Maori Medium Student Outcome Overview 2001-2005

RESEARCH FINDINGS ON ÄKONGA ACHIEVEMENT IN PÄNUI, TUHITUHI AND PÄNGARAU IN MÄORI MEDIUM EDUCATION

Research Di vision

WAHANGA MAHI RANGAHAU

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

Author Paul Satherley, Project Manager

Comparative Education Research Unit, Research Division, Ministry of Education Email: paul.satherley@minedu.govt.nz Telephone: 64-4-463 8000 Fax: 64-4-463-8001

Acknowledgements

MAÂŻORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

The author gratefully acknowledges the comments and support of Lisa Rodgers, Lynne Whitney, John Hattie, Peter Keegan, Adrienne Alton-Lee, Denise Arnerich, Steve Benson, Fred Bishop, Avril Gaastra, Claire Harkess, Emily McDonough, Jorgette Maaka, Siobhan Murray and Lisa Rangiaho.

INTRODUCTION

4

ACHIEVEMENT IN PÄNUI

6

ACHIEVEMENT IN TUHITUHI

10

ACHIEVEMENT IN PÄNGARAU

14

OVERALL FINDINGS

17

RESPONSES TO FINDINGS

18

APPENDIX 1: SOURCES OF ÄKONGA ACHIEVEMENT INFORMATION

20

APPENDIX 2: REFERENCES

22

APPENDIX 3: GLOSSARY

23

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

CONTENTS

INTRODUCTION Purpose of the Mäori Medium Student Outcome Overview The Mäori Medium Student Outcome Overview presents findings from the Assessment Tools for Teaching and Learning (asTTle) and the National Certificate of Educational Achievement (NCEA) in majority Mäori medium education across the years of schooling. The Mäori Medium Overview relates particularly to the section of the Schooling Strategy 2005-2010 on Mäori success in schooling and the aspiration of “access to high-quality learning both of Te Reo Mäori and through the medium of Te Reo Mäori” .

The main purpose of the Mäori Medium Overview is to present some evidence about äkonga learning that can be used so that “time, expertise, and resources are focused on what will make the most difference for Mäori students”. This evidence can be used to complement the local knowledge of kura, kaiako, tamariki and their whänau. It will also help with the ongoing fine-tuning of teaching strategies to meet individual äkonga needs.

The Mäori Medium Overview provides some initial research, policy, programme and operational responses by the Ministry of Education to these findings.

Mäori medium schooling Aotearoa has a range of different settings and institutional arrangements for Mäori medium education.

The Mäori Medium Overview aims to present some findings on äkonga achievement for äkonga learning in majority Mäori medium education – where for more than half of each teaching day äkonga are taught in Te Reo Mäori, though this definition cannot be very rigidly used.

Studies included in the Mäori Medium Overview The two data collections, asTTle and NCEA, included in the Mäori Medium Overview have different focuses of interest, objectives, methodologies and types of assessment, and were done at different times and have different äkonga populations. In this report we focus on the asTTle results for primary levels of schooling, Years 4-8, and the NCEA results for secondary levels of schooling Years 9-13.Together they provide a broadly consistent picture of achievement and areas of concern across the years of schooling.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

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Assessment Tools for Teaching and Learning (asTTle) asTTle is an educational resource for assessing reading, writing and mathematics in both Mäori and English medium. This tool has been developed for the Ministry of Education by the University of Auckland. asTTle’s Mäori medium assessment items were developed within the framework of the Mäori medium curriculum. asTTle provides kaiako, äkonga, whänau and communities with information about äkonga level of achievement, relative to desired curriculum achievement outcomes, for äkonga in Years 4 to 12. asTTle scores are linked to curriculum levels in each of the assessment areas. The primary and ongoing purpose of asTTle is to provide a formative assessment tool for kaiako to create tests to assess the learning needs of their äkonga.

