Australia should trial multi-school organisations (MSOs) to give schools a better chance of improving student performance, according to a new report.
The Grattan Institute report, ‘Spreading success: Why Australian should trial multi-school organisations’, says too many children are “treading water” in schools that struggle to improve academic performance, meet students’ complex needs, or offer a rich set of life experiences.
MSOs are strong ‘families’ of schools, bound together through a united executive leadership that is accountable for students’ results.
Operating under unified leadership, MSOs provide resources, training, and career opportunities for educators, facilitating the spread of best practices and specialist support. This collaborative model not only boosts professional development but also offers students access to quality education, making MSOs a pivotal force in elevating educational outcomes and driving systemic improvements.
“While Australia has many exceptional schools, it has struggled to spread enough success to deliver on its promise of educational excellence for all,” report lead author and Grattan Institute Education Program Director Jordana Hunter, said.
“And when schools fall short, it is unclear who should bear responsibility, and who should take charge of turning things around.”
The report highlights case studies of successful MSOs in England and New York City, showing that effective MSOs increase the odds of school improvement.
“Leading strong families of between 10 and 100 schools, these MSOs have a mandate to maintain high standards, and are accountable for doing so,” the report states.
“Each has a clear blueprint for running an effective school, and the authority to enact this blueprint across multiple schools. This includes turning around schools that have under-performed for decades, as well as helping already good schools become great.”
The report’s authors say their ‘Goldilocks’ size helps, too.
“These MSOs are small enough to understand – and ‘own’ – the specific challenges their principals, teachers, and students face. But they are also big enough to marshal the resources and expertise their schools need.”
A beacon of stability amid principal turnover
The Grattan Institute report says the transient nature of principalship, particularly in disadvantaged schools, presents a formidable challenge to the continuity and improvement efforts of schools.
“Research indicates a pronounced frequency of principal turnover in these environments, undermining the sustained effort required for school improvement,” the report stated.
“MSOs stand as a bastion against this instability. The commitment of MSOs to institutional longevity and the seamless transition between successive principals ensures that incoming leaders build upon the groundwork laid by their predecessors, rather than starting afresh.”
The report says this continuity is vital for “maintaining progress and fostering an environment of stability and growth within schools”, pointing to Dixons Cottingley Academy in England as an example of the positive impact of MSO involvement.
“The transition to Dixons' stewardship marked a significant turnaround, addressing longstanding issues of instability caused by frequent changes in leadership,” the report said.
Under Dixons, the academy has seen a succession of three principals since 2018, each change contributing to the school's stabilisation and allowing for focused capacity building in other Dixons schools facing similar challenges.
The report’s authors say the experience of Dixons Cottingley Academy underlines the critical role MSOs play in providing a consistent educational direction and support framework for schools grappling with the effects of principal turnover.
“Through their focus on institutional longevity and leadership continuity, MSOs like Dixons offer a promising path forward for schools seeking to overcome the challenges of leadership instability.”
School sectors should trial MSOs
The report called for State and territory governments and large Catholic dioceses to set up multiple trials, noting that Independent schools – especially small ones – should consider working with others to trial MSOs, too.
“Each trial should start with a high-performing ‘beacon’ school, and gradually build to a family of 10 schools within a decade, with further growth possible after that,” the report suggests.
“While the MSO structure gives schools a clearer shot at improving, it does not guarantee it. Internationally, some MSOs have performed poorly or been mismanaged.”
The report said Australia should “learn from these mistakes and set clear expectations” for the trial MSOs. Another recommendation was that Governments establish “a robust regulatory framework” for the trials, including “rigorous public reviews”.
“Schools and teachers need a lot more support to provide an excellent education for all,” Dr Hunter said. “MSOs offer a powerful way to give schools the boost they need.”