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Save Our Schools NZ

"One needs to be slow to form convictions, but once formed they must be defended against the heaviest odds." Gandhi
Save Our Schools NZ has written 920 posts for Save Our Schools NZ

Educators welcome reforms but need close consultation

Educators will need to be consulted heavily if the overhaul of education announced by Education Minister Chris Hipkins today is to be successful.

NZEI Te Riu Roa President Lynda Stuart said NZEI welcomed the reforms.

“We are generally pleased with the direction this Government is taking in education. We encourage the Minister to take the time needed to undertake the reform properly. Careful and planned implementation is needed and would set this Government apart from the previous National Government.

“There are huge and pressing issues that need resolving in education. Today’s announcement gives us some hope for these being addressed.”

The issues include: teacher shortages and the ability to attract and retain teachers, sufficient release time for teachers to teach and lead, ECE funding and a need to fix the ECE sector issues more generally, principal burn-out and stress, and more support for children with additional learning and behavioural needs.

“We want a world-leading curriculum and an education sector that fosters children’s love of learning and allows teachers to the freedom to teach and engage children in the learning that motivates them.

“However, the reforms will only be successful if teachers are meaningfully consulted in the development of the new programmes.”

Teachers were the experts in education and were able to bring to the table best practice and real world experience of children’s learning.

Over the past nine years under the National Government education has languished to the point that it is now in crisis.

Answers for David Seymour

Save Our Schools feels a response to David Seymour’s Questions for Kelvin, Willie and Peeni should include a few relevant facts. This seems to be something Mr Seymour routinely ignores in his communiques.

First, his comment about Maori educational achievement being so utterly abysmal.

Using the Government’s main system level metric, called School Leavers, Māori achievement has been increasing steadily for many years. In 2016, 66.5% of Māori students left school with at least NCEA Level 2 or higher, the benchmark used by the government for the minimum desired level of qualification. This compares to a similar figure of 45.7% in 2009, an encouraging increase of 20.8 percentage points in 7 years.

In contrast, only 59.7% of charter school leavers left school in 2016 with at least NCEA Level 2 or higher. Furthermore, it was disappointing to see that no less than 20.2% of 2016 leavers from charter schools left without even attaining NCEA Level 1.

Second, his comments on charter school funding always require clarification. Charter schools receive much more funding than the LOCAL schools that they were set up to compete against. This gives them an advantage compared to the much bigger, more established schools in places such as South Auckland.

Save Our Schools analysed the 2015 financial statements of South Auckland Middle School (SAMS) and its local counterpart, Manurewa Intermediate. SAMS received $11,740 of funding per student after paying the rent for its premises. In contrast, Manurewa Intermediate received funding of $5,907 per student, with its property provided by the Crown.

This simple analysis destroys the myth perpetuated by charter school supporters that there were not serious problems with the original charter school funding model. Some of these problems were corrected when the funding formula was revised but the early schools still enjoy the benefit of being locked in to the overly generous original model.

Last, we are always puzzled by the current stance that charter schools are apparently now behaving themselves, and all teaching the National Curriculum and employing registered teachers etc. etc.

Wasn’t Mr Seymour’s marketing slogan that charter schools were freed from constraints placed on state schools in return for rigorous accountability against agreed objectives?

Well, if they are not, in fact, using these so-called freedoms, then what is their point of difference?

And, if they are, then they will have no problem merging back into the incredibly broad range of school types and structures that characterise the New Zealand education system.

Won’t they, Mr Seymour?

Much Ado About Nothing – aka ACT’s fuss about closing Charter Schools

The charter school model is being closed down. The model. Not the actual schools currently operating as charter schools, necessarily.

The charter schools currently running have opportunities to remain open, in that they will be able to negotiate to become state schools or special character schools.

Some of the charter schools have got poor academic results. Some have not met their roll targets.  Some are doing okay. Each school will be looked at individually. And if a charter school is doing okay, they surely can do the same job as a state school.

In moving from being a charter school to being a state/special character school, the only big differences are:

  1. they will no longer receive funding for students they don’t have (via the minimum roll funding provision) or for property when they don’t need it (via flat property payments that can be spent on anything, not just property), and
  2. will legally be schools as opposed to businesses and therefore open to exactly the same scrutiny as other state-funded schools, including the Official Information Act.