But in addition, the development stage of asTTle generated, as a one-off by-product of the trialling of test items in the period from 2001 to 2004, nationally representative statistics on äkonga achievement in pänui, tuhituhi and pängarau. The asTTle findings presented in the Mäori Medium Overview are aggregated from data collected across this time period. They are not based on any data generated by kura as part of their ongoing use of asTTle as an assessment tool.

Data collected in the development phase of asTTle have provided new information on äkonga achievement in pänui, tuhituhi and pängarau linked to curriculum levels. The three domains, pänui, tuhituhi and pängarau, form the backbone of the Mäori Medium Overview.

1.

Ministry of Education (2005d), p 13

2.

Ministry of Education (2005d), p 14

3.

Project asTTle Team (2006a-c)

National Certificate of Educational Achievement (NCEA) NCEA is the national qualification in Aotearoa for senior secondary äkonga, implemented from 2002.

It covers the comprehensive range of subjects taught in Aotearoa secondary schools in both Mäori and English medium. NCEA is one of the qualifications of the National Qualifications Framework (NQF). This report uses NQF statistics to provide information on äkonga achievement at the senior kura tuarua level, which it refers to as NCEA results.

For pängarau, most NCEA assessment materials for Mäori medium education are translated from the English language assessment materials for the mainstream mathematics curriculum.

More detailed information on asTTle and NCEA appears in Appendix 1.

Structure and scope of the Mäori Medium Overview We have decided to structure the Mäori Medium Overview within the framework of asTTle’s three Mäori medium domains. It therefore relates only to a subset of the whole curriculum.

Neither asTTle nor NCEA findings establish causal links between interventions (or äkonga, family, kaiako or kura attributes) and achievement, nor did they aim to. Rather, they provide associations or correlations. We therefore need to carefully consider and analyse the results of these studies, together with other knowledge and research findings about teaching and learning, in order to build a comprehensive evidence base for developing the most effective interventions.

The Mäori Medium Overview is a first step in integrating findings across different data collections. It aims to provide a broadly descriptive picture, rather than undertake detailed analysis. However, further work would be more in-depth and use more technically sophisticated methods to compare findings.

Summary of key findings The following points summarise the key findings of the Mäori Medium Overview. More details appear in the Overall Findings section (page 17). Äkonga in majority Mäori medium education advance in learning as they pass through their years of schooling. However, learning does not progress at a constant rate across curriculum levels, across school years, or areas of learning.

Though some boys in majority Mäori medium education achieve at a very high level, boys are overrepresented in those who achieve at a low level, particularly in tuhituhi and pänui.

Most äkonga who are participating in majority secondary Mäori medium education gain NCEA credits in pänui and tuhituhi credits in Years 9 and 10.

Mäori medium NCEA candidates have a high rate of achieving the external pänui and tuhituhi standards they attempt.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

Äkonga learning in Mäori medium who speak even only a little Te Reo Mäori at home achieve better than those who speak none.

PAGE 5

Early immersion is associated with better äkonga achievement in pänui, tuhituhi and pängarau.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

ACHIEVEMENT IN PA¯NUI

PAGE 6

Aspects of pänui The studies or data sources which assess pänui (reading) achievement in majority Mäori medium are: asTTle (Years 4–8) and NCEA (Years 9–13). asTTle measures achievement in the four major content areas of the pänui curriculum: rapu möhiohio (finding information) mätauranga (knowledge) märamatanga (understanding) whakamärama (interpretation/evaluation).

Pänui can be assessed through Te Reo Mäori and Te Reo Rangatira. Te Reo Mäori has three externally assessed achievement standards in pänui up to NCEA Level 3, as well as several internally assessed unit standards that encompass both school and tertiary levels. Most of the Te Reo Mäori pänui credits gained by those at school are through achievement standards. The majority of candidates gaining credits in Te Reo Mäori pänui were at English medium schools, but this section only focuses on immersion kura candidates.

