Resource type: Report

Australia is not tracking well in meeting its goals of equity and excellence, with large learning gaps between advantaged and disadvantaged students that continue to grow. This report draws on…

Mitchell Institute report explores ATAR’s changing role in school-to-university transitions and its impact on equity and opportunity.

In their new report, the Mitchell Institute calls for full-service school models as a purpose-built solution to Australia's growing educational inequality.

Disadvantaged children who perform well at a very young age are overtaken by their peers from more advantaged backgrounds as they move towards school age.

World-first study analysing centre-based childcare and nursery data finds almost half of the population in England (45%) live in a childcare desert.

World-first global tracking of childcare access provides vital information.

VU's Mitchell Institute has found that around 24% of Australians live in 'childcare deserts', where there are more than three children per childcare place.

This report explains the purpose, development, structure and use of the Resources’ Attributes for evidence-informed Practice Tool (RAPT).

In this report, we examine how Australian federal policies related to place-based approaches frame these four practices.

This commissioned report identifies programs in Hume City related to employment and education.

The future of Australian education must move beyond post-COVID recovery to reinvigoration.

New analysis shows which electorates across Australia have the most expensive childcare, least childcare access and the most children that are developmentally at risk.