NZEI Te Riu Roa and the PPTA are launching an education bus tour in Auckland, Wellington and Christchurch next week to raise awareness of the Government’s proposed radical reforms to school funding and the chronic underfunding of schools and early childhood services.
The bus tour aims to spread the Better Funding message to parents and whānau and the wider community, and educators will be talking to parents at drop-off and pick-up times about why children’s education needs more investment.
There will be Better Funding postcards to sign and send to Parliament, plus they’ll be asking the public to sign our Support Staff petition.
NZEI President, Louise Green explained:
“We are already seeing this with the Government’s freeze on the school operations grant, which funds support staff salaries and other general operating costs, and which has been frozen this year. Recent analysis of the 2016 operations grant shows that a majority of schools will be worse off when inflation is taken into account.
“Meanwhile, bulk funding in Early Childhood Education has also been frozen for five years in real terms, with services now under huge financial pressure to cut qualified teachers and increase group sizes.
“The quality of our children’s education shouldn’t be put at further risk from underfunding and flawed funding models. We need to restore full funding for quality teaching in early childhood, and at least an inflation increase to the operations grant to ensure schools have enough money to cover basic running costs, and to pay and keep on support staff who are funded from this allocation.
“No parent wants larger class sizes or fewer teachers for their kids. Our campaign is about valuing education and ensuring there is better funding to deliver the best education possible for New Zealand kids.”
This campaign is a great chance for families and wider communities to ask questions about what’s going on, so mosey on up and find out why educators are not at all happy with the Minister’s overall education policy and, in particular, the “Global Funding” plans.
Details of where the buses are going to be are here.
You can follow the campaign on Twitter at #betterfunding
Andrea Matheson writes:
Today, as a Mana [Porirua] resident, I had the ‘pleasure’ (amusement) of receiving the Minister’s MANA MATTERS newsletter. It has a feedback section, in which I particularly like the comment:
“I’m always interested in hearing your feedback and learning more about which issues matter to you. I’d appreciate it if you could spare a few minutes to complete the survey below.”
Well Minister, I would appreciate it if you could take a few minutes to read and respond to the TWO letters I have sent you where I outlined very clearly what issues matter to me! So I really don’t think you ARE interested in hearing about what issues matter to me or anyone else for that matter!
And I’m intrigued by your statement in the letter:
“We are expanding the ORS and the Intensive Wraparound Service to ensure that every child is catered for, no matter their circumstances”
How, pray tell, are you planning to achieve that, when you have made it quite clear there will be no increase to the special education budget!?
Dear Ms Parata,
I am very disappointed that it has now been a month or so since I sent you my letter regarding the proposed overhaul to Special Education funding and I have not yet had a reply from you. I had very high hopes that my words would make a difference – I guess I am a glass half-full kind of girl.
You state in your opinion piece on Stuff, dated September 25th that “I will work with any groups or individuals that are seriously committed to improving children’s learning and raising achievement.” Well, Ms Parata, we have been trying to get your attention for WEEKS now – parents as individuals and as part of wider groups, have written letters, organised education rallies across the country, commented on news articles, commented on your Facebook page (and been blocked for their efforts), spoken to the media, left messages on the Ministry’s phone line and signed petitions. These efforts have been plastered all over social media – you surely cannot have missed these actions by passionate, proud, exhausted, anxious parents who are praying that the dire situation of inadequate funding in special needs is rectified, and fast.
The lack of response has given me additional time to think of more important questions I need to ask you as well as provide you with some further thoughts that have arisen during this long wait.
In several articles I have read in recent weeks, you have stated that no child currently receiving funding will lose that funding. This implies that individuals such as myself only care about their own child/children and will be satisfied with this reassurance. BUT – I wrote to you expressing my concern about the education system as a whole – I am NOT an individual parent who likes to whinge, who only cares about the impact for her own child – I care deeply about what will happen to children who desperately need funding who do not have any to begin with. So whilst your statement on this point seems to imply that my son will not lose the ORS funding he currently has, he was NOT my only concern. I am not that selfish. Therefore your ‘reassurance’ is of no comfort to parents of children about to enter the school system without ORS funding or teacher aide support, or to parents like myself who care about the bigger picture in education.
Could you please outline any school visits you SPECIFICALLY made as a part of the ‘consultation’ process to help you create your cabinet paper on inclusion? For example, did you:
Visit and personally meet with a wide range of children who have additional learning and physical needs?
Spend time with them in their school environment to understand how crucial additional funding is to ensure their success?
Observe a wide range of learning and physical difficulties, eg: neuro-developmental disorders such as autism, GDD and ADHD, physical disabilities, genetic disorders and learning difficulties such as dyslexia, dyspraxia etc?
Ensure that you saw the VAST differences between what a teacher, teacher aide, child and parents can achieve with adequate funding, versus a teacher and child who have no additional funding or teacher aide support?
Or was consultation done without the real-life context of what it is like to be struggling to meet the demands in the classroom without support?
