4513 PROOF

LEGISLATIVE COUNCIL

QUESTIONS AND ANSWERS

No. 133

THURSDAY 3 DECEMBER 2009

(The Questions and Answers Paper published for the first sitting day in each week will contain, by number and title, all unanswered questions, together with questions to which answers have been received on the previous sitting and any new questions. On subsequent days, new questions are printed, as are questions to which answers were received the previous day. Consequently the full text of any question will be printed only twice: when notice is given; and, when answered.)

Notice given on date shown

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Publication of Questions Answer to be lodged by

Q & A No. 124 (Including Question Nos 3787 to 3802) 03 December 2009

Q & A No. 125 (Including Question Nos 3803 to 3816) 15 December 2009

Q & A No. 126 (Including Question Nos 3817 to 3838) 16 December 2009

Q & A No. 127 (Including Question Nos 3839 to 3855) 17 December 2009

Q & A No. 128 (Including Question Nos 3856 to 3868) 29 December 2009

Q & A No. 129 (Including Question Nos 3869 to 3876) 30 December 2009

Q & A No. 130 (Including Question Nos 3877 to 3888) 31 December 2009

Q & A No. 131 (Including Question Nos 3889 to 3920) 05 January 2010

Q & A No. 132 (Including Question Nos 3921 to 3961) 06 January 2010

Q & A No. 133 (Including Question Nos 3962 to 3986) 07 January 2010

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29 OCTOBER 2009 (Paper No. 124)

*3787 PLANNING—PLANNING NSW'S WEBSITE—Ms Hale asked the Minister for Lands representing the Minister for Planning, and Minister for Redfern Waterloo— (1) Is the Minister in receipt of an email addressed to [email protected], dated 28 October 2009, which raises concerns about the navigation of the http:⁄⁄www.planning.nsw.gov.au website? (2) In view of public interest in the processes surrounding the approval of Part 3A major projects, what measures will be taken to ensure that all information on the Department's website is able to be readily accessed by members of the public, many of whom are unfamiliar with or inexpert in web navigation? Answer— (1) The Department of Planning has informed me it received an email at approximately 6pm on 28 October 2009 complaining about the navigation in the development assessment section of its website. (2) The Department of Planning is always looking for ways to improve communication channels and it is committed to ensuring public access to information. On 29 October 2009, the complaint was forwarded to the Department's Community and Stakeholder Engagement Branch which asked the Department's web team to review the relevant part of the website to improve the navigation for users. The review agreed with the complainant that the development assessment section of the site required too many clicks for users to view projects on exhibition. As a result, the Department changed the site structure, so users can more easily locate the projects on exhibition. For instance, the Part 3A major projects on exhibition are now located just two clicks away from the Department's homepage. The new site navigation was implemented on 3 November 2009. On 3 November 2009, the Department emailed the complainant to thank him for his feedback and inform him of the changes to the website structure.

*3791 EDUCATION AND TRAINING—LACHLAN MACQUARIE COLLEGE - TRAVELLING TIMES—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) What amount of time do students and teachers spend travelling to and from Lachlan Macquarie College to participate in strands? (2) Please provide all details available. Answer— (1) Lachlan Macquarie College programs have been held at a range of sites based in the local Parramatta area including secondary and primary schools and the University of Western Sydney campus. The majority of students participating in these programs attend local Parramatta schools, requiring minimal travel time. The majority of teachers participating in these programs work at local Parramatta schools. Their travel time to the programs is minimal. The Discover Science Program, involving 12 students and six teachers, was conducted at the University of Western Sydney Campus at Hawkesbury. Travel to this campus by train from Parramatta station takes 50 minutes, followed by a five minute drive. Some of the programs offered are delivered using video conferencing, allowing students and teachers to remain at their own school. (2) Records of student and teacher travel times are not available.

*3792 EDUCATION AND TRAINING—LACHLAN MACQUARIE COLLEGE - MODEL—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training—

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(1) In establishing Lachlan Macquarie College, what international or interstate evidence was used to design the model? (2) How does this evidence show that this model would be successful? Answer— (1) The planning of Lachlan Macquarie College was informed by exemplary local, national and international models and a range of current research in the areas of mathematics and science teaching and learning with the specific needs of students across Western Sydney underpinning all considerations National models included e2 at Orange, the Australian Science and Mathematics school in Adelaide and the Science Centres of Innovation and Professional Practice in Queensland. International models included several specialist science colleges in the United Kingdom, including Acle High School and Stroud High School. (2) The Lachlan Macquarie College model of operation is based on extension and enrichment programs in mathematics and science for students and mentoring for teachers in the delivery of mathematics and science. It uses innovative strategies and specialist equipment made available through the partnership with the University of Western Sydney. The success of the program will be measured in terms of enhanced student outcomes and engagement of students in higher levels of study in mathematics and science over the next few years. Initial feedback indicates that the programs are impacting positively on students and teachers.

*3793 EDUCATION AND TRAINING—LACHLAN MACQUARIE COLLEGE - STRANDS—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) Will each of the strands at Lachlan Macquarie College offered in 2009 be offered again in 2010? (2) Will there be any new strands? (3) Are there any plans to increase the number of strands or the number of teachers and students using Lachlan Macquarie College? Answer— (1) Yes (2) The third strand Applied Mathematics and Science will commence. (3) There are no plans to increase the number of strands available. Lachlan Macquarie College plans to increase the number of teachers accessing educational programs within the strands.