Te Reo Rangatira includes two internally assessed and four externally assessed achievement standards in pänui. Unlike Te Reo Mäori standards, very few candidates outside immersion kura gained Te Reo Rangatira credits.

NCEA results in Te Reo Mäori provide a picture of the achievement for those candidates who entered for NCEA achievement standards. This differs from asTTle where results are based on a sample of äkonga in each year of Mäori medium education. Many äkonga learning in Mäori medium begin gaining credits in Level 1 NCEA achievement standards in Te Reo Mäori earlier than Year 11.

An important aspect of these results is that the ‘first’ language of most äkonga learning in Mäori medium is in fact English. In general, therefore, the studies assess äkonga achievement in their ‘second’ language. Results of assessment studies need to be viewed in the light of the complexities surrounding second language acquisition specifically for Te Reo Mäori in Aotearoa.

Overall pänui achievement asTTle results show that, on average, äkonga pänui skills increase steadily from Year 5 to Year 8.

Pänui achievement by äkonga year asTTle results showed a steady increase in pänui achievement between Years 5 and 8 relative to curriculum levels.

At secondary levels, the number of immersion kura candidates gaining both Te Reo Mäori and Te Reo Rangatira pänui credits is increasing (shown in TABLE 1 and TABLE 2). The rapid increase between 2002 and 2004 is not surprising, given that the Level 2 and Level 3 achievement standards were first introduced in 2003 and 2004 respectively.

Candidates at immersion kura are likely to gain Te Reo Mäori pänui credits when in Years 9 and 10.

4.

A candidate is an äkonga who has gained at least one credit on the National Qualifications Framework.

5.

An immersion kura for this analysis is defined as a kura where all äkonga are receiving between 81-100% of their instruction in Te Reo Mäori.

6.

May, S., Hill, R., and Tiakiwai, S. (2004), p 2

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

A recent review of bilingual education concludes that, for bilingual äkonga, bilingual programmes are consistently more effective at promoting long-term bilingualism than non-bilingual programmes.

For Mäori medium education, the review highlights the challenges of teaching in a medium that is a ‘second’ language for many äkonga.

PAGE 7

At secondary levels, immersion kura candidates have a high rate of achieving the external pänui standards they attempt. In 2004 and 2005, around 85% of the pänui standards attempted were achieved.

TABLE 1 Number of immersion kura candidates to gain Te Reo Mäori pänui credits, 2002 – 2005 2002

2003

2004

2005

Year 9

20

13

115

104

Year 10

35

46

106

126

Year 11

35

54

72

68

Year 12

6

9

33

36

9

4

335

338

Year 13 Total

96

122

Note: Year 13 candidates in 2002 and 2003 have not been included because there were fewer than 4 candidates. Fewer immersion kura candidates gain Te Reo Rangatira pänui credits compared to Te Reo Mäori pänui credits (see TABLE 2). Candidates are likely to gain Te Reo Rangatira pänui credits in Year 10 and Year 11.

TABLE 2 Number of immersion kura candidates to gain Te Reo Rangatira pänui credits, 2002 – 2005 2002 Year 9

2003

2004

2005

15

18

46

Year 10

12

24

31

39

Year 11

15

34

67

45

Year 12

6

6

24

27

6

13

146

170

Year 13

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

PAGE 8

Total

33

79

Note: Year 9 candidates in 2002 and Year 13 candidates in 2002-2003 have not been included because there were fewer than 4 candidates.

Pänui achievement by gender Girls achieved better than boys in pänui across all years of schooling. Studies that assess äkonga achievement across different countries show that girls out-perform boys in reading in nearly all countries participating.

According to asTTle, girls had a distinct advantage – about two years ahead – over boys across the kura tuatahi Years 5 to 8 in pänui achievement.

