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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

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.

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

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.

______________

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

Charter Schools in NZ: Save Our Schools NZ Position Paper, 12 May 2017

charter schools sosnz position paper

1. The introduction of charter schools is both a sop to the ACT Party, with their ideological desire to introduce a privatised, market based model of education, and a follow up to the Step Change Report produced in the term of the previous National Government. [Feb 2010]

2. However, there are significant differences between vouchers, the pure market model usually promoted by ACT, and charter schools, which is privatisation by way of contracting with private sector providers.  Treasury calls this “Contracting for Outcomes”.

3. Treasury, in its advice to the Minister of Finance, noted that: “The evidence suggests that schooling systems that use strongly competitive elements such as vouchers, avoiding school zoning and ‘charter’ schools do not produce systematically better outcomes.” [July 2012]

4. “School Choice” is the phrase used in America to describe the market model.  But New Zealand already has “arguably the most aggressive school choice system in the world” in the view of one overseas commentator. [Marc Tucker, Washington Post, October 2012]

5. NZCER surveys over the years consistently show that the vast majority of NZ parents already believe they send their children to the “school of their choice”. [NZCER]

6. Overseas evidence on charter school performance is inconclusive, at best.  A wide range of individual school performance is evident but with little system-wide effect across the model as a whole. [CREDO and Hattie]

7. This purely quantitative analysis is then subject to further criticisms of many aspects of US charter school practices, including: student selection, including the effect of “self-selection” amongst parents; the proportions of English language Learners and special needs students;  student attrition; school discipline and behaviour management practices; the apparent lack of backfilling, i.e. the tendency to not replace students as they leave; and the drive for what is commonly called “test prep”, in contrast to a genuine focus on the quality of education.

8. The promotional pack from the Authorisation Board boasts that the New Zealand charter school model represents “Freedom from constraints imposed on regular state schools in exchange for rigorous accountability for performance against agreed objectives.”

9. It then identifies the following factors, but without any evidence that these are likely to lead to higher student achievement: Cashed-up per student funding; school day & year; school organisation; curriculum; teacher pay / teaching practice; privately provided / secular or faith based. [PSKH Authorisation Board, 2016]

10. The argument that “freedom” will encourage/facilitate “innovation” is weak.  It is not supported by overseas evidence [Lubienski 2003] and one US charter school industry’s overview even conceded that “… most charters do not employ particularly innovative instructional approaches”. [Bellwether 2015]

11. The combined roll of the 10 schools now in operation was 1,257 as at 1 March 2017, an average of about 125 students per school.  The combined Maximum Roll across the 10 schools is 2,112 students. [MoE Schools Directory, April 2017]

12. The original funding model has already been changed, as it soon became clear how much operational funding these schools were receiving compared to their local state schools.  Small schools are expensive and the government was fully funding the First and Second Round schools with no Sponsor capital input required.

13. Even in their 4th year of operation, the two largest First Round charter secondary schools are receiving cash funding of over $14,000 per student, compared to a system-wide weighted average for all schools, including property, of $7,046.11. [2015 system data]

14. The Third Round funding model now uses an approach more oriented to funding the student than funding the school, as the roll grows.  But the government still provides the property and insurance funding for what is essentially a private sector organisation.

15. Cabinet was told: “A strong evaluation programme will be put in place that thoroughly examines the impact and effectiveness of the first such schools.  This will enable us to make informed decisions about whether or not to open further such schools in the future.”

16. This promise has not been carried out.  The roll-out of the model has proceeded well ahead of the release of any evaluation.  At the time of writing, the Third Round schools have opened this year and applications are being processed for the Fourth and Fifth Rounds!

17. The first two reports from the Martin Jenkins Evaluation Programme are weak and do not rigorously examine school performance or the impact these schools have had. The Evaluation has also completely ignored the failure of the First Round school at Whangaruru.

18. Student achievement outcomes to date have been mixed but difficult to analyse thoroughly given the delays in the Ministry releasing accurate information.

19. By May 2017, the Minister has still not announced her decision on the release of the performance based funding for the 2015 school year!  No operational reports for the entire 2016 year have yet been released, along with supporting documentation such as contract variations and Ministry advice to the Minister.