*3794 EDUCATION AND TRAINING—LACHLAN MACQUARIE COLLEGE - COSTS—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) What is the total cost of operating Lachlan Macquarie College in 2009? (2) Please provide a list of the positions at Lachlan Macquarie College in 2009. Answer— (1) The salary of the staff members at Deputy Principal and Head Teacher level inclusive of on costs is $145,110 and $124,283; respectively. The operational expenditure in 2009 was $20,500. (2) Two teaching staff members were appointed in 2008 and continued in 2009, one at Deputy Principal and the other at Head Teacher level.

*3795 EDUCATION AND TRAINING—LACHLAN MACQUARIE COLLEGE - EFFECTIVENESS OF STRANDS—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) For each of the strands offered by Lachlan Macquarie College in 2009, what steps have been taken to assess the effectiveness of the strands? (2) Please provide a summary of the results of these assessments. Answer—

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(1) Programs are quantitatively evaluated on a two year cycle. Qualitative and anecdotal information is collected from all programs to assess effectiveness and provide feedback. (2) Student and teacher feedback from events conducted in 2008 and 2009 has been very positive. Evaluation of the 2008 Atomic Absorption Spectrophotometer Team Challenge is indicative of the positive feedback received. Of the 39 participants from four schools, 93 per cent stated that it would be of great benefit to Year 12 chemistry students for Lachlan Macquarie College to conduct this activity each year. Eight-nine per cent of respondents also stated they would be interested in participating in other activities at the University of Western Sydney to help understanding of chemistry and other sciences in preparation for their Higher School Certificate. In 2009, 95 students from six schools participated in the event.

*3796 EDUCATION AND TRAINING—LACHLAN MACQUARIE COLLEGE - ATTENDANCE—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) (a) What strands are offered by Lachlan Macquarie College in 2009? (b) For each of these strands, how many students and how many teachers have participated in that strand? (c) For each of these strands, from which schools have the students and teachers come from? Please specify the number of students and teachers from each school.

Answer—

(1) (a) Two strands were offered in 2009, Specialist Mathematics and Science and Mathematics and Science Teaching. (b) 542 students attended programs in the Specialist Mathematics and Science strand in 2009 and 394 teacher places were filled for programs in the Mathematics and Science teaching strand in 2009. (c) Teachers from 25 schools and students from 15 schools participated in programs, as follows:

Strand Program School No. of teachers No. of students 2,3 Earth and Parramatta HS 1 Environmental Science Connected Class Arthur Phillip HS 1 James Ruse 1 Agricultural HS 2,3 Stage 3 Mathematics Parramatta PS 1 15 GAT forum via video conference Carlingford PS 1 5 Northmead PS 1 15 Westmead PS 1 5 Kellyville PS 1 25 2,3 Stage 3 Science GAT Parramatta PS 1 15 forums via video conference Carlingford PS 1 5 Northmead PS 1 15 Westmead PS 1 5 Parramatta West PS 1 7 2,3 Tall Poppy Seminar A range of schools 200 across the Parramatta area including: James

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Ruse Agricultural HS, Macarthur Girls HS, Auburn Girls HS, Northmead HS 2,3 Discover Science Cumberland HS 2 4 Macarthur Girls HS 2 4 Arthur Phillip HS 2 4 2,3 Atomic Absorption Arthur Phillip High 6 100 Spectrophotometer School Cumberland Team Challenge High School Macarthur Girls High School Northmead High School Parramatta High School 2,3 Year 8 Mathematics Marsden HS 1 25 GAT day Northmead HS 1 25 Cumberland HS 1 21 3 Essential Secondary A range of both 29 0 School Assessment government and non- Test Report – Teacher government schools Feedback across the Greater Professional Learning Western Sydney area Session 2 HSC Lectures Marsden HS 1 31 Northmead HS 7 Crestwood HS 3 Arthur Phillip HS 29 Chifley College 4 Dunheved Cumberland HS 6 Macarthur Girls HS 10 2,3 Year 8 Experience Schools yet to be 6 60 Science Day –on 1 determined December 3 Faculty Support James Ruse 7 Program Agricultural HS Marsden HS 14 Arthur Phillip HS 18 Northmead HS 12 Parramatta HS 12 Cumberland HS 11 Macarthur Girls HS 16 Macquarie Boys 1 Technology HS 3 Video Conference Macarthur Girls HS 15 and technology teacher training Macquarie Boys THS 8 3 Brigit and Video Carlingford PS 12 Conference training Kellyville PS 5 3 Primary Maths No data kept as to 24 Coordinator Day specific schools Training 3 Connected Learning From a range of 50 Forum schools across NSW

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2 WSR Mathematics From a range of 31 Head Teacher schools across Presentation Western Sydney 2 Hills⁄ Cumberland Cumberland HS 1 Principal Presentation Northmead HS 1 James Ruse 1 Agricultural HS Macquarie Boys THS 1 Parramatta HS 1 Macarthur Girls HS 1 Arthur Phillip HS 1 Pendle Hill HS 1 Greystanes HS 1 Rouse Hill HS 1 Model Farms HS 1 Baulkham Hills HS 1 Girraween HS 1 Crestwood HS 1 Glenwood HS 1 Kellyville HS 1 2 Parramatta Teacher Thirty primary and 30 Librarian Conference secondary schools Presentation across the local Parramatta⁄Hills area. 2 University of Western 50 University of Sydney Western Sydney pre- Reconceptualising service teachers Science Presentation

*3797 EDUCATION AND TRAINING—PRIVATE SCHOOL FUNDING—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) For each private or non-government school in New South Wales in 2008⁄2009, please provide the following information, where applicable, in a table format in excel or Comma Separated Value (CSV) format: (a) What is the suburb of that school? (b) What is the postcode of the school? (c) What is the Education Resource Index funding category of that school? (d) (i) Is the school funded as part of a system? (ii) If so, which system? (e) What was the total primary school student enrollment of that school? (f) What was the total secondary school student enrollment of that school? (g) How much was paid to that school in Per Capita Allowances in respect of primary students? (h) How much was paid to that school in Per Capita Allowances in respect of secondary students? (i) How much was paid to that school in Interest Subsidies? (j) How much was paid to that school in Supervisor Subsidies? (k) How much was paid to that school in any other form of grant? (l) What was the total amount paid to the school? (m) What is its commonwealth school identity number, if available?