How do you propose to support children in primary school who do not meet the criteria for ORS funding? There is currently not enough funding to support children with learning difficulties or disorders, such as dyslexia, dyspraxia, dyscalculia, ADHD, and autism. If a school cannot meet their needs through their operational or SEG grants, what becomes of these children? Are they supposed to struggle through their school years with little or no support? What will the outcome be for them when they have to enter society as an adult? It is a frightening prospect. We are meant to be a forward thinking and innovative country but at the heart of it, we are not supporting the children who are struggling through every day and having their confidence eaten away bit by bit. I am sure I am not the only person in New Zealand who strongly feels schools need targeted funding to meet the needs of children with these disorders if they do not achieve ORS funding (and we all know the vast majority of children with these disorders do not). We all know these disorders are on the rise Minister – what does your government plan to do about this issue?
We have repeatedly asked you how you plan to improve services to ECE without increasing the overall budget for special education. No satisfactory answer has come from you as yet. Instead we have to listen to radio interviews and read articles where the majority of journalists have not dug deeper to properly dissect the information that is being fed to them. But we as parents have a vested interest in the changes to funding and we know how to read between the lines. We will not be satisfied by the usual vague statements such as “The proposed changes that we’re making in education are all about putting our kids at the centre of the education system, lifting the educational success of every young New Zealander” and “Everything I’m working towards is about putting children and their achievement at the centre of the education system.” Are these statements intended to keep us quiet? I’m afraid they won’t. I guess the giant governmental PR machine may have underestimated our fortitude and determination.
Whilst we can appreciate the sentiment behind your statements, which I’m sure is genuine, you have not given us the answers we are seeking. How will you achieve better funding to students through ‘streamlining’ and what will streamlining look like? Until we get those answers we will continue to be noisy (deafening in fact).
We as parents are striving 24/7 to raise children who can become happy, appreciated, well-understood and productive members of society. All we ask for is that you work with us to better understand their needs, and the successes they can achieve with better funding and more support. Please LISTEN to what we are trying to tell you.
We want to be listened to, we want to be heard. You say that you want to work with us – why are you not responding to our questions? Why are you deleting perfectly reasonable questions and comments from your Facebook page? As a passionate parent and advocate recently suggested, we see plenty of pictures of you planting trees and other lovely photo opportunities, but where are the photos of you working alongside children with additional, high or very high needs, trying to understand how teachers meet their needs with no funding? Where are the photos of you talking to parents whose children have been turned away from schools or stood down because there are no teacher aides to help the teacher support their learning and behavioural needs? Where are those photos Ms Parata?
I respectfully ask (again) that you respond to these thoughts and concerns with REAL answers. We WANT to be involved in the direction that these changes will go, nobody knows the needs of children with ‘special’ needs better than their parents. We want to give you the benefit of our guidance. I am not setting out to be a trouble maker. I have spent an hour and a half on this letter, an hour and a half I could have spent playing with my son. But I am forced into this situation because I need to fight to be heard. Please respect our combined knowledge and experience, there is so much that we could add to help you lead an education system that we can ALL be proud of.
With kind regards,
Mum to a super special, endearing, pride-inducing and heart-warming wee lad.
Letter reproduced with Andrea’s kind permission.
Educators are joining with disabled people, families and service providers to rally at Parliament tomorrow, Thursday 22 September, to let Government know that their Special Education Update is totally inadequate and it is time to invest in inclusion.
“NZEI is concerned that the Special Education Grant (SEG) paid to schools through operational grant funding is failing to keep up with wage inflation and roll growth,” said Louise Green NZEI Te Riu Roa President.
“Between 2009 and 2016, the SEG fell by 1.8% when labour cost increases are taken into account, according to information released to Education Aotearoa under the OIA.
“In the same period, school rolls have risen from 760,859 students to 776,816 and the identification of students with special education need has increased dramatically. So there really needs to be much more funding going into SEG than the Government is current providing to ensure the value of the funding per student increases.
“The SEG is mainly spent on teacher aides to help meet students’ special education needs. The inadequate levels of funding puts real pressure on a school’s ability to provide the best education possible for all their students.
“Any parent or teacher of a special needs child can tell you that the level of learning support funded through the Ministry of Education is inadequate, and in many cases non-existent.
“The recent Special Education Update proposal to shift resources to pre-schoolers, without putting any additional funding into the system won’t work in the best interests of all children who need the support. They need more funding.
“We strongly support greater investment in early intervention, but that should not come at the expense of those who need support when they are older. Funding should be based on the need for intervention and support, not age,” said Louise Green.
Education for All Rally
Where: Parliament forecourt
When: Tomorrow, Thursday 22 September 4.30-5.30pm
Organised by Education for All, a collaboration involving the disability and education sectors, including NZEI Te Riu Roa
Research conducted by three independent research institutions looked into online charter schools, and their findings were released in October 2015.
The press release, with links to the full report, is here.
Report findings conclude that:
“…students of online charter schools had significantly weaker academic performance in math and reading, compared with their counterparts in conventional schools.”
Referring specifically to the question of whether the schools had helped students from low socio-economic backgrounds and/or those from minority groups, the report states that:
“This pattern of weaker growth remained consistent across racial-ethnic subpopulations and students in poverty.”
