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 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
Save Our Schools finds little evidence to support the claim by the Māori Party that charter schools are “delivering for our people”.
Closer scrutiny of the schools’ performance against their contracts suggests that none of the three schools with predominantly Māori students is actually meeting their main targets.
The Ministry set targets for student achievement using National Standards as the metric for the primary schools and the “School Leavers with NCEA Level 2” metric as the main target for secondary schools.
But Ministry analysis released in May this year showed that both of the primary schools, Te Kapehu Whetu-Teina in Whangarei and Te Kura Māori o Waatea in Mangere, were evaluated as “Not Met” for student achievement.
Whetu-Teina achieved only 2 of its 18 targets and Waatea achieved none of its 12 targets in 2015 according to the Ministry analysis.
The secondary school based in Whangarei, Te Kura Hourua o Whangarei Terenga Paraoa, reported high NCEA participation-based pass rates but its School Leavers stats showed a different picture.
The Education Counts database showed Paraoa as having 84.6% of School Leavers in 2015 leaving with NCEA Level 1 or above against a target of 84.0%; but its School Leavers with NCEA Level 2 or above figure of 69.2% did not quite reach its contract target of 73.0%.
The Ministry has not released its revised evaluation of the school’s performance against target, as it has only recently acknowledged an inconsistency in how the secondary school contract performance measures have been interpreted.
But on the surface, Paraoa has not reached the key NCEA Level 2 School Leaver target that the Government focuses on.
Finally, we have to keep in mind that the fourth school with predominantly Māori students, based at Whangaruru in Northland, was closed earlier this year by the Minister.
So, on balance, there seems to be little evidence at this early stage to support the claims being made.
– Bill Courtney. Save Our Schools NZ
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
This is the second in a series of postings following up an op-ed written by Don Brash published in the NZ Herald.
Our first response discussed what motives might lay behind what we feel is a concerted PR push by Villa Education Trust, the Sponsor of South Auckland Middle School.
In this piece we will look at the statement made in the op-ed about funding, as this remains one of the real sticking points about the early charter schools.
Ah yes, critics argue, but partnership schools get a lot more money from the taxpayer than other schools do. Absolute nonsense.
Sorry, Dr Brash, but charter schools do get more OPERATIONAL FUNDING than the local schools get. Especially when their funding is compared to the larger schools in South Auckland, where SAMS is located.
In a nutshell, SAMS received total operational funding of approx. $12,800 per student in 2015 compared to Manurewa Intermediate (the intermediate school used in the article) which received approx. $5,600 per student.
To understand how this large discrepancy arises, we need to look at the original charter school funding model. The single biggest policy mistake it made was to try and work out the equivalent funding that a stand alone State school of the same size and type might receive.
But, in practice, the charter schools are being created in places like South Auckland where there are larger, more established schools that receive much lower average per student funding. This means that the larger schools could not possibly recreate the conditions such as class sizes of 15 that the smaller charter schools can.
One recent story on Radio NZ described the pressure on some South Auckland schools that saw many of them using their libraries and halls as teaching spaces. One school had plans to start teaching next year in the staffroom!
So, is it any wonder that when given the option of class sizes of 15, free uniforms and free stationery, that parents may be choosing the charter school?
Let’s look briefly at the original charter school funding model, noting that this model has already been changed for the third round schools that have just been announced.
The original model had two essentially fixed components per school: Base Funding and Property & Insurance. The property component is fixed for the first 3 years (unless the school changes size or teaching year levels) and the base funding component varies by type of school (secondary, middle or primary) and is indexed each year.
Variable Funding comes in two parts: a Per Student Grant and Centrally Funded Services. The two variable components are then multiplied by the number of students on the roll or the Guaranteed Minimum Roll (“GMR”) whichever is the greater. So, if the actual school roll is less than the GMR, the Sponsor gets paid for at least the GMR number of students.
In 2015, SAMS operated at its Maximum Roll, which was originally 120 students.
So, putting all the components together the SAMS financial statements show revenue from Government Grants of $1,536,016, or an average government funding figure of approx. $12,800 per student, in 2015.
So let’s walk through the SAMS financial statements for 2015 and see what Villa does with its $1.5 million of funding.
First, it pays the rent, which is $150,000 per annum. If we are generous, and include all Property expenses, including utilities, we find these amounted to $194,776 in the 2015 financial statements.