Answer— Attached is a spreadsheet in excel format that provides the requested information in full. Copies are available from the Legislative Council Procedure Office.

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This information excludes the Commonwealth school identity number, which is not available to the Department of Education and Training.

*3798 EDUCATION AND TRAINING—GRIFFITH HIGH SCHOOL—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) Why was Griffith High School excluded from the recently released National Partnership List? (2) Has Griffith Public School been included on the National Partnership List? (3) Did the National Partnership List selection process use out of date data collected from the 2006 census? (4) Has the enrolment of Griffith High School changed greatly since 2006? (5) Did the school receive Priority Schools Program funding on the basis of information gathered from parents in 2008? (6) Is the population of Griffith High School one of the most multi-cultural outside of Sydney? (7) (a) How many year seven enrolments has Griffith High School received for 2010? (b) Have a number of year seven students changed their enrollment from Griffith High School to private schools for 2010? (8) Does Griffith High School have a higher number of staff new to teaching than any other High School in NSW? (9) (a) Will the decision to exclude Griffith High School from the recently released National Partnership List be reconsidered? (b) Will the Government base its decision on the most recently available data? (c) If not, why not?

Answer— (1) and (2) Schools initially invited to participate in the National Partnership on Low SES School Communities were identified by the Commonwealth Government using a national methodology based on the Australian Bureau of Statistics' Index of Relative Socio-Economic Disadvantage, constructed from the 2006 Census. Griffith High School was not included on this list. The NSW Government has since committed an additional $175 million over the next five years to expand the reach of this National Partnership in New South Wales. The additional schools added to the list using State criteria include Priority Action Schools not already identified by the Commonwealth Government, the 30 next most disadvantaged schools identified by the Priority Action Schools process and any school not covered by the above criteria that had greater than 25 per cent enrolment of Aboriginal students averaged over a three year period. Griffith High School did not meet the State based criteria and was consequently not included on the extended list of schools. (3) The methodology used by the Commonwealth Government to identify schools for the Low SES School Communities National Partnership used data from the 2006 Census. The methodology used by the New South Wales State Government to identify additional schools for the Low SES School Communities National Partnership used data from 2008 Priority Schools Program survey. This survey reflects responses from families within individual schools and does not use Australian Bureau of Statistics or other Commonwealth census data. (4) Official records for Griffith High School indicate a decrease in enrolments since 2006 as follows: July 2006 - 733 students July 2007 - 689 students

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July 2008 - 564 students Feb 2009 - 545 students (5) Griffith High School was identified as a school eligible to receive Priority Schools Program funding as a result of a survey of families conducted in Term 1, 2008. The school will receive a direct grant and staffing supplementation through the Priority Schools Funding Program until at least 2012. (6) Of the 545 students enrolled at Griffith High School in 2009, 186 or 34.1% of students come from a language background other than English. This places Griffith High School among the schools with the highest percentage of students from a language background other than English outside of the metropolitan region. (7) (a) As at November 2009, 85 students have indicated that they will be enrolling in Year 7 at Griffith High School in 2010. (b) As at November 2009, 35 students that are within the drawing area for Griffith High School have indicated that they will be enrolling in a non government school in 2010. (8) No. (10) (a-c) The inclusion of schools on the extended National Partnership list has been based on the most recent data available related to the socio-economic status of school communities in New South Wales. The Low SES School Communities National Partnership will be implemented over seven years. A key aim of the approach being taken in New South Wales is sharing effective practice across all schools. As the Partnership progresses, there will be the chance for more schools to join in through communities of schools and other regionally determined resource sharing initiatives.

*3799 EDUCATION AND TRAINING—NATIONAL PROTOCOLS ON REPORTING ON SCHOOLS—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— What steps have been taken to implement the commitment in the June 2009 "Principles and protocols for reporting on schooling in Australia" that state and territory governments "will put in place strategies to manage the risk that third parties may seek to produce such table or rankings" (page 8)? Answer— The new requirement to report about school performance through the Australian Curriculum, Assessment and Reporting Authority meant that NSW had to amend the Education Act 1990. This amendment was made earlier this year. The NSW Government included in its amendment a provision to ensure that raw data on school performance could not be provided to third parties other than the Commonwealth Government, including through Freedom of Information requests. The Act now also provides that school results must not be publicly revealed in a way that ranks or otherwise compares the results of particular schools, except as authorised by or under a relevant national agreement. Further, Section 18A(6) of the Education Act 1990 provides that school results must not be publicly revealed if the results of an identified student are revealed, except when it is revealed with the student's or parent's consent, or revealed to a relevant school principal, or approved by the Board of Studies for publishing outstanding student achievements in School Certificate or Higher School Certificate examinations.

