No abstract

This study examined whether differences in literacy and numeracy achievement were related to attendance at public or private schools in a sample of 2762 Australian students in grades 3, 5, 7 and 9. Private school students outperformed their public school counterparts in grades 7 and 9, but the small differences disappeared after socioeconomic status and prior achievement were included as covariates. No advantage of attendance at private schools was evident in grades 3 and 5. An exploratory longitudinal analysis showed that students in both school sectors have similar growth trajectories in reading and numeracy from grade 3 through 9. Neoliberal government policies that support the continued high level of investment in private schools in Australia and elsewhere are discussed.