The new measures, due to take effect this term, span boosted NAPLAN targets, HSC attainment and school attendance goals, and are designed to rectify ‘12 years of neglect’ under the former Coalition government and a ‘stagnation’ in student results, the state’s Education Department said this week.

“…We cannot undo 12 years of neglect overnight, but we are working hard to ensure that no matter your postcode, parents know their children are receiving a world-class education,” NSW Education Minister Prue Car said.

“This is about setting high expectations of our public education system and every one of our students.

“No longer will targets be focused simply on the top-achieving students – these ambitious measures will help lift outcomes for all students across the state.”

Schools will be required to strive for ambitious new goals, including increasing the average NAPLAN reading and numeracy scores in 2027 by:

  • 10.2 points for Year 5 Reading.
  • 5.8 points for Year 9 Reading.
  • 11.5 points for Year 5 Numeracy.
  • 5.7 points for Year 9 Numeracy.

The new targets also include:

  • Increasing the proportion of students attaining Year 12 from 70.5 per cent in 2022 to 74 per cent in 2027.
  • Boosting the number of school graduates taking up university, training or work from 88.1 per cent to 92 per cent in 2027.
  • Increasing the average student attendance rate from 87.8 per cent in 2023 to 88.8 per cent in 2027.

Yet three education academics from Western Sydney University have warned of potential flaws in the improvement plan.

Education lecturer Dr Jennifer Dove, for one, has deemed the new targets misguided.

“In a time of understaffed schools, increasing these expectations will only lead to more teaching to the test at the expense of critical literacy so crucial in response to gen AI, mis/disinformation, etc,” Dove told MCERA.

The academic warned that some interpretations of NAPLAN data actually show there’s been no decline in student results.

“[This indicates] that the NSW Department of Education could focus on other important aspects of education like equity and valuing teacher professionalism,” she noted.

Meanwhile, Professor Susanne Gannon warned that external targets imposed on schools ought to be supported by proper resourcing.

“Whole school initiatives that focus on embedding writing across all areas of the curriculum, ensuring that all teachers know that literacy is part of their core business, are most likely to contribute to improved student outcomes,” she told MCERA.

“However, many other factors impacting on educational equity are obscured in the singular focus on average NAPLAN results.”

Professor Kay Carroll has argued the overhaul will block teachers’ expertise.

“Improving the critical literacy and numeracy of all students is important.

“However, quantifying growth and demanding teachers raise the bar in the classroom denies teacher expertise and opportunities to develop embedded authentic and relevant literacy and numeracy tasks for their students.”

NSW Department of Education Secretary Murat Dizdar said the new measures reflect the “high expectations” of the system.

“…All public schools aim to ensure all students show growth in their literacy and numeracy skills. We recognise that this is the cornerstone for a successful schooling experience for every student,” he said.

The achievement targets will account for all students and not just those in the highest performing bands, he reiterated.

“The pathways improvement measure will capture the transitions of all students into meaningful post-school pathways, whether that is tertiary education, technical and further education or paid employment,” Dizdar added.

The Government claims its long-term roadmap to lift outcomes runs contrary to the former Government’s failed ‘top-down’ approach, which it said was criticised in OECD research.