Truly, if – as they assert – a charter school is doing a good job, has qualified teachers, can cope on the same funding as a state school, and has nothing to hide, why the fuss?

~ Dianne

David Seymour and his charter school “facts”

David Seymour needs a reality check if he thinks that charter schools are not in trouble overseas.

Here is how Save Our Schools sees some of the key evidence:

1. Professor John Hattie, in his quantitative studies, ranks charter schools at number 183 out of the 195 policy interventions that he examined in his paper “The Politics of Distraction”.

Hattie based his analysis on no less than 246 studies and concluded that within a year or so, the “different” school becomes just another school, with all the usual issues that confront all schools.

2. Popular support for charter schools is falling in the United States. A nationwide poll conducted by the “Education Next” magazine, published by Stanford University, found that public support for charter schools has fallen by 12 percentage points, with similar drops evident among both self-described Republicans and self-described Democrats.

3. The experience in New Orleans is that the locals do not believe that the charter school miracle has worked for them. This editorial by the African American newspaper, the New Orleans Tribune, in November 2017 doesn’t pull any punches:

“It’s been 12 years since our schools were hijacked. And 12 years later, many of them are performing just as poorly as they were before they were stolen. To learn that charter operators set up goals they knew were unattainable just to get their charters approved and their hands on public money and facilities is indefensible. Unless and until these pilfering reformers are ready to admit what they did and that it was wrong and then actually return public schools to real local control without charter organizations and unelected boards that come with them under the current model of return anything else they have to say sounds pretty much like sounding brass and tinkling cymbals—a whole bunch of noise.”

4. David Seymour mentions the CREDO studies but fails to mention their main finding.

In the CREDO 2013 nationwide study, less than one hundredth of one percent of the variation in test performance is explainable by charter school enrolment. Specifically, students in charter schools were estimated to score approximately 0.01 standard deviations higher on reading tests and 0.005 standard deviations lower on math tests than their peers in traditional public schools. “With a very large sample size, nearly any effect will be statistically significant,” the reviewers, Maul and McClelland, conclude, “but in practical terms these effects are so small as to be regarded, without hyperbole, as trivial.”

The reality is simple: there is no genuine educational merit in the charter school model. As John Hattie observes, “these new forms of schools usually start with fanfare, with self-selected staff (and sometime selected students) and are sought by parents who want “something better”. But the long-term effects lead to no differences when compared with public schools.”

~ Bill Courtney, SOSNZ

Nikki Kaye calls for transparency on charter schools? Yeah Right!

Nikki Kaye has taken the early lead in the “You must be joking” stakes with her ridiculous press release calling for transparency on charter schools.

Nikki Kaye and her government played an active role in holding back information during her time in office. She is in danger of becoming the hypocrite of the year as she now calls for transparency. And, just for good measure, she is supposedly now worried about the cost to the taxpayer of dealing with the mess that she has left behind!

A few fact checkers may be in order here:

• The charter school model does not have a proven track record as Ms Kaye claims. See our release on the poor School Leavers stats across the model as a whole, which shows charter schools underperforming the system-wide benchmarks used by the government.

• In particular, the charter school sector results are below those of both Decile 3 schools and those for Māori students across the NZ school system.

• Ms Kaye delayed the release of the second Martin Jenkins evaluation report from late 2016 until June 2017. Furthermore, the report could not discuss the true level of student achievement given the problems the Ministry of Education had uncovered in how the schools had incorrectly reported their School Leavers results.

• Ms Kaye took until June 2017 to finally release her decisions on the performance-related funding for the 2015 school year. That’s right – it took 18 months to evaluate only 9 schools and then she fudged the decisions on 3 of those schools.

• As for the new schools that were announced to open in 2018 and 2019, Nikki Kaye takes the cake with these. Not one single piece of official information on any of these 6 proposed schools has yet been released. When the Third Round schools were announced in August 2016, the supporting documentation, including the signed contracts, was released that afternoon.

• The biggest concern we have is how much taxpayer money has already been paid to the Sponsors of the 6 proposed schools and is this recoverable? In the early rounds, the Sponsors received the one-off Establishment Payments within 20 days of signing their contracts. So, Nikki, how much taxpayer money have you wasted?

