[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-205598-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-205598-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","institutionalised-separation-report-13-july","Institutionalised Separation Report - 13 July","","Institutionalised Separation is a policy paper examining selective schooling and the implications for equity in Australia’s education system. The report provides an executive summary, a detailed introduction, and sections defining selective schools, tracing the history of selective schools in New South Wales, and outlining key issues. It also reviews the evidence, including selective schools as sites of privilege and “brain drain” effects on comprehensive public schools, supporting the analysis with referenced context and data.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/institutionalised-separation-report-13-july/205598/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/institutionalised-separation-report-13-july/205598.png","ImageObject",300,407,{"name":42,"@type":43},"Aurelia","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-09-05",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the report cover about selective schools?","Question",{"text":63,"@type":64},"The report defines selective schools, explains their role in the education system, and examines key issues and evidence related to their impact.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the history of selective schools presented?",{"text":68,"@type":64},"A dedicated section traces the development of selective schools in New South Wales, providing historical context before analyzing current concerns.",{"name":70,"@type":61,"acceptedAnswer":71},"What evidence does the report use to evaluate outcomes?",{"text":72,"@type":64},"The evidence includes discussion of selective schools as sites of privilege and the “brain drain” effect on comprehensive public schools.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},205598,1788581569,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},1099514068365,"https://ap-avatar.wpscdn.com/avatar/10000253d8d9f28188e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1794309523707217728","Published by the Centre for Policy Development  \n© Centre for Policy Development 2018  \nAll CPD papers are released under a Creative Commons license. Extracts, summaries or the whole paper may be reproduced provided the author, the title and CPD are attributed, with a link to our website at [http://cpd.org.au. For more details on the Creative](http://cpd.org.au. For more details on the Creative)[ ](http://cpd.org.au. For more details on the Creative)[Commons license used in this paper](Commons license used in this paper), see Creative Commons.  \nCover Image – ‘School hallway with student lockers’© via depositphotos. View the original image here:  \n[https://depositphotos.com/72879555/stock-photo](https://depositphotos.com/72879555/stock-photo)school-hallway-with-student-lockers.html  \nImage 1 – ‘Scientific Calculators’. View the original image here: [https://www.pexels.com/photo/scientific](https://www.pexels.com/photo/scientific)calculator-ii-5775/  \nImage 2 – ‘Building Ceiling Classroom’. View the original image here: [https://static.pexels.com/photos/373488/](https://static.pexels.com/photos/373488/)[ ](https://static.pexels.com/photos/373488/)[pexels-photo-373488.jpeg](pexels-photo-373488.jpeg)  \nImage 3 – ‘Row of Books in Shelf’. View the original image here: [https://www.pexels.com/photo/row-of-books-in-shelf-](https://www.pexels.com/photo/row-of-books-in-shelf-)[ ](https://www.pexels.com/photo/row-of-books-in-shelf-)[256541/](256541/)  \nImage 4 – ‘Circle of Desks 2’. View the original image here: [https://www.flickr.com/photos/perkinsy/6330361223](https://www.flickr.com/photos/perkinsy/6330361223)  \nAUTHORS  \nChristina Ho is a Senior Lecturer & Discipline Coordinator, Social and Political Sciences, at the University of Technology Sydney.  \nChris Bonnor AM is a retired principal, education writer and Fellow of the Centre for Policy Development. Chris has led CPD's work on boosting equity in Australia's schools for many years, including as co-author of Uneven Playing Field (2016), Losing the Game (2017), and A Creeping Indigenous Separation (2018) .  \nACKNOWLEDGEMENTS  \nABOUT CPD  \nThe Centre for Policy Development (CPD) is an independent, values-driven, and evidence-based policy institute. Our motivation isan Australia that embraces the long term now. CPD’s policy development is geared towards an Australia that is equitable, aspirational, and truly prosperous – and enlivened by the challenge of shaping a better future. CPD’s core model is three-fold: we create viable ideas from rigorous, cross-disciplinary research at home and abroad. We connect experts and stakeholders to develop these ideas into practical policy proposals. We then work to convince government, businesses, and communities to implement these proposals. CPD has offices in Sydney and Melbourne and a network of experts across Australia. We are not for profit: donations to our Research Fund are tax deductible. More information about CPD is available at [https://cpd.org.au/](https://cpd.org.au/) .  \nABOUT THE EFFECTIVE GOVERNMENT PROGRAM  \nThe Effective Government Program examines how Australia can best ensure that its public institutions deliver active and effective government in the 21st century. This means tackling long-term policy challenges, delivering high-quality services to the community, weathering existential shocks from abroad, and instilling in the public a shared confidence and respect in their public institutions, and in one another. The role of education in Australia, and public funding for it, has long been a focus of the program.  \nThis paper has been subject to internal and external review. The authors extend their appreciation to all those who assisted with this process, particularly CPD Research Committee Member Geoff Shuetrim and the staff at CPD. The authors would also like to acknowledge Garry Richards and David Shepherd for their ongoing analytical support for this series.  \nThe ongoing work in Effective Government is possible because of","cbCaimqcWOhIjv4E","https://ap.wps.com/l/cbCaimqcWOhIjv4E","pdf",6753981,17,"English","# Boxes and tables\n# Executive summary\n# Introduction\n# What are selective schools?\n# History of selective schools in NSW\n# The issues\n# The evidence\n## Selective schools: sites of privilege\n## 'Brain drain' from comprehensive public schools","[{\"question\":\"What does the report cover about selective schools?\",\"answer\":\"The report defines selective schools, explains their role in the education system, and examines key issues and evidence related to their impact.\"},{\"question\":\"How is the history of selective schools presented?\",\"answer\":\"A dedicated section traces the development of selective schools in New South Wales, providing historical context before analyzing current concerns.\"},{\"question\":\"What evidence does the report use to evaluate outcomes?\",\"answer\":\"The evidence includes discussion of selective schools as sites of privilege and the “brain drain” effect on comprehensive public schools.\"}]","Institutionalised Separation Report - 13 July | PDF",43]