*3800 EDUCATION AND TRAINING—SCHOOL LAPTOPS—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training—

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(1) (a) Has the provision of laptops to middle and senior school students resulted in an improvement of educational outcomes? (b) If so, which international studies support the roll-out of student laptops? (2) (a) Has the provision of laptops to middle and senior school students resulted in an improvement of educational outcomes for schools serving disadvantaged communities? (b) If so, what international studies support the roll-out of student laptops? (3) (a) Are there any studies that suggest that there is little or no positive benefit either for average schools or for schools serving disadvantaged communities from the provision of laptops to middle and senior school students? (b) If so, please provide a list of references to these studies. (4) (a) Are there any studies that demonstrate a negative outcome for students due to the provision of laptops to middle and senior school students? (b) If so, please provide a list of references to these studies?

Answer— (1) Descriptive studies of one-to-one laptop initiatives indicate an increase in student engagement and motivation in learning and a shift in instructional practices of teachers to a more student-centred, problem-based, collaborative classroom demanding higher-order thinking. (Fadel & Lemke 2006; Newhouse 2008; Dunleavy, Dextert & Heinecket 2007; Zucker & Hug 2007) Studies of laptop programs have shown students improving their writing skills with their written responses showing increased length and quality. (Gulek & Demirtas 2005; Pitler, Flynn & McRel 2004; Grimes & Warschauer 2008; Hadeed & White 2000; Ross, et. al. 2003) Some studies have shown measurable improvements of student test scores in laptop programs. (Pitler, Flynn & McRel 2004; Lemke & Martin 2004) These measureable differences may not be apparent until the second year of implementation. (Grimes & Warschauer 2008) Laptop programs are effective in improving some subjects to differing extents. (Dunleavy & Heinecke 2007; Gulek & Demirtas 2005; Muir, Knezek & Christensen 2004; Zucker & Hug 2007) The most common research finding was that students in laptop programs were more engaged and motivated to learn. (Gulek & Demirtas 2005; Pitler, Flynn & McRel 2004; Kerr, Pane & Barney 2003; Lemke & Martin 2004; Beaudry 2004; Lane 2003) Some studies report more generally an increase and improvement in student learning. (Silvernail & Lane 2004; Valdez 2004; Gravelle 2003) An extensive study done in Californian schools with laptop programs showed that one-to-one computing promotes greater student autonomy, greater student involvement in in-depth researching and greater opportunities to learn using multimedia. (Grimes & Warschauer 2008) The final study of the Anytime, Anywhere Learning model for laptop programs showed that in its third year, students were more confident of the educational benefits with better writing and problem solving skills. (Ross et. al. 2003) (2) Most studies of laptop programs that focus on specific groups of students tend to examine differences based on gender or select specific subjects such as science, physics or mathematics. In general, problems reported by schools serving disadvantaged communities include students' low motivation for learning, high detention rates and absenteeism as well as less frequent interaction with parents. Laptops programs consistently address these factors. The most common research finding about students in laptop programs is that they are more engaged and motivated to learn. (Gulek & Demirtas 2005; Pitler, Flynn & McRel 2004; Kerr, Pane & Barney 2003; Lemke & Martin 2004; Beaudry 2004; Lane 2003) Studies of laptop programs report increased opportunities for individualised learning that meets the personal needs of students. (Fairman 2004) Studies consistently show improved attendance due to laptop programs. (Muir, Knezek & Christensen 2004; Lane 2003) Laptop programs improve access to educational resources including increased collaborative opportunities and increased use of technology for learning. These are all important considerations in disadvantaged schools. (Gravelle 2003; Gulek & Demirtas 2005; Penuel 2006; Lane 2003) Many studies show a reduction in the 'digital divide' due to laptop programs. (Zucker & Hug 2007; Lemke & Martin 2004; Gravelle 2003; Bonifaz & Zucker 2004) Special education teachers perceive laptops to be effective instructional tools for students with disabilities. (Harris & Smith 2004; Goldberg,

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Russell & Cook 2003) In another study where student achievement was examined with multiple indicators of learning, students with laptops were shown to be writing with greater length and higher quality with the strongest positive impact seen with special education students. (Gulek & Demirtas 2005) (3) There are challenges of teaching in a one-to-one computing environment regardless of whether the school is serving disadvantaged communities or not. There are issues with hardware and software as well as complexity inherent in the successful incorporation of internet-based resources into classroom learning. This underscores the need for effective teachers with high levels of classroom management skills. (Dunleavy, Dextert & Heinecket 2007) (4) In one study, where two groups of students heard the same lecture and were tested immediately after, the students who were allowed unrestricted use of their computers did not perform as well at the memory test than the other group who were not allowed to open their computers. This result confirms the long held principle that there are limits to the capacity of students' learning and memory when multitasking. (Hembrooke & Gay 2003) The NSW Government has allocated $10 million to train secondary teachers in methods to maximise the opportunities presented by the Federal Government's Digital Education Revolution program. The research mentioned above has informed the training provided. References Beaudry JS 2004, The impact of Maine's one-to-one laptop program on middle school teachers and students' use of laptops computers and classroom assessment: are teachers making the connection? Bonifaz A & Zucker A 2004, Lessons learned about providing notebooks for all students, Northeast and the Islands Regional Technology in Education Consortium Dunleavy M, Dextert S & Heinecket WF 2007, What added value does a 1:1 student to laptop ration bring to technology-supported teaching and learning? Blackwell Publishing Limited, Journal of Computer Assisted Learning (2007), 23, 440-452 Dunleavy M & Heinecke WF 2007, The impact of 1:1 laptop use on middle school math and science standardized test scores, Computers in Schools, Vol. 24(3⁄4) The Hawthorn Press, Inc. Fadel C & Lemke C 2006, Technology in school: what the research says, Cisco Systems Inc. Fairman J 2004, Trading roles: teachers and students learn with technology, Maine Technology Initiative Research Report #3 Goldberg A, Russell M & Cook A 2003, The effect of computers on student learning: a meta-analysis of studies from 1992 to 2002, Journal of Technology, Learning and Assessment, 2 (1) Gravelle PB 2003, Early evidence from the field, The Maine Learning Technology Initiative: Impact on the digital divide Grimes D & Warschauer M 2008, Learning with laptops: a multimedia case study, University of California Gulek JC & Demirtas H 2005, Learning with technology: the impact of laptop use on student achievement Hadeed L & White 2000, Effects of using Anytime Anywhere Learning Model (laptop program) for the enhancement of problem solving and critical thinking skills, University of South Florida Harris WJ & Smith L 2004, Notebook use by 7th grade students with disabilities: perceptions of special education teachers, Maine Learning Technology Initiative, Research Report #2 Hembrooke H & Gay G 2003, Journal of Computing in Higher Education, Fall 2003, Vol. 15(1), Cornell University Kerr KA, Pane JF & Barney H 2003, Quaker Valley Digital School District, Early effects and plans for future evaluation Lane DMM 2003, Early evidence from the field, the Maine Learning Technology Initiative, Impact on students and learning Lemke C, Martin C 2004, One-to-one computing in Virginia A state profile Lemke C, Martin C 2003, One-to-one computing in Maine A state profile Newhouse CP 2008, Transforming schooling with support from portable computing, School of Education, Edith Cowan University