~ Bill Courtney, SOSNZ

What changes are proposed in the Education (Teaching Council of Aotearoa) Amendment Bill?

Below is the official outline what is in The Education (Teaching Council of Aotearoa New Zealand) Amendment Bill currently before parliament:

The Education (Teaching Council of Aotearoa New Zealand) Amendment Bill (the Bill) amends the Education Act 1989.

The purpose of the Teaching Council (the Council) is to ensure safe and high quality leadership, teaching, and learning for children and young people in early childhood, primary, secondary, and senior secondary schooling in English medium and Māori medium settings through raising the status of the profession.

It stands to reason, therefore, that the governance of the council should be directly elected by, and representative of, the teaching profession as well as appointed lay representatives, and that its name should reflect the central role teaching plays in quality education.

The teaching profession has less control of its affairs than most professions.

For example, the current Council provisions contrast with how members are chosen for the Nursing Council. In 2009, the-then Health Minister Tony Ryall led the modification of that appointment system to enable nurses to elect members of the council.

The rationale for that move was that it was an important step toward giving nurses greater say in decisions affecting scopes of practice, competence and safety.

The Education Act 1989 currently provides that the new Council comprises 9 members. The Minister of Education appoints all 9 members. There are no elections.

This Bill retains an independent statutory basis for the Council, but its governing body is a mix of teacher members elected directly by the teaching profession and lay representatives appointed by the Minister of Education.

It is possible under the current Act that 4 of 9 Council members are non-teachers. “At least 5 of the members must be registered under section 353 and hold a practising certificate under section 361”- Schedule 21, clause 1(1) and (2). This Bill proposes that teachers should be in a majority in the leadership of their own professional body.

Teachers expect that membership of the Council should include appointments in the public interest, but it is only logical to build teachers’ ownership of the organisation required to promote and monitor the standards of their profession by ensuring they have a direct vote on some Council members.

The teaching profession supports greater legal independence for the Council, but it cannot, and will not, be perceived to be independent of Government as long as all of its governance body members are directly appointed by the Minister.

This Bill proposes that the membership of the Council be increased to 13, to include a senior ECE leader and a teacher educator and 5 other qualified and registered teachers/teacher leaders. Ministerial appointment fills the 6 other member positions.

This link takes you to the full Bill, if you wish for more detail.

~ Dianne, SOSNZ

 

A new era: a government that values and trusts teachers

One of the most insulting and insidious things done to teachers by the previous government was when Hekia Parata removed democracy from the Education Council. Teachers were still required to fund the body through involuntary registration fees, but had no say on who made up the Council itself; Hekia hand picked every member of the Council herself.

The move from a focus on it being a teachers’ body to something more akin to an outer arm of the Ministry of Education was made patently clear with the removal of the the word ‘Teachers’ from its name. At that point, the Education Council ceased to be teachers’ representative body in both deed and name.

So it gave me great pleasure to see that the current Minister of Education, Chris Hipkins, has a Bill before Parliament (Education (Teaching Council of Aotearoa) Amendment Bill) that aims to right these wrongs and that this was supported  in House by Tracey Martin (NZ First, Minister For Children) and Chloe Swarbrick (Green Party).

What gave me the greatest pleasure, though, was hearing Jan Tinetti (Labour) support the Bill. Jan has been a teacher and principal for over 20 years before becoming an MP last year, and she well knows the damage done to teacher morale over the past few years. She spoke for thousands of us when she said:

“The lowest point as a principal that I saw teachers get to was when the Education Council was set up under the Education Amendment Bill a couple of years ago. It was a real kick to teachers. It was where teachers said ‘the government doesn’t care about us – we don’t matter to them any more’ And we felt low. As a teaching profession, we felt lower than low.”

Jan hit the nail on the head when she pointed to the move being about control and punishment, saying:

“This was a punitive approach and was seen as a punitive way to control us as a teaching profession.”

She then rightly explained:

“…as any behavioural psychologist will tell you, punitive approach never brings out the best in anybody…”

Teachers felt downtrodden, mistrusted, and insulted. (And is it any wonder there’s a recruitment problem when the government openly treated us that way?) But change is afoot.