Achievement in pänui content areas In Years 4 to 7, asTTle showed little difference in performance in rapu möhiohio (finding information), mätauranga (knowledge), and märamatanga (understanding) but äkonga performance on whakamärama (interpretation/evaluation) was noticeably better. By Year 8, performance in rapu mähiohio had increased to be on a par with performance in whakamärama.

Pänui achievement by length of immersion asTTle, showed that, on average, äkonga who had had the full length of their schooling in Mäori medium and those having more than half of their schooling in Mäori medium had substantially higher scores in pänui than late immersion äkonga. The difference was particularly noticeable at Year 8. These results show that the earlier an äkonga enters an immersion programme, the more likely they are to achieve well in pänui at Year 8.

Pänui achievement by frequency of Mäori spoken at home

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

PAGE 9

Äkonga who spoke Mäori at home, no matter to what extent, had higher average scores across Years 5 to 8 compared to äkonga who did not speak any Mäori at home. This difference widened through the primary years. There was little difference between those who sometimes spoke Mäori at home and those who spoke Mäori all or most of the time. This is evidence that whänau who speak even a little Mäori at home help increase their children’s chances of good progress in pänui.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

ACHIEVEMENT IN TUHITUHI

PAGE 10

Aspects of tuhituhi The studies or data sources which assess tuhituhi (writing) achievement in Mäori medium are: asTTle (Years 4–8) and NCEA (Years 9–13). asTTle’s assessment tasks cover six purposes for tuhituhi: tautohe (persuade) tohutohu (instruct) tuhi paki (narrate) whakaatu (describe) whakamärama (explain) taki (recount). asTTle tasks included assessment of äkonga written work in seven curriculum content areas: whaihua (effectiveness) kiko (content) hanganga (structure) mätauranga reo (language knowledge/resources for achieving the purpose) wetewete reo (grammar) tohutuhi (punctuation) tuhituhi kupu (spelling).

Like pänui, tuhituhi can be assessed through both Te Reo Mäori standards and Te Reo Rangatira standards. Te Reo Mäori includes three external achievement standards at Levels 1, 2 and 3, and several unit standards ranging from Level 1 to Level 8 on the National Qualifications Framework. Most Te Reo Mäori tuhituhi credits gained by those at kura were from achievement rather than unit standards. The majority of candidates to gain Te Reo Mäori tuhituhi credits were at English medium schools, but this section only looks at those at immersion kura.

Te Reo Rangatira includes three internal and three external achievement standards in tuhituhi.

Overall tuhituhi achievement At secondary levels, immersion kura candidates have a high rate of achieving the external tuhituhi standards they attempt. In 2004 and 2005, around two-thirds of the tuhituhi standards attempted were achieved. However, this is lower than the achievement rate for pänui standards.

PAGE 11

asTTle results show growth in tuhituhi skills throughout kura tuatahi.

According to asTTle, äkonga scores in tuhituhi increased slowly, relative to curriculum levels, from Year 5 to Year 8.

At secondary levels, as with pänui, the numbers of candidates gaining tuhituhi credits is increasing (see TABLE 3 and TABLE 4).

Fewer candidates gain credits in tuhituhi compared to pänui. This is true for both Te Reo Mäori and Te Reo Rangatira credits. This is particularly evident in 2004 and 2005, when all three levels of achievement standards are available (see TABLE 1 and TABLE 2 for pänui and TABLE 3 and TABLE 4 for tuhituhi).

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

Tuhituhi achievement by äkonga year

TABLE 3 Number of immersion kura candidates to gain Te Reo Mäori tuhituhi credits, 2002 – 2005 2002

2003

2004

2005

Year 9

20

12

87

70

Year 10

36

46

88

120

Year 11

35

56

64

66

Year 12

7

9

30

36

8

5

277

297

Year 13 Total

98

123

Note: Year 13 candidates in 2002 and 2003 have not been included because there were fewer than 4 candidates. Fewer immersion kura candidates gain Te Reo Rangatira credits in tuhituhi compared to Te Reo Mäori tuhituhi credits.