20. There was a major problem with the interpretation of the original secondary schools’ contract performance standard, which is “School Leavers” and not NCEA pass rates.  This resulted in incorrect reporting of the true state of the 2014 and 2015 secondary performance. [MoE advice to the Minister, July 2016, obtained under the OIA]

21. Superficially high NCEA pass rates are published by Vanguard Military School but NZQA data obtained under the Official Information Act (OIA) reveals issues around the quality of the credits gained, the high proportion of unit versus achievement standards entered and large differences between internal and external pass rates. [NZQA]

22. Primary and middle schools assessed against National Standards have not performed well.  In the 2015 year, only one school out of five – the Rise Up Academy – met its NS student achievement standard targets. [MoE  initial analysis, 30 May 2016]

23. Some schools, including Vanguard and the two Villa middle schools, have failed to meet their Student Engagement contract standards relating to stand-downs, suspensions, exclusions and expulsions.  This is of concern, given the US charter school practices noted above.

24. Charter schools are not more accountable than public schools, simply because they operate under a contract.  Whangaruru was not closed for failure to achieve contract standards; it was dysfunctional from the start.

25. Public school accountability includes parent-elected Boards of Trustees, which must hold open meetings, maintain open records and be subject to the Official Information Act.  Board finances are subject to audit under the supervision of the Auditor-General.

26. No such requirements apply to charter schools, which are organised under a commercial contract between the government and the private sector Sponsor.

27. Public funding must go hand in hand with public accountability.  State and State-Integrated schools both abide by this principle but charter schools do not.

ENDS

Charter School Performance Cover Up

The cover up of the true picture of student achievement in charter schools continued today with the belated release of the second Martin Jenkins Evaluation Report.

The report, with a final publication date of 28 November 2016, was released on Friday 5 May 2017, a delay of over 5 months.

However, even now, the report contains a massive caveat in the section discussing student achievement, which indicates there are still major problems behind the scenes.

Here is the footnote set out under the Evaluation Report’s analysis of Student Achievement:

coverupThe ratings in the May 2016 advice were based on the best information available to the Ministry at that time (and are indicative of the reports that the Ministry had received from schools/kura by then). They reflect the most up-to-date information provided to the evaluation team at the time of writing this report, but are not the Ministry’s final assessments of schools’/kura performance for 2015.  

Source: Ministry of Education (2016) Education Report: Partnership Schools/Kura Hourua: 2015 Quarter Four and Annual Reports, 30 May 2016

So, a formal policy evaluation signed off in November 2016, cannot go to print in May 2017 with a clear statement of exactly what represents the “Ministry’s final assessments of schools’/kura performance for 2015”?

Excuse me?

The same problem is holding back the Minister of Education’s decision on whether or not to release the retained operational funding that is performance related, in respect of the 2015 school year.  And this is now May 2017!

The major problem relates to the issue which surfaced last year, when the Ministry acknowledged that the interpretation of the secondary schools’ contract performance standards had been incorrect.  As a consequence, the schools had also reported incorrectly against their contracts.

These incorrect figures had been used to determine the Ministry’s ratings in its May 2016 advice, referred to in the footnote.  While the Ministry has now acknowledged that these figures are incorrect, nothing further has since been released.

The poor performance of the primary and middle schools is also evident in the Evaluation Report.  Of the five primary and middle schools, which have contract targets set against National Standards, only one school, the Rise Up Academy, was assessed as having met its contract targets.

And problems are also clearly evident in the assessment of performance against the Student Engagement standards.  Vanguard Military School and Middle School West Auckland performed very poorly against the standards for Stand-downs, Suspensions, Exclusions and Expulsions.

Overall, the main takeaway from the Evaluation Report is a fairly damning indictment of performance to date.

But the continued cover up of the true picture should not be tolerated any longer.

~ Bill Courtney

Where is the Charter School data?

wanted 2For a Minister so obsessed with data and, in particular, the sharing of data, it is interesting how little we know about charter schools.  

Bill Courtney writes:

The game of delaying the release of a vast range of information on the charter schools continues.

The Ministry has promised to release a lot of material, including the formal evaluation of 2015 student achievement, in “April” but has refused to state exactly when. They also need to release all of the 2016 quarterly reports, the 2016 contract variations and the second “annual” installment of the Martin Jenkins evaluation of the charter school initative.

In short, lots of information is being withheld for no apparent reason.
When it is finally released, we will go through it and post our thoughts on what it reveals.

In the meantime, propaganda and marketing material fills the void.

Fact Checker: Vanguard Military School

As the NZ Listener remarked in their October 2015 article on charter schools, the national picture on NCEA pass rates is that they are now ascending into farce.