The changes proposed in the Bill aim to restore democracy to the teachers’ professional body by having 7 Council positions that are voted in by teachers, and restore teachers’ faith that it is their professional body by renaming it the Teaching Council. And in doing these things, it also restores hope that once more we have a government that respects teachers.

Mutual respect, honesty and integrity go a long way to bringing out the best in us all.

Here’s to better times.

~ Dianne, SOSNZ

You can (and should) enjoy Jan Tinetti’s speech in full, here:

 

Charter secondary schools under-perform system-level benchmarks

The 2016 School Leavers statistics paint a grim picture for charter school supporters. Figures just released by the Ministry of Education show that only 59.7% of charter school leavers left with NCEA L2 or above in 2016.

This compares to a system-wide figure of 80.3% across all schools within the system in 2016. Looking more closely at specific groups, the system-level result for Decile 3 schools was 74.3% and for Maori students, across all deciles, it was 66.5%.

The School Leavers metric is used as the performance standard in the charter school contracts. Former Minister of Education, Hekia Parata, made her intentions clear when she said:

“There is to be no compromise on the system level benchmarks”.   Source: Hand-written comment from the Minister on a Ministry of Education paper, dated 24 May 2013

The decile 3 system-level result for 2012 had been used as the baseline for the charter schools in their first year, i.e. 66.9% for the 2014 year. The contracts then set out a series of performance standards for subsequent years, culminating in the target of 85% of School Leavers attaining NCEA Level 2 or above by 2017.

[There were no contract performance standards set above NCEA Level 2. The contracts for primary and middle schools are based on performance standards using National Standards for years 1 to 8].

But worryingly, even this poor performance masks a weak set of results overall. There were 124 School Leavers from charter schools in 2016 and this is the breakdown of the highest qualification they left school with:

Below Level 1 – 25 students, 20.2%

Level 1 – 25 students, 20.2%

Level 2 – 45 students, 36.3%

Level 3 – 14 students, 11.3%

University Entrance (UE) – 15 students, 12.1%

Given the hype around charter schools, it is disappointing to see that 20.2% of students left school in 2016 without even attaining NCEA Level 1.

And at the top end, numbers above Level 2 fall away quite markedly.

The proportion of School Leavers attaining NCEA Level 3 or above, for example, was 23.4% compared to 53.9% for the system as a whole. UE attainment is low, with a mere 15 students, or only 12.1% of School Leavers, attaining UE, compared to a system-wide figure of 40.7%.

As we await this year’s Ministry of Education evaluation of the charter schools, we are minded to note Hekia’s comment from 2013. Clearly, the New Zealand model of charter school is currently not achieving at anywhere near the system-level benchmarks that have been set for it.

SOSNZ

Further Resources:

SOSNZ’s 2017 Charter School Secondary School Achievement 2014-2016 report can be viewed here.

SOSNZ’s 2017 Charter School Rolls (2016) Report can be viewed here.

Secret Teacher NZ: On the kids that “don’t belong”

An NZ teacher writes:

I’m having a remembrance day.

I remember sitting on a couch with a boy who was around six. He was drawing a purple cat under a turquoise scribbly sky. He had dark hair and deep brown eyes. His teacher was across the room from us. Not too far. She said- so very vehemently – “I don’t want him in my class” and pointed at the boy next to me. He lifted his head. Looked at his teacher. Looked at me. I was reeling in shock at the outright rejection I’d just heard so he probably noticed that the smile I gave him – that was meant to be reassuring – was quite wonky.

I remember standing in a long and narrow “resource room” of a secondary school with the head of the English department and a curly haired, hugely built, usually tall but at that moment curve shouldered and stooped teenager. The same teenager that had written me a naïve but still detailed with understanding sympathy card when he had found out my father had died. The HOD was rifling through a grey filing cabinet, outlining all the ways the teenager was failing. She gave me his behavioural contract (lots of red marks and red pen comments from an assortment of teachers.) She gave me unfinished assignments. I recognised the student’s penciled printing and could easily imagine him writing every letter sooooo carefully. She gave me pristine textbooks with relevant pages marked and “The Diary of Anne Frank” which she wanted the teenager to summarise. She kept saying “He needs to take responsibility for this poor performance” and she gave me a deadline for when everything she was shoving my way was due in for him. I was feeling like I’d just been tackled by someone not unlike Jonah Lomu, so the teenager probably noticed the wobble of my voice as I faux merrily said “Do you want to grab all that stuff, mate……my bag is full of lollies and booze……”

