Overview

A module of the ÆSOP Series - An Exceptional Schooling Outcomes Program

Equity programs are developed especially for students who are experiencing some form of disadvantage that hinders their engagement with the school curriculum. These programs address the fundamental conditions necessary for school learning - students' physical conditions, emotional well-being, and basic academic skills. Herein are described seven exceptional Equity programs observed in NSW high schools - programs catering for lower socio-economic and Indigenous communities, NESB students, and students with disabilities.

From the authors' detailed analysis of the seven sites four major themes emerged. Characteristic of these exceptional Equity programs were teachers' intense focus on students' learning needs; effective and productive collaboration among teachers; adequate and well-managed resources; and programs tailored specifically to secure physical well-being and safety, sense of belonging, trust, self-esteem, and basic skills and competencies.

Table of Contents

Preface

• Why the ÆSOP study?
• Educational and social advancement

Acknowledgements

An Exceptional Schooling Outcomes Project

• Chief Investigators/Project Team 
• Dimensions of Achievement and Success
• Research Questions
• Background Literature
• Selection of Sites
• Visits to Sites
• Analysis of Data
• Relationships Between Educational Equity Programs and Student Welfare Programs in the ÆSOP Series

Context of the Exceptional: The Participating schools

• Site 1 
• Site 2
• Site 3
• Site 4 
• Site 5
• Site 6
• Site 7

Educational Equity Programs: Key Themes

• Introduction  
• Theme 1. Teachers Focused on Students' Learning Needs
• A holistic approach
• Caring teachers
• An Ethos of Caring
• Mature Teachers
• Theme 2. Teachers Worked Collaboratively in Effective Teams
• Learning communities
• Close school-community relationships
• Links to the system
• Links to the wider school community
• Strong cohesion within the learning community
• A continual quest for improvement
• Excellent leadership          
• Stability
• Theme 3. Programs had Adequate and Well-managed Resources
• Theme 4. Programs were Developed to Meet Students' Needs
• Securing physical well-being
• Securing a sense of safety
• Securing a sense of belonging
• Buildings and their uses
• Ceremonies 
• Artefacts
• Inclusive curriculum          
• Buddy camps
• Aboriginal language programs
• Securing a sense of self-esteem
• Promoting Aboriginal leadership in schools
• Securing a sense of trust
• Securing basic skills and competencies

Summary of Findings        

• Introduction              
• The Classical and Romantic Approaches to Equity
• Relationships Between Equity Themes 
• Relationships Between Equity and Student Welfare Programs

Conclusions

• Introduction
• School Contexts
• Whole-School Approaches to Equity Programs
• Leadership
• Staff Profiles
• Professional Development
• Adelaide Goals
• Conclusion

References