TABLE 4: Number of immersion kura candidates to gain Te Reo Rangatira tuhituhi credits, 2002 – 2005 2002 Year 9

2003

2004

2005

13

15

24

Year 10

12

24

17

28

Year 11

14

31

41

23

Year 12

6

10

9

83

84

Year 13 Total

32

68

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

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Note: Year 9 candidates in 2002, Year 12 candidates in 2003 and Year 13 candidates 2002-2005 have not been included because there were fewer than 4 candidates.

Tuhituhi achievement by gender On average, girls outperform boys in tuhituhi across all levels of schooling. asTTle results showed that girls on average outperformed boys in tuhituhi across Years 5 to 8. The difference was greatest at Year 6. The gap narrowed, but did not close by Year 8.

Achievement in tuhituhi content areas In general, äkonga performed similarly in the various tuhituhi content areas. However, tohutuhi (punctuation) was consistently the lowest scoring content area, while whaihua (effectiveness), tuhituhi kupu (spelling) and kiko (content) were consistently the highest scoring content areas.

Achievement in tuhituhi purposes Average achievement increased through Years 5 to 8 across all six purposes for tuhituhi. The tasks that required äkonga to taki (recount) and to tuhi paki (narrate) had the highest average scores from Year 5 to 8. The average score for whakamärama (explain) was well below the other purposes.

Tuhituhi achievement by length of immersion On average, äkonga who had had their full length of schooling in Mäori medium, and those having more than half, had very similar results in tuhituhi achievement, while late immersion äkonga scored noticeably lower for Years 5 and 6. However, the gap closed in Years 7 and 8. This is a different pattern from both pänui and pängarau where different lengths of immersion were associated with differences in performance throughout primary years. This result should be understood in the light of the complexities of ‘second’ language acquisition for many Mäori medium äkonga.

Tuhituhi achievement by frequency of Mäori spoken at home

7.

Christensen, I. (2004), p 27

8.

We assume here that 14 credits indicates that candidates sat and achieved enough to have successfully studied the subject over the full year.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

PAGE 13

Äkonga who speak Mäori at home sometimes or frequently achieved better, on average, in tuhituhi than those who never spoke Mäori at home. This suggests that even only a little Mäori spoken at home increases the chances of good tuhituhi achievement. However, the advantage was much less in Year 7.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

ACHIEVEMENT IN PA¯NGARAU

PAGE 14

Aspects of pängarau The studies or data sources which assess pängarau achievement in Mäori medium are: asTTle (Years 4–8) and NCEA (Years 9–13). asTTle measures five content areas in the pängarau curriculum: tau (number) taurangi (algebra) ähuahanga (geometry) inenga (measurement) tauanga (statistics).

This section looks at achievement in pängarau through both asTTle and the National Qualifications Framework. Pängarau includes the following NQF domains: algebra; number; measurement; calculus; geometry; trigonometry; mathematics; pängarau; probability; statistics; mathematical processes; and mathematical studies.

Overall pängarau achievement asTTle showed äkonga achievement in pängarau increasing over their school years.

Evaluations of Te Poutama Tau, the Mäori medium component of the Numeracy Development Project, have identified language proficiency (both general proficiency in Te Reo Mäori and also specific mathematics vocabulary) as a significant factor that impacts on äkonga progress in mathematics.

Pängarau achievement by äkonga year The asTTle data showed steady progress in pängarau over school years 4 to 8.

At secondary levels, the number of immersion kura candidates who gained pängarau credits is increasing (see TABLE 5). The higher numbers in 2004 and 2005 compared to 2002 and 2003 are not surprising, given that all three levels of achievement standards were available only from 2004.

Immersion kura candidates are most likely to gain pängarau credits in Year 11. However, a small yet increasing number are gaining credits in pängarau as Year 9 and Year 10 candidates. Very few of the Year 9 and Year 10 candidates gain 14 or more credits in pängarau, which suggests that they are spreading their Level 1 pängarau achievement over two or more years.