I remember walking with a child from my class after school. A colleague came up to me. Very upset. Telling me very loudly in front of the child from my class that one of my other students shouldn’t be allowed at our school. She could see how this child “just didn’t belong with us”. She had seen how this child behaved. She had told the mother of this offensive student that her daughter shouldn’t be here. She was on the way to tell the principal that the child needed to go. I looked at the student from my class. She looked at me questioningly. Then looked down at the ground. So she missed my fake wink – again supposed to reassure that at least one of the adults on the scene wasn’t going to go nuclear.

All these young people I was so, so privileged to work with and have in my life for a while had special needs. And they were all treated so badly.

In my time in special education – and mainstream – I have heard and seen monstrously unfair things. Things so cruel they made me revert to the question children ask of each other when they can’t believe an injustice they’ve just been dealt. “Why are you being so mean?”

I’m a full grown adult – yeah, all altruistic and “overly emotive” (actual quote) – but I still ask “Why are they being so bloody mean?”

As an adult I know – The teacher who didn’t want the child with ADHD and Autism in her class was getting no ongoing support or understanding from her management team.

The HOD had no understanding of the teenager’s diagnosis. She had no idea what to do with him. She was hyper aware of the judgment that was being flung her way over the failing mark in her departmental bell curve of achievement that the teenager represented.

The colleague that was railing at me was also ignorant. And scared. And angry about something that probably wasn’t even to do with me or my student. I can’t rightly say what her exact issue was.

What I can say is that when I first saw and heard these monstrous things and felt like I’d been punched in the solar plexus, a part of me thought “I’ll probably get used to this.”

I haven’t.

Yesterday – for reasons long and complicated – a person who has also been in special education for a long time walked into my mainstream classroom. I was relieved to see her. From the moment she started talking I realized how long I’d been worrying for, fighting for and trying to protect this particular student and her parents from “the mean people.”

It was like seeing the cavalry coming.

I can’t describe the relief.

It was only yesterday I figured out that as an “overtly emotive” person I’m never going to get over the shock of people willfully and fearfully misunderstanding others and trying to punish them and isolate them instead of trying to address their own ignorance.

It ALWAYS sucks when people are treated this way , and I will always, always remember it.

~ Secret Teacher NZ

 

Nikki Kaye and David Seymour make misleading statements about charter schools

Nikki Kaye has joined her colleague David Seymour in making misleading statements about charter schools.

In a stuff.co.nz story, written by Jo Moir and published on Tuesday 7 November, she is quoted as saying that the six new charter schools were “publicly notified in February”, meaning the wheels had been in motion for many months for those schools.

pants on fireThis is incorrect.

The public announcement of the two Fourth Round schools, due to open in February 2018, was made on Tuesday 11 July this year.

The public announcement of the four Fifth Round schools, due to open in February 2019, was made on Thursday 7 September, only 16 days before the election.

No documentation relating to either the Fourth or Fifth Round schools has yet been released.  This is in contrast to the Third Round schools, when documentation such as the applications, evaluations and contracts was released publicly on the day of the announcement.

Further scrutiny of the minutes of the Partnership Schools Authorisation Board confirm that at the meeting held on 11 April 2017, the Board agreed to delegate to the Chair and Deputy Chair the authority to make the final decisions on the outstanding due diligence matters for the Fourth Round applications.  The Ministry of Education was to then confirm the communications plan ahead of the Round 4 contracts being signed.  So, that implies that as at April, the final decisions had not even been made and the contracts had not yet been signed.  But without any documentation, who knows?

As for the Fifth Round applications, they were even further behind.  The 11 April meeting agreed the following dates for Round 5:

  • 24 May: Board meets to discuss STEM / TEI applications
  • 8 June: Board meets to review balance of applications
  • 9 June: interviews
  • 15 – 16 June: Interviews
  • 22 June: Final recommendations meeting.

