(i) Additional public sector expenditure, on government and non-government schools, does not necessarily lead to improvements in assessed student achievement levels.
(ii) Additional employment of teaching staff, by government and non-government schools, does not necessarily lead to improvements in assessed student achievement levels.
For a further discussion of the kinds of systemic reforms that need to be enshrined into the daily practices of Australian schools, that need not rely upon more funding or more inputs into an already generously appointed schooling system, see a paper I wrote some years ago which retains its relevance to this day.
Notes: Government expenditure data drawn from ABS government finance statistics. Teaching employment data drawn from ABS school education statistics. PISA assessment mean scores for reading and science may be substitutes for mathematics, (regrettably) with the same general outcome of a trend decline in achievement recorded for Australia since 2000.