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Muir M, Knezek G & Christensen R 2004, The Maine Learning Technology Initiative (Research Brief MLLS0401), Farmington, ME: Center for Meaningful Engaged Learning Penuel WR 2006, Implementation and effects of one-to-one computing initiatives: a research synthesis, Journal of Research on Technology in Education, ITSE Pitler, H, Flynn K & McRel BG 2004, Is a notebook initiative your future? Ross SM, Lowther DL, Wilson-Relyea B, Wang W & Morrison GR 2003, Anytime, anywhere learning final evaluation report of the laptop program: Year 3, The University of Memphis, Tennessee Silvernail DL & Lane DMM 2004, The impact of Maine's one-to one notebook program on middle school teachers and students, phase one summary evidence Valdez 2004, 1 to 1 notebook initiative study at Oak-Land Junior High School in Stillwater, Minnesota Zucker AA & Hug ST 2007, A study of the 1:1 laptop program at the Denver School of Science and Technology, Denver School of Science and Technology

*3801 EDUCATION AND TRAINING—PUBLICATION OF COMMON TESTING RESULTS—Dr Kaye asked the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Minister for Education and Training— (1) (a) Is there any evidence suggesting that publication on an all-schools website of common testing results statistics on a school-by-school basis will result in an improvement of educational outcomes? (b) If so, please provide a list of references to studies used to support the publication of these results. (2) (a) Is there any evidence suggesting that the publication on an all-schools website of common testing results statistics on a school-by-school basis results in an improvement of educational outcomes for schools serving disadvantaged communities? (b) If so, please provide a list of references to studies used to support the publication of these results. (3) (a) Are there any studies suggesting that there is little or no positive benefit either for average schools or for schools serving disadvantaged communities from the publication on an all- schools website of common testing results statistics on a school-by-school basis? (b) If so, please provide a list of references to these studies. (4) (a) Are there any studies that demonstrate a negative outcome for students from the publication on an all-schools website of common testing results statistics on a school-by-school basis? (b) If so, please provide a list of references to these studies.

Answer— Student assessment and its uses has been a topic of extensive international research for over a century. Providing a comprehensive and comparative list of this research would require a significant diversion of NSW Department of Education and Training resources.

3 DECEMBER 2009 (Paper No. 133)

3962 PLANNING—PORT WARATAH COAL SERVICE FOURTH TERMINAL—Ms Rhiannon to ask the Treasurer, Minister for State Development representing the Minister for Planning, Minister for Infrastructure, and Minister for Redfern Waterloo—

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(1) The Newcastle Herald [13 December 2009, page 4] reported that "Port Waratah Coal Service gets land from Government to build fourth Newcastle terminal". If so, how much land has been allocated to Port Waratah Coal Services? (2) (a) Did Port Waratah Coal Services pay for this land? (b) If so, how much was paid? (3) (a) Does Port Waratah Coal Services pay rates on this land? (b) If so, how much is paid?

3963 LOCAL GOVERNMENT—LOCAL GOVERNMENT GENERAL MANAGER CONTRACTS—Ms Ficarra to ask the Minister for Primary Industries, Minister for Lands representing the Minister for Local Government, and Minister Assisting the Minister for Health (Mental Health and Cancer)— (1) Are Councillors entitled to a copy of the performance review of a General Manager prior to a Confidential Session of the Council to determine the matter? (2) Are Councillors entitled to a copy of the General Manager's contract at any time prior to, during, or post deliberations on renewal or continuation of such contract? (3) Are Councillors entitled to a copy or to view a copy of a General Manager's Performance Criteria even when the Council is determining whether the General Manager's Contract should be continued or renewed? (4) At a Confidential Session of a Council meeting at which the Performance Review is to be considered, must the matter be immediately determined at that meeting? (5) At a Confidential Session of the Council meeting at which the Performance Review is to be considered, may Councillors only view the performance review of the General Manager and not be provided with a copy of that document? (6) (a) Will action be taken to ensure that Councillors are properly informed as to relevant matters prior to appointing, renewing or continuing a General Manager's contract by ensuring that the above mentioned documents are available to Councillors at least seven days prior to them having to make a decision on whether to appoint, continue or renew a contract of a General Manager? (b) If not, why not? (a) What qualifications does a firm undertaking Performance Reviews of General Manager have to have? (b) Will the Division of Local Government introduce an accreditation process to ensure that firms undertaking such reviews and advising Councils are free from conflicts of interest and are properly qualified to undertake such work? (c) If not, why not? (7) (a) What qualifications does a firm undertaking Recruitment Reviews of General Manager have to have? (b) Will the Division of Local Government introduce an accreditation process to ensure that firms undertaking such reviews and advising Councils are free from conflicts of interest and are properly qualified to undertake such work? (c) If not, why not?

