Scholarlink

<p>There has been a focus in New Zealand education policy in the last 20&#xa0;years to reduce the gap between the academic achievement of groups of students by ethnicity. A range of professional development interventions, assessment policies and leadership incentives have been put in place to leverage positive change for Māori students. There has been little independent research conducted that highlights evidence of change in outcomes for these students, despite the millions of dollars and resources invested by government. This paper provides an analysis of the university entrance (UE) results of Māori students attending state funded secondary schools with a particular focus on the schools where the academic results for these groups reveal achievement above national norms or compared to students from other groups in the same school. The analysis uses NCEA data (assessment standard entries and results) that NZQA holds for the cohort of 2023 Year 13 NCEA Level 3 school leavers (17–18-year-olds). Our findings suggest that school characteristics such as single sex and geographical area have some positive relationship with the results for Māori students. School level equity index is a significant predictor of UE rates for Māori students; however Māori language immersion mitigates the effects of socio-economic status (SES) and is a significant positive predictor on the rate at which Māori students gain UE.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Whaowhia te Kete Mātauranga: The Characteristics of New Zealand Secondary Schools Where Māori Students Flourish Academically

  • 期刊论文

  • 发表日期：

    2025年10月13日

查看全文
  • Camilla Highfield,
  • Shengnan Wang,
  • Rachel Woods,
  • Melinda Webber,
  • Jacinta Oldehaver

摘要

There has been a focus in New Zealand education policy in the last 20 years to reduce the gap between the academic achievement of groups of students by ethnicity. A range of professional development interventions, assessment policies and leadership incentives have been put in place to leverage positive change for Māori students. There has been little independent research conducted that highlights evidence of change in outcomes for these students, despite the millions of dollars and resources invested by government. This paper provides an analysis of the university entrance (UE) results of Māori students attending state funded secondary schools with a particular focus on the schools where the academic results for these groups reveal achievement above national norms or compared to students from other groups in the same school. The analysis uses NCEA data (assessment standard entries and results) that NZQA holds for the cohort of 2023 Year 13 NCEA Level 3 school leavers (17–18-year-olds). Our findings suggest that school characteristics such as single sex and geographical area have some positive relationship with the results for Māori students. School level equity index is a significant predictor of UE rates for Māori students; however Māori language immersion mitigates the effects of socio-economic status (SES) and is a significant positive predictor on the rate at which Māori students gain UE.