According to that timetable, the Fifth Round recommendations were not even going to be finalised until late June!

So, Nikki, where does the “publicly notified in February” comment come from?

As for David Seymour, he was up to his usual mischief over the weekend, when he made this statement in his press release:

“The Sponsors of these schools are passionate educators who were required to demonstrate community support for their schools before their applications were accepted.”

Not so, as least as far as the Wairakei community is concerned, where one of the Fourth Round schools is due to open next year.

Two recent articles in stuff.co.nz have covered the anger and frustration that Wairakei residents have expressed about the proposed new school.  In the second article, dated only 2 days before the election, Taupō Mayor David Trewavas called for a halt to plans for a partnership school at Wairakei Village, saying the complete lack of consultation is “unacceptable”.

But the article also quoted David Seymour, who responded to a query from local MP Louise Upston, saying that while community consultation was not required to establish the school it was an “essential component” of a school’s preparation for opening.

So, Mr Seymour, why do you now say that demonstrating community support for the school was required before the application was accepted?

The appalling lack of transparency has been an unfortunate feature of the New Zealand charter school experiment from the outset.

Save Our Schools NZ calls on the new government to instruct the Ministry of Education to release all documentation relating to the Fourth and Fifth Round applications with immediate effect.

Only then can the false and misleading statements of opposition politicians be called out as they should be.

–  Bill Courtney, SOSNZ

What Now For Education?

The voting is over, the preliminary results are in, and New Zealand First are calling the shots.

Winston Peters’ coalition decision will decide who is in government, but he is such an enigma that it’s impossible to know what he will do. Will he go right with National, or will he go left with Labour and the Greens – we really don’t know.

However, for education, the two possible outcomes stand in stark contrast.

Scenario A: NZ First and National

NZ First and National have incredibly different visions for education:

  • NZ First want to restore the requirement for all ECE providers to ensure that the 100% registered teacher staffing ratio is achieved. National removed that provision.
  • NZ First want to replace National Standards at Years 1 to 8, with children’s progress and achievement being assessed against level bands within the New Zealand Curriculum. In contrast, National want to further embed National Standards via ‘National Standards Plus’.
  • NZ First want to repeal the amendments to the Education Act 1989 that allowed the creation of charter schools. National want to expand the charter school experiment.
  • NZ First want to work with the sector to provide for professional development and re-establish the curriculum and school support advisors that National got rid of.
  • NZ First want to ensure the education sector can elect its own representatives to sit on the Education Council. National took this right away from teachers.

NZ First and National are just not in agreement on the future of our education system, and with an NZ First/National government, it would be an uphill battle for NZ First to effect any changes to National’s plans.

Scenario B: NZ First, Labour and the Greens

In stark contrast, there is enormous agreement on what is needed in education between NZ First, Labour and the Greens:

  • All three parties want to restore 100% trained Early Childhood Education (ECE) teachers and promise to restore funding to support that.
  • All three parties want to get rid of National Standards.
  • All three parties want to increase funding and support for teachers’ professional development.
  • All three parties want to repeal charter school legislation.
  • All three parties want teachers to have the right to elect their own representatives to the Education Council.

All three also want an inclusive model that properly supports children with Special Educational Needs, and all three want adequate funding for support staff.

Clearly, NZ First, Labour and the Green Party are on the same page when it comes to education.

Use your teacher voice

If your vision for the NZ education system aligns with NZ First, Labour and the Green Party, you might want to ‘cast your vote’ one more time and email Winston Peters at winston.peters@parliament.govt.nz to ask him to put education at the forefront of his decision.  With Tracey Martin and Chris Hipkins together, education would be in safe hands.

~ Dianne Khan

 

 

National Standards – which Parties will keep them and which will ditch them?

It’s election time again, but before choosing which Party to vote for, make sure you know what their education policies are – and pay attention to what isn’t mentioned, too.

This time we are looking at National Standards.

New Zealand Political Parties’ Policies on National Standards

Labour

“Labour will abolish national standards to return the focus to a broad and varied curriculum with the key competencies at the heart. Labour will ensure that the education system embraces and fosters essential skills and competencies such as attitude, communication, commitment, teamwork, willingness to learn, motivation, self-management, resilience and problem-solving.”