3964 LOCAL GOVERNMENT—LOCAL GOVERNMENT MANDATORY CODE OF CONDUCT—Ms Ficarra to ask the Minister for Primary Industries, Minister for Lands representing the Minister for Local Government, and Minister Assisting the Minister for Health (Mental Health and Cancer)— (1) Is it a breach of the Local Government Mandatory Code of Conduct, the Local Government Act or any other legislation for a General Manager of a Council or Council Officer to release to the Media a letter from the Independent Commission Against Corruption marked "In Confidence" which names a complainant?

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(2) Is it a breach of the Local Government Mandatory Code of Conduct, the Local Government Act or any other legislation for a General Manager of a Council to speak to the Media about a complaint and name the complainant⁄s? (3) Is it a breach of the Local Government Mandatory Code of Conduct, the Local Government Act or any other legislation for a General Manager of a Council to speak purportedly on behalf of a Legal Officer of the Division of Local Government about a complaint to the Minister or Division of Local Government and name the complainant⁄s, despite the complainant⁄s not being notified? (4) Is it appropriate for an Officer of the Division of Local Government to advise a General Manager or Council Officer verbally of a complaint⁄s or an outcome of a complaint⁄s so that same can be reported in the Media without the complainant⁄s being informed of the outcome? (5) If the above actions constitute a breach, what action can be taken against the respective General Manager and⁄or Council Officer?

3965 LOCAL GOVERNMENT—BROOKVALE OVAL—Ms Ficarra to ask the Minister for Primary Industries, Minister for Lands representing the Minister for Local Government, and Minister Assisting the Minister for Health (Mental Health and Cancer)— (1) Has the Minister or the Department received any complaints concerning proposals regarding the reclassification and redevelopment of Brookvale Oval? (2) Do any of the proposals regarding Brookvale Oval breach the Brookvale Park Plan of Management or the Warringah Local Environmental Plan 2000? (3) (a) Is it a breach of the Mandatory Local Government Code of Conduct, the Local Government Act, any other legislation or Plans of Management for a Council Officer to make proposals contrary to these instruments? (b) If so, what action can be taken against the General Manager or Council Officer⁄s that have breached these instruments?

3966 ATTORNEY GENERAL—OMBUDSMAN INVESTIGATIONS AND LEGAL PROFESSIONAL PRIVILEGE—Ms Hale to ask the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council— (1) Is the NSW Ombudsman the only Ombudsman in Australia that can be refused access to documents held by public sector agencies on the grounds of legal professional privilege? (2) (a) Does a similar restriction on access apply to the Police Integrity Commission or the Independent Commission Against Corruption? (b) If not, what concerns does the Government have that prevent it from amending the Ombudsman Act 1974 to grant the Ombudsman access? (3) Can the assertion of legal professional privilege be used by an authority to obstruct an Ombudsman's investigation? (4) Will the Government introduce legislation to amend section 21 of the Ombudsman Act 1974 to remove the restriction that prevents the Ombudsman gaining access to documents held by a public sector authority where the authority asserts legal professional privilege?

3967 PREMIER—OMBUDSMAN INVESTIGATIONS AND LEGAL PROFESSIONAL PRIVILEGE—Ms Hale to ask the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Premier, Minister for the Arts, and Minister for the Central Coast— (1) Is the NSW Ombudsman the only Ombudsman in Australia that can be refused access to documents held by public sector agencies on the grounds of legal professional privilege? (2) (a) Does a similar restriction on access apply to the Police Integrity Commission or the Independent Commission Against Corruption? (b) If not, what concerns does the Government have that prevent it from amending the Ombudsman

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Act 1974 to grant the Ombudsman access? (3) Can the assertion of legal professional privilege be used by an authority to obstruct an Ombudsman's investigation? (4) Will the Government introduce legislation to amend section 21 of the Ombudsman Act 1974 to remove the restriction that prevents the Ombudsman gaining access to documents held by a public sector authority where the authority asserts legal professional privilege?

3968 WATER—LACHLAN REGULATED RIVER WATER SOURCE—Mr Cohen to ask the Minister for Primary Industries, Minister for Lands representing the Minister for Water, and Minister for Regional Development— (1) How many high security water licences in the Lachlan Regulated River Water Source are held by mining companies? (2) Of the approximate 11.5 GL allocated to high security licence holders in the Lachlan Regulated River Resource in the 2009⁄10 water year what percentage of the allocation is used by mining companies? (3) What are the names of the members sitting on the Critical Water Advisory Committee for the Lachlan Regulated River Water Source? (4) (a) How many meetings has the Critical Water Advisory Committee had? (b) On what dates did these meetings take place? (5) (a) Prior to the closure of the Lachlan River at Condobolin, were 500 mega litres per day released from Wyangala Dam to fill high security licence orders? (b) If so, which high security licence holders received delivery of water and allocations? (6) How much water has been received at Lake Brewster from the Lachlan River in the last year?

3969 REGIONAL DEVELOPMENT—MUDA ABORIGINAL CORPORATION LANGUAGE CENTRE—Mr Cohen to ask the Minister for Primary Industries, Minister for Lands representing the Minister for Water, and Minister for Regional Development— Does the Department of Regional Development have plans to provide funding support to 2CUZ FM and the Muda Aboriginal Corporation Language Centre if the Federal Government also continues funding the centre and station as it has for the last 15 years?