It is a February ritual to look out for the Vanguard Military School NCEA results release and to comment on what lies behind the meaningless percentages that this organisation releases.

This year’s version from the North Shore based charter school waxing lyrical about their 2016 results is available here.

Thanks to two years of OIA responses from the NZQA, covering the 2014 and 2015 school years, we now know a lot more about what standards the students at Vanguard were entered for and how well they did on internal versus external assessment.

What we now see from NZQA, for the second year running, is that a high percentage of the credits that students at Vanguard achieve are unit standards (42.2% in 2015), rather than the more academic achievement standards; a very high proportion of credits are gained via internal assessment (93.5% in 2014 and 94.2% in 2015) and a wide gap exists between external and internal pass rates (90.5% internal pass rate v 58.2% external pass rate in 2015).  Note the full NZQA analysis for the 2016 results will not be out for several months.

While it is quite fair to say that some courses that Vanguard offers, such as Engineering, will always be internally assessed, our analysis of the detailed listing of standards entered in 2015 shows many “soft” credits being gained by Vanguard students.

For example, 57 entered for “Be interviewed in a formal interview” (2 Credits), 74 entered for “Produce a personal targeted CV” (2 credits), 53 entered for “Demonstrate knowledge of time management” (3 credits), and over 50 entered in each of the Outdoor Recreation courses: “Experience day tramps” (3 credits), “Experience camping” (3 credits) and “Navigate in good visibility on land” (3 credits).  All of these standards are unit standards at NCEA Level 2.

To put these entry numbers into perspective, the 2015 July roll return shows Vanguard had 61 Year 11 students, 47 Year 12 and 15 Year 13 students at that point in 2015. So entries of over 50 students into each of these Level 2 courses is significant.

In addition, a large number are entered for Physical Education standards, which are actually regarded as achievement standards.  This means the students can achieve Merit or Excellent credits which are generally not available in the unit standards.  For example, no less than 96 students were entered for achievement standard 91330, “Perform a physical activity in an applied setting”, which is worth 4 credits at Level 2.

Some of these activities may be useful things to do but you can draw your own conclusions on what this means for the quality of qualifications these young people are obtaining.

The detailed NZQA analysis for 2016 will be released later this year and we will look to see if there is any change from previous years.

A couple of other points about Vanguard are worth noting.

First, Vanguard’s roll drops quite markedly as the year progresses.  Using the 2016 roll return data, Vanguard opened with approx.  152 students in March, dropping to 142 as at 1 July and only 113 in October.  So the roll drops away quite significantly after many complete their NCEA Level 2 and leave school during the year.  With a low proportion of credits gained via external assessment, there is no need to wait around until the end of year examinations.

Second, because of this tendency to leave after NCEA Level 2, the Vanguard roll also drops away at Year 13.  The full 1 July 2016 roll return shows 55 students at Year 11, 69 at Year 12 but only 18 at Year 13.  2016 was the third year of operations for the school, so retention into Year 13 seems to be quite low.

Of the 18 students at Year 13, there were 10 Maori, 5 European, 2 Pasifika and 1 Asian.  Draw your own conclusions about small cohort sizes and the promotion of the 100% Pasifika NCEA L3 pass rate!

As to why they emphasised the Maori and Pasifika results in the release, is management sensitive to the fact that Maori and Pasifika students make up only 54% of the school’s roll?

The policy intention of the charter school initiative was to target Maori and Pasifika learners which is why the charter school contracts have a performance target for enrolling at least 75% “priority learners”.  Vanguard argues that they meet this target because many of their other students are from low socio-economic backgrounds.

The final point to note about Vanguard is the number of expulsions.  Ministry of Education analysis confirms that Vanguard expelled 3 students in 2014 and 5 students in 2015.  Furthermore, these students are not included in any calculations relating to student achievement performance for the year in which they were expelled.

The Ministry of Education insists that they apply their rules relating to students being enrolled for “short periods” consistently across all schools and that this does not advantage the charter schools compared to any other type of school.

On the Saga of Misinterpreting Student Achievement Performance Standards at NZ Charter Schools

Bill Courtney

Bill Courtney

The purpose of this report, prepared by Bill Courtney of Save Our Schools NZ, is to document several matters relating to the various quantitative measures that have been used to report student achievement in the charter secondary schools, across both 2014 and 2015.