Mathematica’s analysis found:
• Student–driven, independent study is the dominant mode of learning in online charter schools, with 33 percent of online charter schools offering only self-paced instruction
• Online charter schools typically provide students with less live teacher contact time in a week than students in conventional schools have in a day
• Maintaining student engagement in this environment of limited student-teacher interaction is considered the greatest challenge by far, identified by online charter school principals nearly three times as often as any other challenge
• Online charter schools place significant expectations on parents, perhaps to compensate for limited student-teacher interaction, with 43, 56, and 78 percent of online charters at the high school, middle, and elementary grade levels, respectively, expecting parents to actively participate in student instruction
The Mathematica report concludes:
“Challenges in maintaining student engagement are inherent in online instruction, and they are exacerbated by high student teacher ratios and minimal student-teacher contact time, which the data reveal are typical of online charter schools nationwide. These findings suggest reason for concern about whether the sector is likely to be effective in promoting student achievement.”
CREDO (Stanford University)’s report concluded that:
“While findings vary for each student, the results in CREDO’s report show that the majority of online charter students had far weaker academic growth in both math and reading compared to their traditional public school peers. To conceptualize this shortfall, it would equate to a student losing 72 days of learning in reading and 180 days of learning in math, based on a 180-day school year.”
In other words, most students lost the equivalent of just under half a year’s learning in reading and made absolutely no progress in maths at all during an entire school year.
The research was funded by The Walton Foundation, which has funded a huge drive for reform. Even so, they couldn’t find much of a positive spin to put on the findings, concluding only that the research is valuable as:
“[k]nowing the facts helps parents, educators, policymakers, and funders make smarter, more informed decisions that benefit children.”
I do hope policymakers proposing the Communities of Online Learning (COOLs) in New Zealand have read the reports thoroughly and are indeed using this information to make better and more informed decisions. Sadly, at this stage, we have no evidence that this is the case.
You will find the press release and linked full reports here.
~ Dianne Khan, SOSNZ
Image courtesy of Stuart Miles at FreeDigitalPhotos.net
In its May Budget, the National Government snuck through a freeze to the school operations grant that pays for support staff wages and all other essential school running costs.
“This funding freeze is unprecedented. No Government as far back as 1999 has ever frozen school funding before, so this will put already strained school budgets under more pressure,” said NZEI President Louise Green.
“…this year’s budget freeze actually equates to a 0.5% per-student cut in operational funding for schools next year because of roll growth”
“Research done by Infometrics shows this year’s budget freeze actually equates to a 0.5% per-student cut in operational funding for schools next year because of roll growth. It’s an even bigger cut when you take inflation and other costs into account.
“This cut will force schools to make trade-offs between support staff and other running costs. More pressure will go on parents to pay larger donations to cover the funding shortfall.
“We support more funding for the most disadvantaged students, but it should be in addition to adequate funding levels for all schools.”
“While the Government has put in a small amount of additional funding for the most disadvantaged children they have done this by cutting the per-student ops grant funding across all schools, creating winners and losers.
“We support more funding for the most disadvantaged students, but it should be in addition to adequate funding levels for all schools.
“Support staff like administration staff, teacher aides, technicians and others are most at risk of having their hours cut due to the funding freeze.
“Support staff already suffer from poor pay and precarious hours of employment despite their crucial role supporting children’s learning. The funding freeze puts them under greater stress and threat.
“We need better operational funding for schools that allows them to meet children’s educational needs. We also want support staff to be paid centrally like teachers are, so they are not competing with other costs and resourcing needs,” said Green.
The support staff campaign is part of the wider Better Funding Better Learning campaign being run with the PPTA to respond to the government’s proposal to introduce global funding, which could result in fewer teachers and larger class sizes.
“This funding freeze highlights the perils of bulk funding. We need to reject bulk funding for support staff and ensure it is not extended to include teaching staff,” said Ms Green.
Support staff will be starting their campaign by launching an online petition on Monday calling for parents and communities to message the Education Minister to reverse the funding freeze.
Dear Friends, Neighbours and carers of NZ kids,
There will be press criticism of teachers and unions here in NZ, over the meetings our unions have called.
The unions have done this to provide information, and a discussion forum about the new funding system Govt. is pushing through, which is an old, over-burdening and ineffective one, under a newish label.
It is a serious issue that will impact on the quality and the equality of our education system here in NZ for years to come.
That organisations are uniting on this one is surely a huge indicator of the seriousness of this latest move. Teachers are not a militant profession, despite what press would like you to believe. They usually get vocal when the well-being of students is threatened.
The issues are far bigger than the Govt would have the public believe.
It is a monster, that will leave boards and Principals with great difficulties, as all funding is lumped into one without protected components, such as the basic level of a set pot for Special Needs, (already not enough), that most schools choose to supplement, but some can’t. So when schools don’t have to account for it, it will all depend on the individual ethos of the Principal and Board.
To achieve funding for highest needs there are complex processes, with serious paperwork, however, on the back of these changes, there will be changes imminent there too and they will not be driven by better provision, but by cost.
New ways of identifying how much is allocated to meet high need schools, will be very challenging and provide another complex layer to battle through to secure appropriate funds for a school.
The result will likely be a hike in class sizes, with reduced support, and inaccurate fallible data about class size being bandied about as ‘proof’ class size doesn’t matter.
Believe me it matters to the quiet kid in the corner, the kid with APD, ASD, DYSLEXIA, to all the kids who need extending, or who have a query to be answered in a lesson and to the mental health of the teacher leading the class.
Also the elephant in the room of salaries. Schools with higher numbers of experienced staff, will have less income to spend on other aspects of school management. The pressure then shifts to how to cut bills in other ways. What would you be happy to see axed from your child’s educational experience? That arts group experience that makes them want to attend each day?
