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Audit of Aboriginal Spending Is Necessary!

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The 2024 NAPLAN results revealed that in the Northern Territory, students in Year 9 performed worse than when they were in Year 3. My question to Senator McCarthy, the Minister for Indigenous Australians, focused on why Aboriginal children in the Northern Territory are falling behind as they progress through school. 

Despite billions spent by successive Liberal and Labor Governments on Aboriginal education, the results are disappointing. It is clear that an audit of spending into the Aboriginal industry, as proposed by One Nation, is necessary to determine where the funds are going and why they are not reaching the children who need them most. 

The 2024 NAPLAN results highlight a concerning issue: the academic performance of Aboriginal children in the Northern Territory is alarmingly poor. An overwhelming 90% of these students require additional assistance, meaning they are testing below the expected standard—twice the national average.

Even more troubling is the trend where Aboriginal students performed better in Year 3 compared to Year 9 – this suggests that the longer Aboriginal students spend in the school system in the Northern Territory, their education outcomes deteriorate.

One Nation has frequently sought an inquiry into the allocation of funds for Aboriginal Affairs and where it is being spent – clearly it is not on education. Although the Minister isn’t accountable for what has gone on in the past, she is responsible for any actions taken going forward.

Transcript | Question Time

Senator ROBERTS: My question is to the Minister for Indigenous Australians, Senator McCarthy. The 2024 NAPLAN results are out and call into question the entire education process for Aboriginal Australians in the Northern Territory. These children, to whom our nation owes a duty of care, recorded worse NAPLAN scores in year 9 than in year 3. Minister, please explain why Aboriginal children in the Northern Territory go backwards the longer they stay in school?

Senator McCarthy: Thank you, Senator, for your question, and thank you for joining me this week when I reached out across the aisle to all parliamentarians from every party to try and close the gap in many of these areas, including education and educational attainment. Clearly, that’s one of the things that we’ve tried to do, in terms of the Northern Territory. For example, just recently Minister Jason Clare came to the Northern Territory to work with the NTG on an agreement to boost education funding for all public schools across the Northern Territory—and I know that he’s also trying to reach out to all the states across the country. We certainly are very disappointed in terms of the NAPLAN results. One of the things I know is that, in regard to Alice Springs, for example, getting the kids to school is our biggest challenge. We’ve seen how we’ve had many difficulties with this in Central Australia in particular—but they are mirrored across many of our regions, even in your state of Queensland—where we need to work harder in terms of getting First Nations people even to school, let alone trying to pass the simple examination at such a young age, with NAPLAN. I commend the education minister for the work that he’s doing in the space, Senator Roberts. I know we have a
long way to go, but we are certainly trying to do that in terms of our work in the Northern Territory.

The PRESIDENT: Senator Roberts, first supplementary?

Senator ROBERTS: The percentage of Aboriginal children in the Northern Territory who NAPLAN classified as needing further assistance was 90 per cent—90 per cent. In Queensland it’s only 56 per cent, and Queensland is a standout failure in this round of NAPLAN. Minister, can you assure the Senate that every cent of federal government money dedicated to the education of our Aboriginal community is spent appropriately?

Senator McCarthy: Thank you for the question, Senator. I can certainly assure the Senate that I will be working very hard, across party lines, in the role that I now have as Minister for Indigenous Australians. I do want to see a great improvement in the lives of First Nations people but in particular of our children. I certainly will do that, Senator Roberts, and I’m more than happy to keep working with you in terms of the issues that are going on in Queensland. Can I just point out again, though, with regard to the funding that we are providing, that, as I said, two weeks ago Minister Clare signed an historic school funding agreement. Under the agreement the Australian government will invest an additional estimated $736.7 million from 2025 to 2029 in Northern Territory public schools. I’m certainly happy to look at further information in regard to Queensland.

The PRESIDENT: Senator Roberts, second supplementary?

Senator ROBERTS: The Greens are assisting this government in suppressing any inquiry into federal government assistance given to the Aboriginal community. We heard Senator Cox’s comments in the chamber yesterday on many topics, including native title. Minister, if you continue to block an inquiry into and audit of the use of funds given to the Aboriginal community, how can you assure the Senate that there’s no corruption, waste and cronyism occurring?

The PRESIDENT: Minister Wong?