This would then leave a total of $1,341,240, or $11,177 per student after we have acquired and maintained the school premises.
What do we do next? We would look to hire the teachers necessary to deliver on the 1:15 class size ratio.
For a school of 120 students, we would need 8 teachers, at a round number cost of $75,000 per annum each. That should cost us approx. $600,000 and we find that teacher salaries in the 2015 SAMS accounts came out at pretty much that amount: $584,883. Add in the other curriculum related costs, such as classroom resources – including those free school uniforms and stationery – and total Learning Resources amounted to $869,846.
That leaves us with $471,394 to pay for the administration of a 120 student school.
Plenty of money to pay for a full-time Community Liaison Manager – nice if you can afford it – pay for all the office and other admin costs and allow for depreciation and you spend a total of $263,906.
And what does that leave room for?
That’s right: the Management Fee payable to the Sponsor of $140,000. That’s the cost of hiring a full-time principal at a much larger school!
For comparison, let’s see how Manurewa Intermediate is getting on.
The Find A School application on the Education Counts website has summary financial information for State and State-Integrated schools.
In 2015 Find A School showed Manurewa Intermediate’s Staffing Entitlement figure was $2,510,958 and its Operations Grant figure was shown as $1,431,808. So, let’s cash this all up and make an OPERATIONAL FUNDING total of $3,942,766.
But straight away we have a problem. Manurewa Intermediate has 704 students. So we start our comparison with average per student government funding of only $5,600 per student.
Its property is owned by the Crown, so it doesn’t pay rent in cash. So we can skip straight to the teacher costs.
To engineer class sizes of 15, we would need to buy 47 teachers. At a cost of $75,000 each we would need $3,525,000.
That would leave us with only $417,766 or $593 per student to pay for everything else necessary to run a school of 704 students which is nearly 6 times the size of SAMS!
Out of that amount, we would need to pay for all classroom and curriculum resources, all the non-teaching staff, all the administration costs, the utilities and property maintenance costs and the depreciation to cover the replacement of all the furniture, equipment and ICT resources.
Hopefully you can see from this comparison that it would be virtually impossible for Manurewa Intermediate to have class sizes of 15 with the level of government operational funding it receives.
You could also arrive at the same conclusion with a simple rule of thumb calculation.
Based on a teacher cost of $75,000, in a class size of 15 each student needs to contribute $5,000 to pay for their teacher. SAMS had $11,177 after paying for the premises; Manurewa Intermediate started with $5,600.
In summary, what readers interested in understanding charter schools funding need to appreciate is the significant influence of the fixed cost components of their funding model.
Even at its initial maximum roll of 120, the fixed components of SAMS’ funding comprise 57% of its total funding: base funding was $578,021 and the property component was $303,681. That is why the charter schools are proving to be more expensive than their local counterparts: they are small schools with high fixed cost funding.
But they are being compared to larger, longer established schools where the fixed costs are spread over a much greater number of students.
This is what economists call economies of scale.
It is a major reason why direct comparisons between schools with significantly different funding streams should be treated with real caution.
Research shows that the effects of smaller class sizes are positive and of real help, especially when dealing with students who need more intensive support.
Smaller class sizes are an expensive policy to engineer; but wouldn’t it be great to see class sizes of 15 in all our low decile schools, not just those favoured by the flawed charter school funding model.
~ Bill Courtney, Save Our Schools NZ
The NZ Herald ran an op-ed piece yesterday written by former ACT Party leader, Don Brash. It sang the praises of South Auckland Middle School, one of the two charter schools run by Alwyn Poole of Villa Education Trust.
The piece contained statistics of all sorts including figures purporting to compare the National Standards results for SAMS to local Manurewa schools. I will write separately on the thorny topic of comparing schools and how this might fit in to how we see the charter school concept playing out here in New Zealand.
We will also look again at the much higher operational funding that SAMS receives compared to local schools. And we will also deal with the silly comment that Dr Brash made about Rototuna Primary receiving “$40 million for start-up”, which is a ridiculous statement to make.
[If you want a summary of this year’s charter school funding read our piece from earlier this year]
But, in the meantime, let’s focus on the current PR push.
We have seen this push several times recently in the right wing blog sites Whale Oil and Kiwiblog and it even appeared in a piece in the National Business Review, written by another former ACT Party leader, Rodney Hide.