School budget management is already challenging, but increasing the responsibilities of Principals and Boards creates a massive learning need for them, so pushing it through will add extra strain to a stressful job.
So remember, reports in the News, and comments in the Media, are written by those who do not work in the profession, and are subject to their individual bias.
Remember that Ministers and most politicians currently do not listen to teachers, do not recognise the tremendous efforts and sacrifices they make, and undervalue the profession. They seem to see us as agents to deliver a very set prescribed agenda.
Teachers teach because they want to help their students to be the best they can be. They are driven to support their students, often at huge personal cost to their health and well-being, and that of their family.
So forgive us a few hours to try and safeguard the future of all New Zealand kids and the sanity and health of the individuals who go the extra mile daily.
Thanks for supporting us in our efforts to keep NZ education great and fair.
~ Carrie Sherring, NZ Teacher and SENCO.
PS If you could query the use of public funds to prop up Private Sector education with the Govt. , that would be awesome.
Shared with Carrie’s permission.
Further Reading: http://betterfunding.org.nz/
Educators from early childhood to secondary schooling are uniting to respond to the government’s latest funding proposal, saying it could result in fewer teachers and larger class sizes.
The government has also refused to explore any increase in funding for education.
PPTA and NZEI Te Riu Roa today announced they are holding combined meetings of their 60,000 members in September. The meetings are to plan a response to the government’s “global funding” proposal, which is effectively a return to the failed bulk funding experiment of the 1990s.
The education unions have never before undertaken joint meetings of this scale, involving principals, teachers and support staff from ECE to secondary.
The government’s renewed attempt to propose bulk funding would mean all staffing and school operational funding would be delivered to schools on a per-student basis in the form of cash and “credits” for staffing.
This would mean parents on Boards would have to make trade offs between the number of teachers they employ and other non-teaching costs of running a school. This would incentivise:
Early childhood education has languished under bulk funding for many years and most services have had to make cuts, hire fewer qualified teachers and increase fees to parents. Schools would face a similar threat.
NZEI Te Riu Roa President Louise Green and PPTA President Angela Roberts announced the nationwide Paid Union Meetings at a joint media conference at Wellington Girls’ High School today.
Ms Roberts said bulk funding was simply another back-door attempt to increase class sizes, which outraged parents when it was last attempted three years ago.
“This proposal would result in parents on school boards being forced to do the government’s dirty work the moment the budget gets squeezed. The complexities of juggling credits would also undermine the board focus on improving children’s learning,” she said.
Ms Green said early childhood education and support staff had suffered under a form of bulk funding for many years and to extend that across the sector would be disastrous.
“The past five years of a per-child funding freeze in ECE have forced many centres to compromise quality by reducing the number of qualified teachers. There is no reason to think bulk funding would work any differently in schools,” she said.
The Paid Union Meetings will be held around the country between 5 and 16 September, starting with Auckland Town Hall on 5 September, Wellington’s Michael Fowler Centre on 6 September and Christchurch’s Horncastle Arena on 7 September.
Meetings will be held at either 9am or 1.30pm to minimise disruption to teaching programmes, children and parents.
If you don’t follow charter school goings on worldwide (and for your sanity, I kind of want to suggest you don’t), you’d be forgiven for thinking that there’s just the odd blip here and there. But, to be honest, it’s more like a volley of blips coming thick and fast. In fact, if blips were locusts, we’d have a plague on our hands.
Take just this week’s revelations, for example…
Nga Parirau Matauranga Trust (NZ)
Waipareira Trust (NZ)
The E Tipu E Rea Trust (NZ)
Academy Transformation Trust (England)
NET Academies Trust (England)
Paradigm Trust (England)
Gulen/Harmony Charter Schools (USA)
Michigan study (USA)
Ohio Department of Education invoiced (USA)
Cabot Learning Federation (England)
Lilac Sky Schools Academy Trust (England)
Oh I could go on… this is but a drop in the ocean… but you get the idea.
The charter schools movement is not about education – it’s about privatisation and diversion of funds. As always, I ask you to follow the evidence and follow the money.
Featured Image courtesy of pixtawan at FreeDigitalPhotos.net
Taxpayers fund large wages and lavish perks of academy school chiefs , The Guardian, Published online Sunday 24 July 2016 00.05 BST, retrieved 6.59pm NZ 25/7/16
Trust given $500,000 charter school contract without going to tender, NZ Herald, published online 10:43 AM Monday Jul 25, 2016, retrieved 9.18pm 25/7/16
Are charter schools making the grade? – The Nation, TV3, Saturday 23 Jul 2016 10:34 am, retrieved 9.38pm 25/7/16
Charter school a waste of public money – PPTA, Radio NZ, published 7:19 pm on 28 January 2016, retrieved 9.31pm 25/7/16
Parents at Bath Community Academy say school has failed their children and failed them, Bath Chronicle, July 23, 2016, retrieved 9.59pm 25/7/16
It is a basic fact of schooling worldwide that children from advantaged homes arrive at school education-ready, while the disadvantaged are not. Children from advantaged backgrounds are often able to read and calculate, hold complex conversations and have a grasp of current events. Many children from disadvantaged backgrounds may not know how to hold a book. Good early childhood education can inject a level of school-readiness but cannot entirely overcome the disadvantage. The best estimates of the average learning gap between the advantaged and disadvantaged groups, top to bottom, is about two years of learning at school entry.
