Charter schools have barely opened their doors — and they’re already out‑attending the state system.
New baseline attendance data released today shows the new schools edging ahead of their state‑sector counterparts, with Associate Education Minister David Seymour calling the early signs “a good start — but nowhere near the finish line.”
The numbers show charter schools recorded an average regular attendance rate of 59.7% in 2025, compared with 58% across state schools. A student is considered a regular attender when they are in class for at least 90% of the term.
Seymour says the results are especially encouraging given the backgrounds of many students enrolled in the first seven charter schools. “Three of the schools work specifically with young people who have longstanding challenges with education,” he says. “Many of these students previously attended school very rarely, but are now at school significantly more.”
Across the remaining four charter schools, the regular attendance rate was 66.7%. Seymour says illness in Term 4 dragged down the numbers for one school, otherwise the figure would have been even higher.
With baseline data now established, the Government expects each school to show “significant improvements” in its second year. Seymour says the model is built on a simple trade‑off: more freedom in how schools use their funding, in exchange for tougher accountability.
Each school is assessed against minimum standards informed by its Equity Index (EQI), which is reviewed annually. As schools grow and their student populations change, their EQI — and the standards they must meet — may shift with it.
“All charter schools are expected to make progress toward the Government’s target of 80% of students attending regularly,” Seymour says. If a school fails to meet its minimum standard, the Authorisation Board can require an improvement plan — and if progress still isn’t made, it can terminate the school’s contract.
Seymour says the model is designed to keep schools flexible while ensuring results stay front and centre. “Ultimately, this is about making sure more children are in class, learning, and succeeding.”