“Labour will abolish national standards and work with experts and stakeholders to develop a new system that better acknowledges child progress and focuses on the key competencies”

“Labour will scrap the current approach of measuring the success of schools by the number of students achieving national standards or NCEA, and will work with teachers, principals, parents, tertiary institutions and the Education Review Office (ERO) to develop more effective ways of evaluating the performance of schools”

“Labour will re-direct resources spent forcing “National Standards” on schools into teacher professional development programmes that assist students who are struggling”

Source

Green

“The Green Party will: Oppose the system of National Standards that was introduced in 2010, and remove the requirement for schools to report against them”

“The Green Party will: Work with teacher organisations to develop an assessment model or models that allow tracking of student progress against national data; to be used to inform further teaching and learning in partnership with students and their
families.”

“The Green Party will: Oppose the publication of league tables which rank schools on academic achievement.”

Source

NZ First

“New Zealand First would abolish National Standards and re-establish professional learning and development support for the quality delivery of our New Zealand Curriculum with monitoring as to children’s progress based on curriculum levels.”

“New Zealand First believes that all students need to be literate and numerate but does not believe that the black and white National Standards imposed on our primary school children are fit for purpose. Our national curriculum documents, the New Zealand Curriculum and Te Marautanga o Aotearoa, have identified curriculum achievement levels that are progressive and overlapping – children are not expected to achieve at the same level at the same time.”

“New Zealand First will: Abolish National Standards in their current form and work with the sector to establish robust assessment measures for individual students and to identify nationwide goals for primary education.”

Source

MANA

Mana will: “Replace National Standards with processes that help parents assess their child’s progress”

Source

TOP

TOP will: “Reduce assessment, giving more time for teaching and learning.”

“TOP will delay National Standards until Year 6”

Source

National

“National is [also] ensuring a better education through: Providing parents with better information through National Standards so they know how well their child is doing at school.”

Source

ACT

The ACT Party’s education policy does not mention National Standards.

Source

The Maori Party

The Maori Party’s education policy does not mention National Standards.

Source

United Future

United Future has no education policy on its web page.

Source

Edits/Corrections/Amendments

If you spot any errors or missing information relating to this post, please comment below and I will edit as quickly as possible.

Thank you,

Dianne Khan – SOSNZ

NZ Political Parties’ Charter Schools Policies

 

New Zealand Charter (or Partnership) Schools are private businesses that are fully funded by your taxes. They are funded at a higher rate than comparable state schools.

Charter Schools can employ untrained staff to work in classrooms as teachers.

Charter Schools are free to pay staff, advisors, etc whatever they choose. Charter schools need not declare pay levels or any other aspect of what their funding is spent on.

It is not possible to get use the Official Information Act to access information from a Charter School, as they are private businesses.

Charter Schools need not have parent representation on the Board.

With that basic overview done, here are the charter school policies of the main New Zealand political parties.

Party Policy on Charter Schools

ACT

Despite charter schools being driven by ACT,  their education policy web page has no mention of charter (or partnership) schools at all.

National

Despite bringing in the legislation for charter schools, the National’s education policy web page has no mention of them at all.

Labour

“We believe in a quality, comprehensive, public education system, not the corporatised, privatised system that the current government is driving us towards. Taxpayer funding for education should be directed towards learning and teaching, not creating profit-making opportunities for private businesses.”

“Labour will protect and promote our quality public education system by: Repealing the legislation allowing for Charter Schools”  (Source)

Green

“The Green Party will: Oppose charter schools, repeal the enabling legislation around charter schools, and maintain the current flexibility to support/create some state schools designated special character.” (Source)

NZ First

“New Zealand First is strongly opposed to “charter” or “partnership” schools; public funding for these privately owned profit making opportunities would be ended by New Zealand First.”

“New Zealand First will: Repeal the 2013 amendments to the Education Act 1989 that allowed the creation of Charter Schools.” (Source)

MANA

Mana will: “Cancel public private partnership contracts for schools and abolish the charter schools policy” (Source)

TOP

“Question: You seem to be staunchly against specialist schools like charter schools and even private schools. Shouldn’t parents have the right to do best by their child, and be less concerned about the plight of other less fortunate children?

