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Institutionalised separation :
Title from title screen (viewed on 7/11/2018). Includes bibliographical references. This discussion paper looks at inequity within selective schools and their impact on other schools. It presents evidence of dramatic, and deepening, educational inequality. Selective schools are envisaged as a means for the public education system to cater to high achieving students from all walks of life, regardless of family background. However, My School and other data now reveals that selective schools are all but inaccessible to most students. The data suggests the dynamics of our school system instead of promoting inclusion and equity are increasingly putting socio-educationally advantaged students in a class of their own. These trends should concern policymakers, parents and students, and should inform the NSW review of the selective school enrolment processes. The evidence presented in this paper requires us to reconsider the role of selectivity in our schools. Concentrating achievement and advantage in selective schools has come at a cost for students and schools left behind, and might not be best for students in selective schools either. The time has come to rethink and potentially scale back the segregation of high advantaged, high achieving students. A diverse mix of students in schools strengthens our entire education system. Such diversity is one of the biggest gifts schooling can offer our children and our society. This paper is part of the In a Class of Their Own series on disadvantage in Australia's schools being released by the Centre for Policy Development (CPD). The series explores different facets of Australia's contemporary school system and how it segregates and divides students, families and communities. This discussion paper looks at inequity within selective schools and their impact on other schools. It presents evidence of dramatic, and deepening, educational inequality. Selective schools are envisaged as a means for the public education system to cater to high achieving students from all walks of life, regardless of family background. However, My School and other data now reveals that selective schools are all but inaccessible to most students. The data suggests the dynamics of our school system instead of promoting inclusion and equity are increasingly putting socio-educationally advantaged students in a class of their own. These trends should concern policymakers, parents and students, and should inform the NSW review of the selective school enrolment processes. The evidence presented in this paper requires us to reconsider the role of selectivity in our schools. Concentrating achievement and advantage in selective schools has come at a cost for students and schools left behind, and might not be best for students in selective schools either. The time has come to rethink and potentially scale back the segregation of high advantaged, high achieving students. A diverse mix of students in schools strengthens our entire education system. Such diversity is one of the biggest gifts schooling can offer our children and our society. This paper is part of the In a Class of Their Own series on disadvantage in Australia's schools being released by the Centre for Policy Development (CPD). The series explores different facets of Australia's contemporary school system and how it segregates and divides students, families and communities.