Senator Wong: Can I just ask for consideration of whether that’s an appropriate supplementary to a question about NAPLAN results in the Northern Territory?

The PRESIDENT: Senator Wong, I remind the chamber that Senator Roberts’s second question did go to funding, so it does flow from the first supplementary. Minister.

Senator McCarthy: Thank you, Senator Roberts. Can I firstly say, in regard to comments around Senator Cox, that Senator Cox is very dedicated to working to improve the lives of First Nations people so I would caution any slur against her work in that space. What I would say, though, Senator Roberts, is that the government has invested more than $110 million in initiatives to support First Nations children, students and organisations. We are committed to strengthening the formal partnership arrangements, in line with the Closing the Gap priority reforms. Senator Roberts, you met with the co-chair of the joint council—and that was Pat Turner—in reaffirming that commitment, and I look forward to working with you and others on that.

The PRESIDENT: Senator Roberts.

Senator Roberts: The question was one of irrelevance before Senator McCarthy sat down. I asked: how can you assure the Senate—

The PRESIDENT: Senator Roberts, firstly, that’s a debating point and, secondly, the minister has finished her answer.

Transcript | Take Note

I move: 

That the Senate take note of the answer by the Minister for Indigenous Australians (Senator McCarthy) to a question without notice I asked today relating to NAPLAN testing in the Northern Territory. 

I thank the minister for her clear answers. In reviewing the results from this year’s NAPLAN this morning, one thing stood out: the results showing 90 per cent of Aboriginal children in the Northern Territory were classified as ‘requiring further assistance’. That is double the national average. Even more troubling were the results showing Aboriginal students tested more positively in year 3 than they did in year 9. This means the longer an Aboriginal student spends in school in the Northern Territory, the worse their educational outcomes become. Clearly, the education system is failing Aboriginal children. The reason why is not understood, yet this problem has existed for years. The minister can’t be held responsible for the result of this NAPLAN. The poor result is a collective failure of the parliament. 

This year, the federal government will spend $5 billion directly on Aboriginal programs. Inquiry into the continued failure in the provision of services to the Aboriginal community is being blocked through actions of Aboriginal industry lobbyists here in this chamber. Those in this chamber who exploit and perpetuate disadvantage for political gain have voted down repeated attempts from Senators Hanson, Nampijinpa Price and Kerrynne Liddle to understand how so much money could achieve so little benefit. 

One Nation’s reward for caring about Aboriginal welfare was for Senators Cox and Ayres to, last night, call One Nation racist and use other labels. It’s not racist to want every Australian child to have access to education no matter the circumstances of their birth. It’s not racist to make sure every cent we send to these communities is spent for the benefit of the community. Labels are the refuge of the ignorant, the incompetent, the dishonest and the fearful. Labels are the resort of those lacking data and logical argument. 

I look forward to working with Senator McCarthy, one day, to achieve better outcomes for Aboriginal communities, and, in this chamber, I look forward to less name calling and more constructive dialogue, meaningful dialogue for the people who we are supposed to represent. Question agreed to. 

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New NAPLAN Scoring Developed By Expert Teachers

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In the May-June Senate Estimates, I asked David de Carvalho, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) why the National Assessment Program — Literacy and Numeracy (NAPLAN) will no longer report progress through the NAPLAN ban system so that parents can see how their child is progressing relative to others?

In light of the latest disappointing NAPLAN results, which shows one in three children failing literacy and numeracy, I thought you’d be interested to hear his response.

Transcript

Senator Roberts: Thank you for appearing again. Why will NAPLAN no longer report progress through the NAPLAN bands so parents know how their child is progressing relative to other children?

Mr de Carvalho: Ministers decided on 10 February this year to move to a much better reporting system, which actually provides more meaningful information for parents. They will now be getting information that indicates where they are in terms of proficiency standards, which were agreed would be introduced as part of the national school reform agreement. The bands, if you go back to 2008, when they were set up, are essentially a statistical construct. We had a scale of around 1,000 points. The mean we set at 500. It was essentially divided into 10 bands. That number was relatively arbitrary. It could have been more. It could have been less. It’s a kind of a goldilocks number, if you like—a nice round number. The cut points in the bands themselves, unlike the new system, which we are introducing, didn’t have inherent educational value other than simply to be kind of marker points on a scale. It’s bit like telling a parent about their child’s height. They’ve moved from the zero to 20-centimetre band into the 21- to 40-centimetre band. Or, with weight, they’ve moved from the zero to 10-kilogram band into the 11- to 20-kilogram band. What parents really want to know is: is my child actually progressing at the normal rate or do they need additional support? These new standards—

Senator Henderson: I would disagree with that, actually.