Since the school reforms of 1989, school operational funding has included an element of measuring disadvantage, based on census data, to provide additional support for schools and hopefully improve learning outcomes. The model was very simple. Find out where the children from a given school live (in census terms, the ‘mesh blocks’), examine the social characteristics (income, benefit, household crowding etc) of the mesh blocks, calculate the level of disadvantage of that school and provide funding on that basis.
The much maligned ‘decile system’ came about because, in order to simplify funding arrangements, funding was allocated not to the school’s individual situation but on the grouped ranking with other schools. Decile 1, for example, contained the schools with the ten percent of most disadvantaged students.
This system has endured because it is relatively simple, data driven and easily updated every five years. It is hated by the sector because decile has become associated, in the mind of the public, with school quality. This was foreseeable and inevitable, as every single piece of research carried out on the reasons for school choice highlight social characteristics as the main factor influencing choice. Thus, higher decile equates with better children, thus better quality, in the mind of ‘choosers’.
And how could it be otherwise, really, when all our teachers are taught in the same institutions, school upkeep is relatively even, there is a national curriculum and the only significant variation in schools is the children populating the classrooms? As my research found in 2015, there has been massive white flight from the lowest decile schools over 20 years, which has meant that, on average, decile one schools are now 2.5 times smaller than decile 10 schools. This is a problem, of course, that abolishing deciles will not fix, but will simply become invisible and non-measurable.
The myth is that, in getting rid of deciles, the flight from disadvantaged schools would be halted. But it is the school choice system that has facilitated the ethnic/class flight, not the decile labels. In the absence of deciles, parents find other labels to put on schools, such as “gang”, “brown”, “violent”, “not children like ours”. We know this because other countries with choice and no convenient decile labels experience the same population movements.
To get rid of the perceived decile problem, the Ministry could simply fund each school on the census characteristics without doing the ranking and decile-making process. This would involve quite a lot more work with having to consider what each school should get on its own merits and in relation to other schools. It would increase bureaucracy without changing much in terms of actual funding. There would, as ever, be winners and losers in a zero-sum funding system.
However, Ministry eyes are now set on a richer prize. The census is about old technology. It only happens every five years and is based on paper and pencil. In the new technological world, there must be a better way!
And there is. The generic term is called data-sharing. It comes in two types. The first would be a direct comparison between other agency records ( in the current budget proposal, MSD benefit records) and school enrolments. As far as I can tell, no such data-sharing agreement exists, and it would arguably constitute a major potential breach of privacy to allow such databases to be matched. This probably is not the route intended by the budget announcement.
Second, is the relatively new ability to anonymously match data from different administrative systems, for example tax records, educational enrolment or outcomes, benefit records, student loans, ACC and health through a personal unique identifier (UID). The system, called the IDI, is administered by Statistics New Zealand and provides exciting opportunities for researchers and others to answer key population-based questions.
But, and it is a huge but, the wonderful indicators able to be compared for research purposes lie under an immoveable blanket of confidentiality. Were the data to be identifiable, it would be Orwell’s ‘Big Brother’ come to life. The question is whether using the IDI for funding purposes is a bridge too far in terms of preserving the utter confidentiality of the system. There is also a second question, given that many disadvantaged children are not cared for by their own parent/s, but by grandparents and other carers, as to whether the IDI is up to the challenge. However, we will put that aside for the moment. People who want to read up on the use of IDI data to identify disadvantage should refer to Treasury report 16/1.
The data that would need to be matched would be in three databases (at least) – parent to child (such as birth data, but this would exclude children born out of NZ), school attendance for the children (by school name) and length of time on benefit for the parent. In statistical terms it is a pretty simple match. The Ministry would not know exactly who would be receiving the funding, so basic confidentiality could be maintained.
But, at the margins two very worrying elements emerge. The first is the inaccuracies caused by post-birth migrants, unusual family formations, foster families and so on, that probably make up 10% of all students and a larger share of the disadvantaged. It would take a lot more work to count them (you would need to also look at immigration data and CYF data, for example).
The second concern is that there would be plenty of schools in the higher deciles where only a handful of children come from long-term benefit led families. If funding were received, for example for five children in a school, you might as well put a rubber stamp on their head reading ”I am from a long term benefit dependent family”. Also, as the IDI scheme does not allow data for less than 3 cases (for obvious reasons), there would be a necessary marginal error in smaller groups.
My first concern as a researcher on school funding is to try and find out exactly how the scheme is going to work. I suspect that it has essentially been designed as a test case or pilot scheme in using administrative data for funding purposes, and I am sure there will be widespread interest in how it works, and how much it will cost to implement. Then they will need to work through the ethical implications of such models. I have begun by asking a series of OIA questions which have been put to the Ministry. These are below.
There are also some policy issues to be sorted out. For example, the IDI provides the possibility that each child could become a walking voucher offering schools a certain amount of funding for education based on personal and familial characteristics. There is certainly ongoing interest in school voucher systems by some groups, and the IDI would provide a finely tuned ability to cost out each person according to their individual disadvantage. But the social and ethical questions this would raise hopefully put it beyond any serious scope.
The important implication would be that a ranking of school characteristics for funding purposes would be replaced with a ranking of individual characteristics.