2002

2003

2004

2005

Year 9

7

6

24

62

Year 10

10

16

54

126

Year 11

57

103

132

120

Year 12

10

52

70

63

Year 13

19

19

39

29

Total

103

196

319

400

The Ministry of Education has commissioned a best evidence synthesis on teaching approaches that facilitate learning for diverse learners in pängarau. This BES is due to be published in early 2007 and will be available from www.minedu.govt.nz/goto/bestevidencesynthesis.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

Number of immersion kura candidates to gain at least one pängarau credit, 2002 – 2005

PAGE 15

TABLE 5

Pängarau achievement by gender Girls scored higher than boys across the kura tuatahi years, though the gap in performance was narrower than for pänui and tuhituhi.

Achievement in pängarau content areas The pattern of achievement across the five pängarau content areas was similar through kura tuatahi, Years 4 to 8.

Pängarau achievement by length of immersion Until Year 7, length of immersion in Mäori education was not a factor in pängarau achievement. But

by Year 8, äkonga who had been in Mäori-medium education for all their schooling achieved better in pängarau than early immersion äkonga, who in turn achieved better than late immersion äkonga. Late immersion äkonga entered Level 3 of the pängarau curriculum about one year after their peers.

Pängarau achievement by frequency of Mäori spoken at home

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

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Äkonga who spoke Mäori at home sometimes or most of the time had a significant advantage, on average, over those who never spoke Mäori at home. As was the case with pänui, and tuhituhi, there was no difference in achievement between those who spoke Mäori at home only sometimes and those who spoke Mäori all or most of the time.

OVERALL FINDINGS The Mäori Medium Student Outcome Overview has outlined findings from asTTle and NCEA on äkonga achievement in majority Mäori medium education.

Overall findings The findings are clear that: Äkonga in majority Mäori medium education advance in learning as they pass through their years of schooling. However, learning does not progress at a constant rate across curriculum levels, across school years, or areas of learning.

Though some boys in majority Mäori medium education achieve at a very high level, boys are overrepresented in those who achieve at a low level, particularly in tuhituhi and pänui.

Early immersion is associated with better äkonga achievement in pänui, tuhituhi and pängarau. Äkonga learning in Mäori medium who speak even only a little Te Reo Mäori at home achieve better than those who speak none.

Many äkonga who are participating in majority secondary Mäori medium education gain NCEA credits in pänui and tuhituhi in Years 9 and 10.

Mäori medium NCEA candidates have a high rate of achieving the external pänui and tuhituhi standards they attempt.

These common findings give us pointers about both positive aspects of Mäori medium äkonga achievement and also areas that are of concern, and therefore confidence that we can develop strategies and responses that will help improve äkonga performance. We can also focus further research on the most relevant areas.

Issues about responding to overall findings

The ‘first’ language of most äkonga learning in Mäori medium is in fact English. In general, therefore, the studies assess äkonga achievement in the medium of their ‘second’ language. Results of assessment studies need to be viewed in the light of the complexities surrounding ‘second’ language acquisition specifically for Te Reo Mäori in Aotearoa.

Also, some Mäori medium äkonga transfer to English medium for secondary schooling which means the composition of the kura tuatahi and kura tuarua Mäori medium äkonga populations is likely to differ.

These points indicate that in some areas we should move with caution, and carefully review other knowledge about äkonga achievement together with the results of these studies. In particular, a key aspect of developing practical steps for these responses is to reflect on local knowledge about kura, äkonga, kaiako, and their communities together with the overall picture provided by the national assessment studies whose findings are outlined in this Mäori Medium Overview.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

The studies tell us how äkonga achievement is correlated or associated with characteristics of learners or kura. However, they neither identify what causes particular patterns of äkonga achievement, nor how they occur.