Mr de Carvalho: The teacher view has been used to say, ‘What questions should children be able to answer to meet a challenging and reasonable expectation?’ We’ve used professional teacher judgement as opposed to a statistical or arithmetical division to identify the standard expected. That’s the one that we road-tested with parents. We asked them, ‘Would you prefer to see an individual student report with the numerical bands or this more meaningful information?’ They were quite unequivocal about it. They preferred the latter. It’s also not correct to say that parents won’t see their progress. Each individual student report has never reported progress. You need to keep the previous reports. Even if you are in year 3 and then year 5 under the new system, you may increase your NAPLAN score, say, from 250 to 300. You may still be reported in year 5 as strong whereas you were also strong in year 3 but the descriptors associated with ‘strong’ will indicate a higher level of capability. Parents will still be able to see that their child has progressed into a higher skill set. There will be more detailed information, more meaningful information, for parents through the new system.

Senator Roberts: Thank you for that. There are things in there that sound attractive, but I don’t understand it well enough. Perhaps you could tell me what is wrong with this description. Instead of providing a reading score in band 3, 4, 5 or 6, giving parents an idea of exactly where their child is in terms of progression, all of those bands will be replaced by the word ‘developing’. ACARA has said parents found the bands confusing. Isn’t that just an indictment on your failure to explain the more accurate band reports? Could you go into more detail? Tell me what is wrong with that.

Mr de Carvalho: I will go back to the point I was trying to make at the start. Those bands were simply arithmetically derived.

Senator Roberts: So a child was placed in there numerically?

Mr de Carvalho: There is a scale of, say, zero to 1,000. You set the mean at 500 and then you have your statistical categories, your differentials, set just by picking 100 or 200 or whatever the scale is to deliver 10 categories. But what we’re doing this time is using teacher professional judgement. We’ve consulted professional expert teachers about where on the scale they expect children to be based on what they’ve learned in previous years. We have asked which questions they should be able to answer to be able to say, ‘Yes, they’re meeting expectations.’ That was not the case under the previous 10-band regime. Parents will be able to see at a glance. What is really important about the new system is that particularly those children who are genuinely struggling will be identified as needing additional support. That is crucial, because under the old system, we had a category called the national minimum standard. It was broadly recognised that the national minimum standard was set too low. There was a relatively small percentage of children below the national minimum standard. It wasn’t really a call to action. Now we will have more students identified in that bottom category and it will be clear through the name of the category or the name of the level that those children need additional support. It will be a prompt to parents to have a discussion with their teachers about what needs to be done. I think that is a  real, important change.

Senator Roberts: So the parent will be able to see the areas in which the child is deficient or strong?

Mr de Carvalho: The descriptors will also be part of the individual student report. It is a paper based report, and you can only put so many words on a paper based report. There will be high-level descriptions for each domain—that is, reading, writing, numeracy, spelling and grammar—and what it means if you are in each of those levels. If you want more fine-grained information, you will be able to go to the ACARA website and get more and more fine-grained information. With that, teachers will be able to have good conversations with parents about what needs to be done.

Senator Roberts: Thank you. It looks like there is more understanding to be gained on my part.

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School Survey Questions Aussie Kids About Parents’ COVID Compliance

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Parents contacted my office with concerns they had about a National Assessment Program (NAP) science quiz survey, which targeted children in Grade 6 (11 and 12 years). One of the survey questions was about families ‘compliance’ with the government’s COVID guidelines/regulations.

In Senate Estimates, I asked how relevant this line of questioning was with the stated NAP science objectives and whether the Australian Curriculum Assessment and Reporting Authority (ACARA) believes this is appropriate questioning for school children, who authorised the questions and who sees the results of the survey.

The COVID response has eroded many people’s faith in the government. Asking children to judge matters of civil compliance does not help build back trust in the wake of the last three years of hell that many families have gone through.

We have yet to receive responses from #ACARA to our questions, but hope to have them before the next Senate Estimates in October.

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