I have sent to following OIA request to the Ministry of Education to attempt to better understand the scheme as announced.
Please provide the following information under the OIA 1982. In the Minister’s published speech to the National Cross-Sectional forum on 27 May this year, she noted:
To this end, Budget 2016 targets an additional $43.2 million over four years to state and state-integrated schools educating up to 150,000 students from long-term welfare-dependent families.
These students are one of the largest identifiable groups within our education system that is most at risk of educational underachievement.
Please answer the following questions related to this announcement:
1. Please provide copies of any briefing papers, policy papers or cabinet papers related to this announcement.
2. What data matching approach will be used to discover how many students from long term welfare dependent families attend each school, so that the funding can be allocated?
3. How is ‘long term welfare dependent families’ to be defined?
4. What legal basis allows for data-matching for such a purpose?
5. We gather from the Minister’s statement that the $42.1 million (as it shows later in the Minister’s speech) includes: “$15.3 million for an extra 1250 students to access in-class support.”
6. This leaves a net $26.8 million for allocation to the long term welfare dependent families over four years. Is that figure roughly correct?
7. This then indicates an annual sum of around $6.7 million available for allocation. Is that figure roughly correct?
8. This appears to translate to an annual sum per long term welfare dependent student (if there are 150,000) of just under $45. Is that figure roughly correct?
9. What is the total estimated cost to the Ministry of Education in developing, testing, implementing and administering this scheme over the four years of its life?
10. What are the next steps in developing and implementing the programme?
– Liz Gordon, Pukeko Research
Kindergartens and early childhood education centres will face an even bigger battle to maintain quality teaching and learning following the Budget announcement that there will be no increase in funding.
This is the fifth year in a row that funding for early childhood education has effectively been frozen, says NZEI National President Louise Green.
“This year funding will not even keep up with increased costs that kindergartens and ECE centres will face.
“It undermines quality learning and means that parents will likely have to dig deeper into their pockets .”
“It’s ironic that the government talks of increasing teaching quality while squeezing the funding for this important area of education.
“Quality early childhood education is vital for children, especially those from vulnerable backgrounds, so once again, the government’s actions do not match its rhetoric.”
The $397-m increase in this Budget for ECE will only allow for extra places to keep up with roll growth.
Education reformers like to say they are doing it for the kids. That the reforms will improve the education system. Mountains of evidence shows this is poppycock and that education reforms overwhelmingly lead to profits being more important than the children’s education.
In England, the government has ruled that by 2020 Academies (charter schools by another name) will take over ALL state schools. Forcibly.
Whether parents and students want it or not. Whether the staff want it or not. Whether the school board wants it or not. Whether the school is doing badly or brilliantly.
It’s been mandated: ALL England’s public schools will be handed over to Academies.
If Academies raised standards, perhaps it would be understandable that the government wishes to hand all schools over. Acceptable, even. But they don’t.
Pro-reformers will point out this school or that as being improved under the charter school model. But the truth is, they are the exception. Under this model, there is a raft of bad practice: Suspensions rise. Inclusion goes down. Cherry-picking of students takes place. And when similar cohorts are compared between public and charter schools, it is clear that charter schools do not improve results.
Even the UK Department of Education’s own analysis shows that, overall, England’s state schools do better when run by the Local Education Authority than by an Academy Trust.
Which surely begs the question of why this is being done.
If you want to know the reason for reforms, follow the money.
Ask yourself, who benefits from these changes?
It isn’t the students: England’s national and international test results have fallen since Academies were put in place.
It isn’t teachers: Classroom teachers’ work conditions and pay are often far worse in Academies.
So just who is raking in the money? You might want to take a look at Academy Trusts’ CEOs. And while you’re at it, have a look at the misappropriations and frauds that have already happened in Academies. (A reminder – that’s your tax money they are taking. Money that is meant to be used to educate students.)
And where are savings being made, to pay these CEOs? Excellent question.
Are Academy CEOs such brilliant businessfolk that they are able to use money so much more wisely than LEAs and school principals ever did? Is running a thriving carpet empire or a successful mobile phone business what it takes to make an education system great?
No, not so much.
UK Schools Minister Nick Gibb recently said, in a speech championing Academies, that “[n]o child should have to spend one day more than necessary in an underperforming school and as an urgent matter of social justice we are determined to spread educational excellence to every corner of the country.”
But does the rhetoric match the reality?
So what is really going on?
Let’s take this Academy school as an example.
Hatfield Academy primary school was, in 2015, rated inadequate at many levels. The OFSTED report specifically said that teaching was inadequate and stated that the school must “[u]rgently improve the quality of teaching”.
And yet this failing Academy is happily advertising for someone with no training at all to teach its students:
No knowledge of pedagogies. No research of good practice. No understanding of child development or psychology.
To put this further into context, this is a school where a school survey of parents showed that:
This is global education reform.
I could never work in an Academy. As an educator, a professional and a passionate believer in universal education, they represent a corruption of the principles of equal access to free education. Not only that, the long litany of problems involving finance, curriculum alterations and mistreatment of students and staff clearly outline that Academy schools aren’t great places to work. A friend of mine wrote beautifully on the subject a little while ago now.
In New Zealand we have Charter Schools a half formed cargo cult version. They’re already in trouble due to finance, curriculum and mistreatment of students and staff. Sounds awfully familiar.