3970 LANDS—UNIDENTIFIED LAND IN THE WOLLONGONG LOCAL GOVERNMENT AREA—Ms Hale to ask the Minister for Primary Industries, Minister for Lands— (1) Lot 5 DP 752018 appears to have no Certificate of Title. (a) Does such a Certificate of Title exist? (b) If so, who is shown as the owner of the Lot? (c) If not, why not? (2) Adjoining Lot 5 DP 752018 is Lot 7001 DP 1053532. (a) Does this Lot have a Certificate of Title? (b) If not, why not? (c) If so, who is shown as the owner of the Lot? (3) The Draft Wollongong Local Environment Plan 2009 map shows three unidentified parcels of land directly adjoining Lot 7001 DP 1053532. The Department of Lands map for the same area shows two of these three parcels of land as having been combined into one. One appears to have been a public road that has been subsumed under another unidentified title. (a) What are the lot numbers and other relevant details of the three parcels of land? (b) (i) Has a Certificate of Title been issued for any of these three parcels of land?

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(ii) If not, why not? (iii) If so, when was the Certificate of Title issued? (c) (i) Is the land owned by the Crown? (ii) If not, who owns each of those parcels of land? (d) (i) Which map is correct, that exhibited by Wollongong City Council or that prepared by the Department of Lands? (e) (i) Have two parcels of land been combined into one? (ii) If so, when was this done? (iii) For what reason was it done? (4) (a) Does a large portion of land at Bulgo adjoining the southern boundary of the Royal National Park have an identifiable DP number? (b) If so, why does the DP number not appear on either Department of Lands or the Wollongong City Council maps? (5) 5. How many parcels of land within the Wollongong Local Government Area (LGA) are unidentified? (6) 6. How many of these unidentified parcels of land in the Wollongong LGA are listed with the Department of Lands as lacking a current Certificate of Title?

3971 LANDS—LAND CERTIFICATES OF TITLE—Ms Hale to ask the Minister for Primary Industries, Minister for Lands— (1) Is land owned by the State government or Local Government Authority required to be identified by a current Certificate of Title? (2) In what circumstances would Crown land or Community resumed⁄acquired land or land resumed by Integral or for Roads not be identified by a current Certificate of Title?

3972 CLIMATE CHANGE AND THE ENVIRONMENT—PARKING ARRANGEMENTS OF THE ROYAL BOTANICAL GARDENS TRUST—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) Regarding the Royal Botanic Gardens Trust: (a) What were the gross proceeds of meter parking in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (b) Who collected the revenues for meter parking and what were their costs in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (c) What was the cost of installing and maintaining parking meters in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (d) How many parking meters were operating during: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (e) How many parking spaces were allocated to meter parking as at 30 June in: (i) 2006-2007?

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(ii) 2007-2008? (iii) 2008-2009? (f) What, if any, changes were made to extend timing, size of penalty, cost of parking and period of coverage during: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (g) What were the net proceeds of meter parking returned to the trust in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (h) How many parking tickets were issued, by offence in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (i) Please describe any changes to types of offences and penalties (eg: were any "no parking spaces" converted to "no standing" or "no stopping") during: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (j) What was the gross value of parking fines issued in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (k) How many parking fines were collected in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (l) What was the net value of parking fines returned to the trust in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (m) What were the costs of collection in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (2) How many rangers were employed to police parking in the following years, please details in regards to the number per facility operated by the Royal Botanical Gardens Trust: (a) 2006-2007? (b) 2007-2008? (c) 2008-2009?

3973 EMERGENCY SERVICES—NATIONAL PARKS AND WILDLIFE SERVICE SKY CRANES—Ms Cusack to ask the Minister for Primary Industries, Minister for Lands representing the Minister for Emergency Services, Minister for Small Business, and Minister for Rural Affairs— (1) How much money was spent on contracts for sky cranes in last summer's fire season? (2) What was the standing charge for the use of the sky cranes? (3) How many flight-hours were undertaken by contracted sky cranes in the previous summer's fire season? (4) What was the flight cost per hour for use of the sky cranes?

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3974 CLIMATE CHANGE AND THE ENVIRONMENT—NATIONAL PARKS AND WILDLIFE SERVICE SKY CRANES—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) How much money was spent on contracts for sky cranes in last summer's fire season? (2) What was the standing charge for the use of the sky cranes? (3) How many flight-hours were undertaken by contracted sky cranes in the previous summer's fire season? (4) What was the flight cost per hour for use of the sky cranes?

3975 CLIMATE CHANGE AND THE ENVIRONMENT—STORMWATER TRUST—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— How much money did the Stormwater Trust spend, and on how projects, in the following years: (a) 2004-2005? (b) 2005-2006? (c) 2006-2007? (d) 2007-2008? (e) 2008-2009?

3976 CLIMATE CHANGE AND THE ENVIRONMENT—BOTANICAL GARDEN PARKING FINES—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) (a) How much revenue has been received at each Botanical Garden from parking fees in the years: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (b) How much is anticipated from parking fees in 2009⁄10? (2) (a) How much revenue has been received at each Botanical Garden from parking fines in the years: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (b) How much is anticipated from parking fees in 2009⁄10?

3977 CLIMATE CHANGE AND THE ENVIRONMENT—RED GUM NATIONAL PARKS—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— How many full time equivalent staff are proposed for the red gum national parks announced today?

