Type of School and Academic Achievement

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Abstract
The systems of schooling in Australia, Government, Catholic and other Independent have for many years been regarded by some commentators as a manifestation of the wider social structure. For a variety of reasons parents of different social origins seek or are compelled to accept particular levels and forms of schooling for their children. The present paper, using data gathered as part of a study of the career beginnings of young people, investigates whether across these systems of schooling in one Australian State the type of school young people attend makes a difference to their academic achievements at the conclusion of high school when their occupational origins, curriculum type and peer influences are held constant. It is suggested that, contrary to some Australian research evidence, when these factors are taken into account, students at Government schools are more likely to achieve well than those at non- Government schools. It is further suggested that one factor involved in such a result is the relatively strong holding power of Government schools in this particular State compared to more populous States and the corresponding weakness of the Independent school sector.