The first UK Academy opened in 2002. Their introduction was aimed at reinventing inner city schools with significant results and management problems. Then sponsors got involved, either rich individuals or corporations (including educorps). They were supposed to bring in private sector best practice and management, like most privatisation is supposed to.
In May 2010 the Conservative-Liberal Democrat (Lib Dem) Coalition came to power in the UK. There were, at the time, 203 Academies in the UK – mostly Secondary Schools.
The term of the Tory education secretary Michael Gove saw a radical expansion of Academies. This was often as a result of OFSTED inspections, some of which classed schools as failing only a year or two after they had been called outstanding. Some schools were forced into becoming Academies, against the will of pupils’ parents.
Today there are 4,516 academies; 2,075 out of 3,381 secondary schools and 2,440 of 16,766 primary schools. The expansion was so rapid that many private Academy trusts took on more schools than they could cope with, leading to those schools failing and being taken back by the DfE until another Academy group could be found to take over. The free market of schools.
“It was the middle of last week when I heard that I could never work in the UK again as a teacher”
It was the middle of last week when I heard that I could never work in the UK again as a teacher. I’ve no plans to move back, I love Aotearoa New Zealand, but the crunching finality of knowing that there’d be no place that I could conscientiously work was sudden and upsetting.
In the Budget, Chancellor George Osborne (not the pig tampering one, the one who looks like a pig) announced that all English schools would be converted into Academies by 2020. Every single one of them.
What does this mean? Well, given the evidence already available it would mean none of the UK’s schools would be bound to teach the National Curriculum, instead being charged to provide a ‘broad and balanced’ curriculum. So what you’re taught in one school may be radically different from another. Not teaching style, actual content.
It’s not great for pupils, in more ways than one. Many Academies have operated a subtle and not so subtle selection process, choosing only pupils who are likely to be able to improve their results. Others, when dealing with those who are disruptive or failing, have placed pupils on study leave during exam or inspection periods, or placed them in study support centres outside of the school. This can take the form of pupils and parents being asked to leave by the school, rather than being excluded (which would show up in the all important league tables). Now that every school is to become an Academy, where do those pupils go?
Academies have, over the long term, not been proven to raise results any more significantly than schools in the UK operating under the LEA’s (Local Education Authorities, which will soon be defunded and dissolved). In fact, Academies have come under fire for exactly the same issues that LEA schools had in management, results and organisation, the same issues which saw the schools be forced to convert! Conversion turns every school into an individual Ltd company and scythes out the level of local support and oversight that was previously provided by the LEA. On such a huge scale, that’s far too much for the Department for Education to handle.
It’s going to cost money too. Newly converting Academies get a 10% funding boost, at a time when state funded schools have seen budgets cut year on year. But due to the rapid expansion of Academy schools and the lack of oversight, many have had to be bailed out by the Department for Education. I guess bringing in the ‘best of the private sector’ does mean being utterly sure the Government will spend millions trying to salvage the mess you make.
Overall, it’s had a huge impact on the profession. Academies are not bound by the collectively negotiated pay structure, meaning the UK’s Teaching Unions will have to bargain with individual Academy Trusts and schools. They’re also not bound by the negotiated terms and conditions of contract for teachers, which means many teachers find themselves on-call permanently or schools have employed teachers on the equivalent of zero hours contracts. The trend for Academies to lack unionisation, because of the ease with which you can be dismissed, makes this even harder.
It’s not great for Academies, either, though. Without a national pay structure, schools who can find more money will get the better teachers. Schools with wealthy backers will have more than schools that don’t.
As a male Primary teacher, I’m relatively certain that I’d be paid more than a female doing the same job with the same experience. Why? Because I’m rarer. Teaching is one of the few professions where pay equality was built in already. And they’re getting rid of it.
“Academies don’t have to employ qualified teachers”
There’s also the question of professionalism itself. Academies don’t have to employ qualified teachers. And hidden in the announcement of Academisation was the change to Qualified Teacher Status.
Previously, Newly Qualified Teachers (NQT’s) were assessed over the course of a year or two to see if they were able to meet the standards for a qualified teacher. With a huge teacher shortage looming in the UK, the plan is to allow teachers to teach for longer in the classroom and be certified by their Headteacher and a Senior Staff member.Education Secretary Nicky Morgan says this will drive up standards, and drive is an important word. She announced that allowing teachers longer to qualify and removing the strict schedule teachers had to meet will allow those NQTs who struggle more chances to make it.
As an experienced teacher, I look back on my NQT period as far, far less intensive than doing the job in the years that followed. It’s being presented as like a driving test, just because you fail doesn’t mean you’re a bad driver, right?
“…reducing the standards you require of a teacher doesn’t drive up standards and professionalism, it drives it over a cliff”
Fair enough, but with one report saying teachers would have up to a DECADE to pass, it makes you ask – if it takes you ten years to pass your driving test, maybe you’re just not a driver? Buy a bike. Or walk. Some people just aren’t meant for the classroom, some people just aren’t teachers and the attempt to try and fill the rapidly depleting profession by reducing the standards you require of a teacher doesn’t drive up standards and professionalism, it drives it over a cliff.
