction and retail).

Senior Learning Centre provides access to computers, text books and study guides during free periods. After Hours Tutoring program (fee charged). Leadership opportunities for indigenous students. High Achievers program for Yr 12. Personalised Learning programs for Aboriginal students.

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apprenticeships); Links to Learning.

(2012).

Fireside Nova, APM (job providers); Aboriginal Employment Service; Youth Connections .

University HSC (ATAR75+); University/ TAFE HSC (ATAR50+); TAFE and Work HSC (non-ATAR); Work and No Exam pathway; SBTs. *** English extension; Maths extension; VET (business services, sports coaching, (2012), IT, retail services; TAFE courses available to all students; TVET SPY (for indigenous students). TAFE and Work HSC and Work and No Exam pathways include options: Work Studies; English Studies (CEC); applied Maths. Existing Work Studies elective for Yrs 9, 10.

Teacher Professional Learning in Quality Teaching and Literacy & Numeracy. Careers Advisor; teachers work as transition officers; Support Teacher Learning Assistance; ESL Teacher; HSLO; Welfare Faculty (existing since approx. 2004).

Funding used for Get Real (social skills program, transitioning Yr 11) and Primary School Links program (Yrs 9,10 mentor in Primary schools); Transition to Work program utilises external partnerships; Survey of Student Intentions; Indigenous students programs and initiatives (Norta Norta).

Hillside Good community links for employment (arranged by Careers Advisor); Increasing the number of external agencies who work with the school in providing a wider range of options for the students.eg. ABCN, Links to Learning, Lawyers in Schools, Youth Connections, Boys only programs.

ATAR HSC; non-ATAR HSC; SBAs, SBTs. *** TVET; SBATs involving ‘hands-on’ electives: hospitality, woodwork, VET courses. Introduction of new Board courses such as English Studies, Applied Mathematics and Work Studies to meet the needs of the growing numbers of non-ATAR students. New course: Automotive Industries.

Teacher training in VET subjects; Careers Advisor; Support Teacher, ESL Teacher; 4% of staff indigenous. Student Engagement Team established.

Norta Norta Homework Centre (for indigenous students); Nura Gili Winter School Program (university mentor for indigenous student). Personalised Learning Plan (for indigenous students and student ‘at risk’ of disengaging). ESL program. Increased parent participation in school programs and school decision making.

Links Open Families Australia (Careers Pathways

HSC with ATAR; HSC; Career Pathway (no HSC exam); SBAs, SBTs.

School to Work Transition Team: Transition Advisor (CEC

Careers advice and counselling: Yr 9, 10 School to Work Careers classes;

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program - community funding and involvement); TAFE; MTC Work Solutions (Youth Connections Program funded by DEEWR); Mission Australia (Links to Learning support for possible early leavers); APM Advanced Personal Management (support for students with learning difficulties or disabilities); UWS Indigenous Program (mentoring) Partnership Brokers programs (business links).

*** Broadened non-academic curriculum; TVET, TVET SPY (Plumbing); and early commencement (Yr 10) TVET; Career Pathway includes CEC English, Work Studies (Yr 11, 12, including work experience), Applied Maths and VET (Retail, Hospitality, Construction, Information Technology, Sports Coaching); Work Education (Year 9 and 10); SBA (Construction, Hairdressing); SBT (Retail, Business Services, Real Estate, Aged Care).

English and Work Studies), Careers Advisor/ TVET Coordinator, Year Relevant Deputies; Learning Support Team and Welfare Team; Teacher training for VET subject; Teacher Professional Learning for CEC English.

Employers Breakfast; Yr 10 Work Readiness Program (interview training and practice, etc); Year 10 subject selection classes, interviews, and counselling as well as consultation with parents; Year 11 Careers Classes and Counselling; Year 12 Exit Plan interviews; Careers Pathways program (social skills for employability); Work Experience organised; Targeted programs for aboriginal students.

LARGE HIGH SCHOOLS Countryside Trade Training Centre in partnership with other schools; strong community networks (work experience, employment).

HSC or equivalent vocational educational qualification; HSC exam in VET subjects not compulsory. *** Some TVET (TAFE); VET subjects (TTC): construction, hospitality, commercial cookery, furnishing, primary industry. Introduction of VET Entertainment and Retail courses in Year 11. Work Experience usually takes place during Term 4 for our Year 10s, and on a needs basis for Seniors. Content Endorsed sports, fitness and recreation. Extension English, Maths, History.

Teachers trained in VET subjects. Careers Advisor. Professional learning (PL) for teaching staff in analysis techniques and development of specific teaching and learning strategies. Teaching programs developed using the school proforma that includes the quality teaching framework, ICT, and literacy and numeracy strategies.

Talented sports program; gifted and talented programs; annual school musical. Learning support team in consultation with students and families developed individual learning plans for all ATSI students. Implementation of revised transition program (School to Work) and mentoring program. Interviewing of Year 10 students regarding subject selection to support continuation at school. Introduction of Positive Behaviour Learning to whole school community. Peer Tutor Reading Program with Year 10 students volunteering as

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reading mentors to Year 7 students (funded by Rotary Club).

Davis Commercial Partner (Optus) – possible funding for scholarships; Links to Learning, ABCN, Universities.

ATAR HSC; non-ATAR HSC. *** Greater non-ATAR curriculum choice to provide a flexible, engaging pathway for students who would normally leave. These include VET subjects (which involve work placement).

Training teachers in VET (hospitality and sports coaching); New position: Head teacher student engagement (focus on Yr 10 students); New position: School to Work Transition Officer; Curriculum innovation team (curriculum deputy principal, head teacher VET, careers advisor, transition officer); Aboriginal Education Officer.