The main observation is that, in respect of 2014 achievement, the performance standard originally set out in the charter school Agreement, the Ministry’s interpretation of this, the achievement reported by the schools and the reported achievement in the Ministry’s publicly available database, Education Counts, are all different! (See Reporting Summary table on p. 2 of full report)

One of the most significant implications of these differences in interpretation is that, on the recommendation of the Ministry, the Minister approved the release of the 1% operational funding retention amount, relating to the 2014 year, for both Vanguard and Paraoa. However, Vanguard did not meet its NCEA L2 Target and Paraoa did not meet either its Level 1 or Level 2 Target.

In July 2016, the Ministry finally acknowledged that there were “issues” related to the current NCEA performance standards as being applied to charter schools. This admission raises serious concerns about the mantra underpinning the charter school approach, which is described as: “Rigorous accountability against clearly agreed objectives.

In a paper to the Minister, it recommended a new set of performance standards be utilised in the Third Round contracts that were signed in August 2016. These will use two new roll-based NCEA pass rate measures along with a clearly stated “School Leaver” measure, calculated in the normal manner.

However, the same paper redacted the sections referring to “Next Steps” that might suggest how the Ministry is going to evaluate the performance of the existing First and Second Round schools on an on-going basis.

At time of writing, the Ministry has published its initial analysis of the schools relating to the 2015 year using what it has described as the “current” interpretation of the performance measures. But it had not yet made any recommendations regarding the 1% retention amounts for 2015.

In order to provide a more comprehensive overview of performance, I have included in the full report data from the Education Counts system-wide data spreadsheets, based on the “School Leavers” metric. These show charter school achievement compared to decile 3 schools and for Maori students.

I have also included an initial analysis of information relating to the “quality” of the NCEA credits being earned by students enrolled at charter schools, based on data provided by NZQA.

Finally, I conclude with some thoughts on the implications of this bizarre outcome in what is supposedly being sold to the country as a “Contracting for Outcomes” arrangement.

You can view the full report here.

~ Save Our Schools NZ

David Seymour and another misleading statement about charter schools

David Seymour has made a clearly incorrect statement to the media about his beloved charter schools and contradicted his Minister in the process.

The question at issue is the incorrect interpretation and measurement of the student achievement targets used in the original charter school contracts for the first and second round charter schools.

Save Our Schools NZ has been involved for over a year in the battle to get the Ministry of Education to acknowledge that both the reporting by the schools and the performance evaluation by the Ministry have been incorrect.

Radio NZ reported on Thursday that Seymour defended the incorrect interpretation by making the following statement:

“The reason that there is a difference, just remember, is that we have been pioneering holding schools to account through a contract, and it was necessary if you wanted to do that to have a different system of measurement.”

This statement is rubbish!

The original contracts did not have a different system of measurement at all.

The performance standards used in the original contracts were stated as “School Leavers with NCEA Level 1” and “School Leavers with NCEA Level 2”.

But both of these performance standards have been interpreted incorrectly and not calculated in the normal way that the Ministry does so for all other schools in the system.

These School Leaver statistics are published in the Ministry’s Education Counts database for every school: state, state-integrated, private and now the charter schools.

The error was obvious once the Education Counts “School Leavers” figures for the first round charter schools were released and it was clear that these were different from both the schools’ own reporting and the Ministry’s evaluation.

But it was also clear that they were not what the Minister had intended when the contracts had been put together in 2013.

Under the Official Information Act, Save Our Schools NZ obtained Ministry reports to the Minister in 2013 that set out the basis for the contract performance standards and the metrics that would be used to measure performance.

These documents included one where the Minister, Hekia Parata, made a hand-written comment on one of the papers in May 2013, discussing the principles behind the contract standards:

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

This makes a mockery of David Seymour’s claim that it was necessary to have a different system of measurement.

The  Minister then signed off the contract metrics in September 2013.  These included the following:

“n.          Agree that performance standards for 2014 NCEA Level 1 and 2 should be based on 2012 system-level results for decile 3 state schools.”

So the Minister had clearly intended that the normal system-level benchmarks should be used and the charter school targets for 2014 should be the same as the results of decile 3 state schools in 2012.

It is the incorrect interpretation and measurement of those performance standards that has been revealed and is now being corrected.

Seymour is simply wrong to argue that a “different system of measurement” had always been intended.

~ Bill Courtney, SOSNZ

See also: https://saveourschoolsnz.com/2016/08/16/david-seymours-bizarre-claims-about-charter-school-performance/

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