It also makes it trickier for teachers to do as I did and head overseas. There’s been a mass exodus of teachers from the English system, coincidentally or otherwise, in the last six years. By shifting the QTS award to something less substantial, overseas authorities may very well view them as insufficient evidence of an ability to teach. I’m glad I left when I did; others in future may not be so lucky.
There is already a growing and vocal opposition to all of the plans outlined above, as well there should. Announcing you’re ditching LEA oversight and support of schools, dumping the need for any school to employ qualified teachers, dropping the National Curriculum, scrapping nationally negotiated terms and conditions and placing schools in a bidding war for new teachers is a huge and complete evidence free attack on the quality and professionalism of education in the UK.
“For me there’s sadness.”
For me there’s sadness. My love of teaching was developed, as a student, in the UK system that’s now being explosively dismantled. I spent the first five years of my teaching career safe in the knowledge that I was a public servant, providing fair and equal education to all of my children as a professional. I was paid the same as anyone else who was experienced as I was, and I could talk with teachers from around the country about the curriculum and its delivery in the knowledge that we were all working together as equals. It was an education system for the whole country. If these plans are implemented, it won’t be any more.
In Aotearoa we should take lessons from the way in which Academy failures were written off or marginalised to the public and how concerted political pressure on inspection agencies led to the dramatic spread of privatised schools. The few Charter Schools in this country are already struggling, and what has happened in the UK this week shows us the future of education if they’re allowed to spread further.
~ John Palethorpe
New academies laws were passed by Parliament last night: here is what they mean for you and your school – Time Educational Supplement (TES)
Teachers face a never-ending conveyor belt streaming negative news and new initiatives straight to our desks, each new thing vying for our attention and time. What are we to do?
Do we focus on the latest research on literacy or the changes to teacher appraisal? Do we read the news story about the sacked Principal or the one about the latest Novopay cock-up? Do we attend that great PD session being offered, or go to the union meeting? Do we scan over the figures for what charter schools are being paid or spend the time trying to persuade our own students’ parents to pay a donation?
We can’t keep up with it all, because on top of all that there are actual students that need our time. And they win out, always.
As an example of things bombarding NZ educators just now, we have:
There are more things but, really, I think you get the picture.
This is a teacher’s lot. We are trying to focus on planning lessons, marking, differentiating, learning about this or that disorder we think may be affecting a student in our class, attending meetings, collecting evidence that we are doing our job, up-skilling, organising trips, taking after-school clubs, and – yes – actually teaching. And on top of everything, there’s this pile of stuff pressing down.
I’ll say it again, it’s exhausting. And stressful.
I wonder whether, just for a while at least, the powers that be would consider just letting us leach?
Too much to ask?
~ Dianne Khan
Term 4 isn’t the best time of year for Hekia Parata to announce a consultation as important as this – well, not if you genuinely want plenty of quality responses – but announce in term 4 she did, and so we teachers and parents must do what we do best – roll with it and make the best of things.
At first glance the consultation looks a little overwhelming. The questions are very broad and range over many areas, and the language is somewhat loaded at times, to say the least. But it’s not as bad as it at first appears…
The first good news is you can answer as many or as few questions as you like.
If nothing else, all teachers and parents should answer at least the first question:
Q1: What should the goals for education be?
This is asking for your own view, so there’s no right or wrong answer. I took to the NZ Primary School National Curriculum to answer it, as I feel it covers things quite nicely already, but you may have entirely different thoughts, and that’s great. Just make sure you share them – that’s the important bit.
The second good news is that there’s no right or wrong format for replying. No-one is checking your spelling or grammar, no-one is expecting a specific layout or certain language. All that matters is that you have your say.
So what are you waiting for – go do it now!
More good news, you say? Excellent! You can put your responses in online using the Ministry’s natty little submission doohicker. And it gets better – you can either just type in your replies, or you can upload a document if you have written them elsewhere or want to use photos, files or links. Great eh? Couldn’t be easier.
I typed mine in as I went, and I answered most questions, and the whole thing only took me half an hour. Easy peasy over a cup of coffee.
I can tell you’re tempted now … go on, be a rebel, click here and do yours…
One last bit of good news – you can do your submission in bits if you want. Do a bit, save it, and go back to it. It doesn’t all have to be done at once. Just don’t forget, if you save it, to go back later and submit it!
The Education Act Update could prove to be one of the biggest upheavals in Kiwi education in around 30 years. Do make sure your voice is heard.
To make sound education policy, we need sound data – isn’t that what we keep hearing? Then why do we continue to rely on research that hasn’t been verified?
Valerie Strauss notes that “For more than a decade, school reformers have said that education policy should be driven by “research” and “data,” but there’s a big question about how much faith anyone should have in a great deal of education research. “
The Washington Post article continues: “This is so not only because the samples are too small or because some research projects are funded by specific companies looking for specific results, but because in nearly all cases, it appears that nobody can be certain their results are completely accurate.” (my emphasis)
If we are to use research findings to making policy (which seems entirely sensible), then any research surely should first be replicated and deemed reliable and trustworthy before being accepted as correct? Otherwise we are opening ourselves to using research that could be skewed for all manner of reasons.
Students (and teachers) deserve better than to be used as guinea pigs.
~ Dianne Khan
Sources and further reading:
A shocking statistic about the quality of education research – The Washington Post
Facts Are More Important Than Novelty: Replication in the Education Sciences – Matthew C. Makel1 and Jonathan A. Plucker