Alwyn is well known to many of us in the charter school circle. He is very aggressive in his marketing and communications, looking to push both the charter school concept and his own schools at every opportunity.
While there’s nothing really wrong with that, I suspect the motivation for this current push was that SAMS has fallen short of the student achievement performance targets in its contract.
This was confirmed last week when the Ministry’s evaluation of the 2015 charter school performance was published. SAMS met only two of its six Targets and was rated as Almost Met. However, its sister school out west, Middle School West Auckland, met only one of its six Targets and was rated Not Met.
Mind you, the Ministry report, dated 30 May 2016 but released in the last week of August, was buried on the charter school section of the Ministry’s website and not even put at the top of a long list of documents. No press release, no website announcement – nothing. I wonder why?
The Ministry report did not make any recommendations on the release of what is termed the 1 per cent retention amount of each school’s operational funding. This is supposed to be released only when a charter school has met all of its performance standards. [See charter school Agreement, Schedule 7: Payment, clause 1.4 (i)]
However, the Minister fudged this decision last year and released the retention payment to Villa, even though SAMS failed to meet its student engagement performance standard, due to having too many Stand Downs, Suspensions and Exclusions.
Just out of interest, we should also note that the two Villa charter schools have so far generated $640,016 in management fees to the Sponsor. And these are on top of any expenses incurred within the schools to cover both teaching and administration costs.
The charter school love-in group, known as the Authorisation Board and headed by another ACT Party ideologue, is in recruitment mode now for the Fourth Round. They have a slide pack that promotes the charter school concept as “Rigorous Accountability for performance against agreed objectives”.
Both SAMS and Middle West have not met their student achievement contract performance standards in the 2015 year.
We shall see what the Minister decides…
~ Bill Courtney, SOSNZ
The Education Ministry reported that some of last year’s new charter schools are not doing so well, but says there are good reasons for this.
The reasons given include students arriving at school far behind age-appropriate levels, student transience, the high rate of referrals from Child Youth and Family and the Police and referrals of difficult students from other schools.
Indeed, those are valid reasons for any school struggling to help students.
What I would like the Education Minister and the Undersecretary for Education to explain is how these factors are considered sound reasons for charter schools to struggle to help students and yet are considered excuses for public schools.
Sources and further reading:
Charter schools are privately run, publicly funded, and irregularly regulated.
John Oliver explores why they aren’t at all like pizzerias.
NZ, don’t say you haven’t been warned. We’re already seeing some of this here, and we only have NINE!
Analysis by Save Our Schools NZ shows that the charter primary and middle schools achieved only 27 out a combined total of 66 achievement Targets for the 2015 academic year. This is a hit rate of only 40.9%.
For most people, this would represent a “Fail” but David Seymour seems to have taken the dark art of grade inflation to a new height.
In his Free Press release (15 August), Seymour claims that his charter schools are “knocking it out of the park with results and innovation”.
Outrageous comments such as Seymour’s serve to remind us that charter schools are clearly not subject to any serious monitoring at all.
Seymour’s colleagues on the charter school Authorisation Board have just launched a marketing campaign to try and bounce back from the disastrous current application round.
One of the slides in the presentation pack describes the charter school model with this comment:
“Freedom from constraints imposed on regular state schools in exchange for rigorous accountability for performance against agreed objectives.”
But the agreed objectives are those set out in the charter school contracts and not those in Seymour’s fantasy baseball stadium.
It will be interesting to read the Ministry’s evaluation of 2015 charter school performance and to see whether they have also drunk too much of the charter school Kool-Aid.
For the record, the combined 2015 results for the 3 primary and 2 middle schools are shown below.
Contract Targets are set at each Year level, as being the percentage of students assessed as “At or Above National Standards” across Reading, Writing and Maths.
The schools have different numbers of Year levels in operation, as they become established, but these add to 22 in each subject area for the 2015 year.
Targets Met in total: Achieved 27 out of 66 40.9%
Reading: Achieved 7 out of 22 31.8%
Writing: Achieved 10 out of 22 45.5%
Maths: Achieved 10 out of 22 45.5%
– Bill Courtney, Save Our Schools NZ
The two charter schools operated by Villa Education Trust have achieved only 3 of their 12 student achievement targets for the 2015 year, according to analysis by Save Our Schools NZ.
According to the 2015 annual reports to the public released by the two schools, South Auckland Middle School achieved 2 of their 6 targets and Middle School West Auckland achieved only 1 of their 6 targets.