Answer: You’d have a point if there was any evidence that these specialist schools are producing better overall results for their students. There is no such evidence. There is however strong evidence that ghetto-ising the residual schools is doing real damage to the students there, entrenching disadvantage and raising the costs to society of the rising inequality that results. There is a case for specialist schools or at least classes for children with special needs, or for children of various ethnic communities. But the trend under Tomorrow’s Schools of “affluent flight” shows no benefit and plenty of costs.

As for charter schools, they could easily be accommodated within the state system – there is no need for them to sit outside.”  (Source)

 

The Maori Party

The Maori Party’s education policy does not mention charter schools. (Source)

United Future

No school-level education policy at all can be found on the web page of United Future (Source)

Edits/Corrections/Amendments

If you note any errors or missing information relating to this post, please comment below and I will edit as quickly as possible.

Thank you,

Dianne Khan – SOSNZ

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Edited 10/9/2017 3.34 to update TOP’s policy and add link.

Charters come at expense of children with high needs, say NZEI

NZEI Te Riu Roa is demanding the National/Act Government say how much it’s spending on four new charter schools, adding its money that should have gone on education of children with additional learning needs.

“It’s immoral to spend huge amounts of public money on schools that aren’t even needed, when children with additional needs are being denied the support they need to learn,” NZEI Te Riu Roa President Lynda Stuart said.

This week it was revealed that three and four year olds were waiting up to a year for an initial appointment with Ministry of Education specialists when they were identified with special needs.

“These children are being robbed of their right to an education, at the very time when it can have the greatest impact.

“The money being spent on charter schools would change the lives of thousands of children missing out on an education because this Government won’t properly fund learning support.

“The charter school experiment has not worked to raise achievement, according to recent analysis of school leaver results.

“It’s time to put an end to political interference in education, and focus on what works for all our children. That’s a strong public education system designed to ensure every child, not just some, achieve their full potential.”

2016 School Leavers’ statistics paint a grim picture for Charter School supporters

Figures just released by the Ministry of Education show that only 59.7% of charter school leavers left with NCEA L2 or above in 2016. (School Leavers Stats.xlsx – Sheet1)

This compares to a system-wide figure of 80.3% across all schools within the system in 2016.

Looking more closely at specific groups, the system-level result for decile 3 schools was 74.3% and for Maori students, across all deciles, it was 66.5%.

The School Leavers metric is used as the performance standard in the charter school contracts. Former Minister of Education, Hekia Parata, made her intentions clear when she said:

“There is to be no compromise on the system level benchmarks”.

(Source: Hand-written comment from the Minister on a Ministry of Education paper, dated 24 May 2013)

The decile 3 system-level result for 2012 had been used as the baseline for the charter schools in their first year, i.e. 66.9% for the 2014 year.  The contracts then set out a series of performance standards for subsequent years,  culminating in the target of 85% of School Leavers attaining NCEA Level 2 or above by 2017. *

Worryingly, even this poor performance masks a weak set of results overall.

There were 124 School Leavers from charter schools in 2016 and this is the breakdown of the highest qualification they left school with:

Qualification       # students    % of total

Below Level 1            25                  20.2%

Level 1                           25                  20.2%

Level 2                         45                  36.3%

Level 3                          14                  11.3%

UE                                  15                  12.1%

Given the hype around charter schools, it is disappointing to see that 20.2% of students left school in 2016 without even attaining NCEA Level 1.

And at the top end, numbers above Level 2 fall away quite markedly:

  • The proportion of School Leavers attaining NCEA Level 3 or above was 23.4% compared to 53.9% for the system as a whole.
  • UE attainment is low, with a mere 15 students, or only 12.1% of School Leavers, attaining University Entrance, compared to a system-wide figure of 40.7%.

As we await this year’s Ministry of Education evaluation of the charter schools, we are minded to note Hekia’s comment from 2013.  Clearly, the New Zealand model of charter school is currently not achieving at anywhere near the system-level benchmarks that have been set for it.

~ Bill Courtney

*  Note: There were no contract performance standards set above NCEA Level 2.  The contracts for primary and middle schools are based on performance standards using National Standards for years 1 to 8.

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For more information on charter schools, you may wish to read Charter School Report Card by Shawgi Tell

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