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Where results are derived from data collected several years ago (the asTTle development phase for Mäori medium collected data 2001–2004) they cannot reflect äkonga outcomes resulting from recent initiatives and investments in the schooling sector, or even longer-established initiatives whose benefits take time to accrue.

RESPONSES TO FINDINGS This chapter outlines some responses of the Ministry of Education to the overall findings of the Mäori Medium Student Outcome Overview.

We should continue to build on the successes of äkonga learning in Mäori medium.

Many äkonga in majority Mäori medium education achieve highly when compared with Aotearoa Curriculum expectations. Many äkonga in Mäori medium education achieve NCEA pänui and tuhituhi credits in Years 9 and 10 – rather than Year 11. Their successes should be acknowledged in kura, and at an education system level, as we develop and implement initiatives for improving äkonga achievement in Mäori medium. We could undertake further research aimed at understanding more about factors related to these äkonga successes.

We should continue with initiatives to support quality teaching for diverse äkonga developed in the light of research evidence.

The Ministry’s commitment to promoting and supporting quality teaching for diverse äkonga was built in part on the basis of information from studies which assess äkonga achievement at the system level.

The studies that have contributed to this report continue to show disparity in achievement across different subgroups of äkonga in majority Mäori medium education.

We should undertake more research on the impact of curriculum policy on äkonga achievement in Mäori medium. asTTle results provide a direct link between the assessment and curriculum levels. The findings show that some curriculum levels are achieved, on average, in a shorter time than others.

Further research could be undertaken on the variability in progress across school years and curriculum areas, and for boys and girls. How important different rates of progress are for long-term achievement is a key question.

We should continue with Te Poutama Tau, the Mäori medium component of the Numeracy Development Project.

This project, which uses professional development for kaiako and evidence-based teaching, clearly results in significant improvements in äkonga achievement in pängarau.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

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We should consider developing a range of research that focuses on äkonga achievement in majority Mäori medium education.

Understanding in more depth the patterns of äkonga achievement in Mäori medium education is very important. A wider portfolio of research findings on the performance of äkonga in majority Mäori medium education over time and in key areas, including pänui, tuhituhi and pängarau, would provide valuable input into the development of programmes that work towards both fairer outcomes for äkonga, and also lifting overall achievement. The relative contribution of factors such as early enrolment, Te Reo Mäori being spoken at home and/or whether Te Reo Mäori is äkonga or kaiako ‘first’ or ‘second’ language need to be explored further.

We should continue with a focus on improving äkonga achievement in pänui, tuhituhi and pängarau.

We need to assess the implications for kaiako professional development of findings, such as Te Poutama Tau, highlighting the links between language and pängarau learning.

We should let whänau of äkonga in Mäori medium education know that äkonga achievement is better when even only a little Te Reo Mäori is spoken at home.

Evidence from the studies described in the report indicates some factors that can be linked to improved performance for äkonga in Mäori medium settings. For example, even only a little Te Reo Mäori spoken at home is linked to better performance. This message can be used to encourage whänau to speak with their children in Te Reo Mäori at home – even if they have only limited te reo.

9.

NCEA qualifications were introduced in 2002. The NCEA Level 1 qualification was first available in 2002, NCEA Level 2 and Level 3 qualifications were first available in 2003, although NCEA Level 3 did not replace bursary until 2004. NCEA Level 1 is the qualification typically gained

by Year 11 candidates, while NCEA Level 2 and Level 3 are the qualifications typically gained by Year 12 and Year 13 candidates respectively.

10.

Many äkonga in majority Mäori medium education achieve NCEA Level 1 credits at Years 9 and 10.

Final remarks These responses are based on evidence from asTTle and NCEA. The Ministry of Education believes that they need to be understood together with a wide range of other knowledge and research in order to help most effectively with the development of initiatives and investments leading to äkonga achieving more of their potential within Mäori medium education.