3978 CLIMATE CHANGE AND THE ENVIRONMENT—NATIONAL PARKS AND WILDLIFE SERVICE STAFF—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) How many full time equivalent staff have the National Parks and Wildlife Service (NPWS) had in the following years: (a) 2004-2005? (b) 2005-2006? (c) 2006-2007? (d) 2007-2008? (e) 2008-2009?

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(2) How many individual employees have the NPWS had in the following years: (a) 2004-2005? (b) 2005-2006? (c) 2006-2007? (d) 2007-2008? (e) 2008-2009?

3979 CLIMATE CHANGE AND THE ENVIRONMENT—GREENHOUSE GAS ABATEMENT SCHEME—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) How many abatement certificates have been surrendered as part of the Greenhouse Gas Abatement Scheme? (2) How many Category A abatement certificates have been surrendered as part of the Greenhouse Gas Abatement Scheme?

3980 CLIMATE CHANGE AND THE ENVIRONMENT—NSW CATCHMENT MANAGEMENT AUTHORITIES FUNDING—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— NSW Catchment Management Authorities – Celebrating Five Years of Achievements lists total government funds invested in NSW Catchment Management Authorities in 2004⁄5 as $84.17m, 2005⁄6 as $118.67m, 2006⁄7 as $206.34m, 2007⁄8 as $241.04m, and 2008⁄9 as $188.27m. (1) How much of this government funding originated from the NSW Government in: (a) 2004-2005? (b) 2005-2006? (c) 2006-2007? (d) 2007-2008? (e) 2008-2009? (2) How much has the NSW Government budgeted for 2009-10?

3981 CLIMATE CHANGE AND THE ENVIRONMENT—NSW CATCHMENT MANAGEMENT AUTHORITIES FUNDING—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— How much of the total funding provided to Catchment Management Authorities by the NSW Government went to each of the individual Catchment Management Authorities in the years: (a) 2004-2005? (b) 2005-2006? (c) 2006-2007? (d) 2007-2008? (e) 2008-2009?

3982 CLIMATE CHANGE AND THE ENVIRONMENT—SOLAR BONUS SCHEME—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) What is the expected annual price rise due to the Solar Bonus Scheme in each year of the scheme's operation? (2) What is the expected total price rise due to the Solar Bonus Scheme?

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3983 CLIMATE CHANGE AND THE ENVIRONMENT—GARDENS OF STONE NATIONAL PARK—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) What consideration is being given to the extension of the Gardens of Stone National Park? (2) (a) Is there a timetable for evaluating the proposal prepared by the Blue Mountains Conservation Society and the Colong Foundation? (b) If so, what is it?

3984 CLIMATE CHANGE AND THE ENVIRONMENT—ROYAL BOTANIC GARDENS TRUST PARKING TICKETS AND METRES—Ms Cusack to ask the Minister for Climate Change and the Environment, Minister for Energy, Minister for Corrective Services, Minister for Public Sector Reform, Special Minister of State— (1) In relation to the Royal Botanic Gardens Trust facilities: (a) How many parking tickets were issued, by facility, in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (b) What was the value of those tickets, by facility, in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (2) In relation to the Royal Botanic Gardens Trust (a) How many parking meters were in operation, by facility, in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009? (b) What was the value of takings, by facility, in: (i) 2006-2007? (ii) 2007-2008? (iii) 2008-2009?

3985 HEALTH—CANOWINDRA HOSPITAL—Ms Rhiannon to ask the Attorney General, Minister for Industrial Relations, and Vice President of the Executive Council representing the Deputy Premier, and Minister for Health— (1) Are there plans to close the Canowindra Hospital? (2) Are there any plans to turn the hospital into a multi-purpose unit? (3) Has the Government received a petition, signed by 900 local residents, to save the hospital?

3986 PLANNING—SALTWATER DEVELOPMENT, SOUTH WEST ROCKS—Ms Hale to ask the Treasurer, Minister for State Development representing the Minister for Planning, Minister for Infrastructure, and Minister for Redfern Waterloo— (1) Did the Director General of Planning, Mr Sam Haddad, in the recent Natural Resources Advisory Committee (NRAC) report, write favourably on the preservation of the 7(b) conservation area in the "Land Release-Saltwater Lagoon, South West Rocks"? (2) (a) Has the Malbec company, which has lodged a Part 3A Major Projects Application for its proposed "Saltwater" development at South West Rocks, ignored Kempsey Shire Council's request to develop a Development Control Plan (DCP) for the area? (b) Will a DCP be required before an approval is considered? (3)

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(a) In the Environmental Assessment prepared by Malbec, have Malbec proposed to construct in the "preserved" 7(b) conservation area part of a road, bike and walking tracks, children's playground, a BBQ area, a pollution retention pond and to use it as their Asset Protection Zone area? (b) Will the Minister insist on Malbec abiding by their responsibilities in maintaining the preserved area in its undisturbed state? (4) (a) Have Malbec, in claiming protection of the Wallum Froglet proposed to build upon part of the habitat of that threatened species which extends over the majority of the site without a "no dog and cat" clause? (b) Will the Minister intervene to insist on Malbec abiding by their responsibilities in maintaining and preserving the habitat of the Wallum Froglet? (c) If so, what steps will the Minister take to ensure Malbec abides by the Minister's directions? (5) Will movement of fauna to the SEPP 71 Intermittently Closed and Open Local Lagoons (ICOLL) be hampered by the cumulative impact of development and the development of a "preserved" declared wetland into a cycle track? (6) Is the proposal (for the 7(b) conservation zone in the EA) approvable in its current form?

Lynn Lovelock Clerk of the Parliaments

______Authorised by the Parliament of New South Wales

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