Subject selection interviews for Year 10 students and parents; Teachers build relationships with Aboriginal families, bringing students to school from home, etc.; Offering five academic scholarships in Year 7 to attract academic students to the school (2012); Regular parent meetings for the following ethnic groups: Arabic language, Karen language, Vietnamese, Pacific Islander, Aboriginal. School to Work Program (introduced Yr 10). Positive Behaviour for Learning Program (PB4L).

Green Ridge Local Aboriginal Land Council; TAFE; MTC Solutions; Schizophrenia Australia; Indigenous organisations; Tangara Special School; strong links/networks with employers in the local community enabling, eg, work experience. TTC with community partnerships especially Aboriginal Land Council; Vocational School of the Year 2011.

ATAR HSC; SBAs, SBTs; a non-ATAR cluster of courses is offered but there is no streaming of students – VET students sometimes also do, eg., Advanced English. *** TVET; VET courses using Land Council facilities; TAFE Outreach; SBAs, SBTs are metal work and engineering focused. Early commencement of TTC courses for year 10.

Head teacher secondary studies; careers advisor; 65% of VET teachers have industry experience; approximately 20 vocational education teachers out of approximately 80 staff.

Program addressing engagement in Year 9 students; 12 month course (projected) for 35 current Year 9 students in Hospitality – partnerships with community especially Aboriginal Land Council – TAFE Outreach also involved. Work experience in Year 9 to engage students. TAFE Aboriginal Education Unit began the Hands On Program in 2011. This is an outreach program for indigenous students to allow them to attend TAFE courses and obtain TAFE qualifications. The courses are open to students who have reached 15 years of age. One on one tutorials for ESL students.

Justice

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Smith Family iTrack Program (mentoring, links with industry); USyd Compass Social Inclusions Program (academic students); UWS Fast Forward Program: students aim higher from an earlier age; Future Directions Network (scholarships and mentoring); Ontrack Employment (job club program); WISE Employment (developed in 2011 to assist with MY EXIT PLAN: employment skills, casual work).

ATAR HSC; non-ATAR HSC (Work Skills path); *** Broad curriculum. ‘Taster’ training courses funded by National Partnerships (eg beauty, brick-laying, floristry); English Studies; Work Studies.

Driving National Partnerships agendas: Work skills coordinators, CLO, five head teachers (National Partnerships, student engagement, teaching-learning, student support, technology). Engagement of trade tutors (most with school/TAFE teaching experience).

Support for refugees; CARE code (Community Achievement Respect and Environment); Job Club program now being integrated into the new HSC Work skills Program: help students get their driving licence and increase employment skills, also supporting students with apprenticeships job; MY Exit Plan Program - trialed in 2011: mentoring and career building program for Yr 12; Gifted and Talented program; Senior Learning Space; Parent Cafe: parents and community members meet on a regular basis.

Valley High success rate placing students in employment or apprenticeships; Some family networks for employment; Youth Connections (alternative pathways and transition to TAFE); apprenticeship organisations; Careers Day plus motivational speakers.

ATAR HSC; non- ATAR HSC; no exam pathway (Senior School Certificate [SCC] –flexible timetable allows TVET, other TAFE or work placement.) *** Diverse curriculum. Extension English. VET (hospitality, industrial technology); teachers emphasised need for flexibility of delivering BoS courses. TVET (Metal, Hair and Beauty, Auto Mechanical, Accounting, Early Childhood, Visual Arts and Plumbing). SCC subjects include Applied maths, English Studies, PDM, Sports Lifestyle and Recreation

Careers Advisor; Learning Support Officers. Quality Teaching professional learning coordinated by Professional Learning Team.

One on one interviews to discuss alternative pathways and leaving options at 17. Careers classes (Yr 10, Yr 12); DEC School to Work Student Pathway Surveys. Personalised learning plans for Indigenous students. Transitional Support Program for students with a DEC identified learning difficulty (Yr 9 – Yr 12). Link Support funding used for support initiatives assisting students with transition from school to work, to further study and/or participation in work experience (9 students in 2011, with assistance from DEC Transition

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Studies. Consultant). KEY: External Partnerships: ABCN – Australian Business and Community Network DEC – New South Wales Department of Education and Communities (previously Department of Education and Training [DET]) UNSW – University of New South Wales USyd – University of Sydney UTS – University of Technology Sydney UWS – University of Western Sydney Pathways and Curriculum: ATAR - Australian Tertiary Admission Rank BoS – New South Wales Board of Studies CEC – Content Endorsed Course ESL – English Second Language HSC – Higher School Certificate PDHPE - Personal Development, Health and Physical Education SBA – school-based apprenticeship. Allows students to commence an apprenticeship while at school. Some apprenticeships can contribute towards the ATAR. SBT – school-based traineeship. Allows students to complete a traineeship while at school. Some traineeships can contribute towards the ATAR. TAFE – New South Wales Technical and Further Education Commission TVET – TAFE-delivered vocational education and training. May be delivered either at a TAFE NSW campus or at school, depending on which course and where located. TVET SPY – These are 240-hour TVET courses delivered in four school terms – designed as ‘fast track’ options to the standard 240-hour courses. Students undertaking a TVET SPY course will attend TAFE for seven to eight hours per week and achieve 4 units of HSC credit in the one year. They will achieve a TAFE transcript of Academic Record or in some instances a Certificate II national qualification. These courses are only open to Year 11 students. VET – Vocational Education and Training. Yr – Year Staffing: CLO – Community Liaison Officer DP – Deputy Principal HSLO – Home-School Liaison Officer Internal Support: ESL – English Second Language

i The concept of ‘scales of opportunity’ developed Reid in this project is used to explain the ways in young people’s chances in this project are related to local industry, social networks, transport, government policy, politics, gender, ethnicity and parents involvement in schooling.