Detailed results are set out below.
South Auckland Middle School
|Target %||Outcome %||Target %||Outcome %||Target %||Outcome %|
Middle School West Auckland
|Target %||Outcome %||Target %||Outcome %||Target %||Outcome %|
Charter schools are supposedly going to be held to account for their performance against clearly specified performance standards set out in their contracts, including student achievement and student engagement.
In its first year of operation, South Auckland Middle School failed to meet its student engagement performance standard when it missed the required standard for stand downs, suspensions and exclusions.
But the Minister of Education still approved the release of the 1% performance retention funding retained under the contract, even though the contract wording required the school to reach all of its performance standards before such a payment could be made.
The clear underperformance in 2015 of both schools in the most important contract area, which is student achievement, should make the Minister’s decision this year clear cut.
But as charter schools are ultimately a political initiative anything can happen!
Cartoon by Emmerson – twitter.com/rodemmerson
Tracey Martin MP, Spokesperson for Education – Press Release
New Zealand First wants to protect the title of “teacher” and we will introduce a member’s bill to do so this week.
“The National Government, with support of the ACT Party and Maori Party, continue to amend the Education Act to allow individuals without in depth teacher training to market themselves as ‘teachers’ to parents and students.
“This is an attack on the status of our teachers and is likely to lower the standard of teaching and learning in schools.
“Parents should be 100% confident that anyone using the title of teacher has successfully completed the appropriate qualifications to support their students learning.
“This government has allowed Charter Schools to put untrained and unqualified individuals into classrooms and call themselves teachers. The new Education Amendment Bill will allow well-meaning degree graduates to market themselves as teachers, without in class supervision, after only an eight week Christmas course.
“Under the New Zealand First bill all parents can be assured that if their child has a ‘teacher’ then they are being taught by an educational specialist. By providing this simple method of identification parents truly have choice when it comes to who is leading the learning in their child’s education,” says Mrs Martin.
Prior to the publication of Save Our Schools NZ’s detailed analysis of charter school funding in 2016, we here present a summary of findings:
Finally, it will never be easy to make straightforward comparisons between charter school and State / State-Integrated school funding, as this inevitably involves an apples v oranges comparison. But even in their third year of operation, the first round schools still have high total funding per student costs compared to the weighted average across the school system.
And while things may or may not change over time, our approach will remain simple: “Follow the Money”.
~ Bill Courtney, Save Our Schools NZ
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
20 May 2016
Today’s announcement that the government will fund another seven charter schools and an independent body to support them comes as a huge disappointment to Principals across the nation.
‘Only a few months ago, the Minister was closing the Whangaruru failed charter school which spent $1.6million on a farm and the government has no mechanism to retrieve that money, even though the school is now closed,’ said Iain Taylor, President of the New Zealand Principals’ Federation today.
‘We thought that lessons had been learned from that disaster,’ said Taylor, ‘but obviously not.’
‘No one is calling for more of these schools,’ says Taylor. ‘Parents already have more than enough schools to choose from. Charter schools are a political arrangement with the government and the ACT party.’ he said.
‘Charter schools are a business, not a regular school, and businesses market themselves to get more customers by offering enticements. That’s what charter schools do”
‘Kids are not flocking to charter schools. Parents have to be enticed to send their kids there. We see the incentives like free school uniforms, free stationery and no programme charges,’ said Taylor. ‘Charter schools are a business, not a regular school, and businesses market themselves to get more customers by offering enticements. That’s what charter schools do,’ he said.
‘The Minister has often said that the vast majority of public schools of all decile levels in this country are great schools. We want all public schools in New Zealand to be great schools and we don’t need charter schools soaking up precious funds that would make that happen,’ said Taylor.
NZPF President Iain Taylor, media spokesperson
Mob: 021 190 3233
In these two short videos Assoc. Professor Peter O’Connor from the University of Auckland analyses why Charter schools are being introduced into New Zealand.
The first video was released in 2012. the follow-up in 2014, and together they give a good overall picture of the concerns people had and still have regarding NZ charter schools.
As a follow up, you may wish to watch Bryan Bruce’s up-coming doco about the New Zealand education system, ‘World Class?’, which is being aired on TV3 at 7.30 on Tuesday 24th May 2016. The doco was years in the making and should be very thought provoking.
The promo clip is here: