From 2020, the Direct Measure of Income (DMI) of capacity to contribute (CTC) replaced the previous area-based socio-economic status (SES) score measure to determine the CTC for most non-government schools.
On this page:
New CTC scores for non-government schools
A CTC score is a measure of a non-government school community’s capacity to contribute to the ongoing costs of running the school. A school’s CTC percentage affects the amount of base recurrent funding the school attracts from the Australian Government under the Australian Education Act 2013 (the Act).
The Direct Measure of Income (DMI) is based on the median income of parents or guardians of students at a non-government school. More information about how the DMI is calculated can be found in the DMI fact sheet.
To support a smooth transition to the DMI, in 2020 and 2021 schools had their funding based on either their 2011 Census SES score, their 2016 Census SES score or their DMI score - whichever was best for them financially.
The new direct measure is applied to all schools from 2022 onwards.
If a DMI score cannot be calculated for a school, the refined area based (RAB) methodology will be used to calculate a CTC score. More information about how and when a RAB score is calculated can be found in the RAB fact sheet.
CTC scores for 2022 and 2023
CTC scores for 2022 can be viewed in the Non-government schools’ 2022 CTC scores table. CTC scores for 2023 can be viewed in the Non-government schools’ 2023 CTC scores table.
For the majority of schools, the Minister for Education (or delegate of the Minister) has determined 2022 and 2023 CTC scores in accordance with the Australian Education Regulation 2013 (the Regulation); and made a determination under subsection 52(1) of the Act.
However, for a small number of schools, the Minister (or delegate) has determined a CTC score not calculated in accordance with the Regulation, consistent subsection 52(4) of the Act. The primary reasons for these include quality and privacy concerns and new schools. The Non-government schools’ CTC scores table provides information on why a school’s final CTC score differs from the score calculated in accordance with the Regulation.
Reviews of CTC scores
Under subsection 53(2) of the Act, an approved authority may apply to the Department of Education for a review of a CTC score if it believes the score does not accurately reflect the school community’s circumstances.
The Guidelines for Approved Authorities – Capacity to Contribute (CTC) Review Process (the Guidelines) have been designed to assist approved authorities in determining whether exceptional circumstances exists for a school to seek a review. The Guidelines were developed in consultation with the non-government school sector and informed by the Australian Bureau of Statistics’ Technical Framework for the Capacity to Contribute Review Process (the Framework). The Framework provides valuable complementary information.
In 2020 and 2021, in addition to reviews requested under subsection 53(2) of the Act, the department facilitated administrative reviews of a DMI score where it was three funded points or more greater than the school’s SES score. These reviews were subject to the same assessment process as reviews of funded scores.
To ensure the transparency of reviews, an independent External Assessor will oversee each review decision to ensure the department’s assessment processes are appropriate and thorough.
CTC scores determined following a CTC review, and the reasons for making the determination, are published in Outcomes of CTC score reviews.
To request the review of a CTC score, an approved authority should complete the review application form and submit it, together with relevant supporting documentation:
via email, to: CTCReviews@education.gov.au
or via post to:
CTC Review Team
Department of Education
GPO Box 9880
Canberra ACT 2601
Further information on the DMI process, the DMI methodology and the CTC review process is available on the Quality Schools page.
Note: CTC does not apply to:
- government schools,
- non-government special schools or special assistance schools,
- non-government Majority Aboriginal and Torres Strait Islander schools, or
- non-government sole-provider schools.