Kura whänau know, within their own contexts, about their äkonga, kura, kaiako and resources for learning. Also, a wide range of research exists on teaching and learning. The findings presented in the Mäori Medium Overview present a broad picture that helps kura whänau see how their local setting relates to a national context. All this knowledge needs to be applied to develop practical solutions and initiatives that will help in specific situations.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

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In line with the Schooling Strategy, the overall aim is both to raise achievement for all äkonga, and also to work to reduce disparity between different groups of äkonga.

PAGE 20

asTTle

Tuhituhi

Social sciences

Health & Physical

The Arts

Technology

asTTle

asTTle

4

Pänui

Science

Pängarau

Curriculum area

Year level

asTTle

asTTle

asTTle

5

asTTle

asTTle

asTTle

6

asTTle

asTTle

asTTle

7

asTTle

asTTle

asTTle

8

asTTle

asTTle

asTTle

9

Sources of Mäori medium äkonga achievement information by curriculum level and year level

TABLE 6

APPENDIX 1: SOURCES OF ¯AKONGA ACHIEVEMENT INFORMATION

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

asTTle

asTTle

asTTle

10

11

12

NCEA

13

99

00

✓

✓

Yes Yes Yes Approx 9-17 Y4–12 2000- 2004 National English & Mäori Assessments developed from NZC

Pängarau

Tuhituhi

Pänui

Average age of äkonga

School year

Year of study

National/ international

Language of test

Match to NZ Curriculum (NZC)

✓

06

✓

07

Assessments developed from NZC

English & Mäori

National

Level 1: from 2002, Level 2: from 2003, Level 3: from

Y9-13

Approx 13-18

Yes

Yes

Yes

NZQA

National Certificate in Educational Achievement

NCEA

✓

05

PAGE 21

Many äkonga in majority Mäori medium education achieve NCEA Level 1 credits at Years 9 and 10.

Level 1 is the qualification typically gained by Year 11 candidates, while NCEA Level 2 and Level 3 are the qualifications typically gained by Year 12 and Year 13 candidates respectively.

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

10.

✓

✓

04

NCEA qualifications were introduced in 2002. The NCEA Level 1 qualification was first available in 2002, NCEA Level 2 and Level 3 qualifications were first available in 2003, although NCEA Level 3 did not replace bursary until 2004. NCEA

University of Auckland

Administering body

9.

Assessment Tools for Teaching and Learning

asTTle

✓

✓

✓

03

02

01

Full title of study

Key information about asTTle and NCEA

TABLE 8

NCEA Yrs 11 – 13

asTTle Yrs 4–12

Year of assessment

Aotearoa participation in assessment studies in pänui, tuhituhi and pängarau.

TABLE 7

APPENDIX 2: REFERENCES Publications Christensen, I. (2004). Exploring Issues in Mathematics Education: An Evaluation of Te Poutama Tau 2003.

Wellington: Ministry of Education Higgins, J., Irwin, K.C., Thomas, G., Trinick, T. and Young-Loveridge, J. (2005). Findings from the Aotearoa Numeracy Development Project 2004. Wellington: Ministry of Education May, S., Hill, R., and Tiakiwai, S. (2004). Bilingual/Immersion Education: Indicators of Good Practice.

Wellington: Ministry of Education Ministry of Education (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis.

Wellington: Ministry of Education Ministry of Education (2005a). Mäori Achievement and Achievement of Mäori Immersion & Bilingual Schools: High Level Analysis. Wellington: Demographic and Statistical Analysis Unit, Ministry of Education Ministry of Education (2005b). New Zealand Schools Ngä Kura o Aotearoa 2004: A Report on the Compulsory Schools Sector in New Zealand. Wellington: Ministry of Education Ministry of Education (2005c). The Numeracy Story continued: What is the evidence telling us?

Wellington: Ministry of Education Ministry of Education (2005d). Schooling Strategy 2005-2010: Making a Bigger Difference for all Students.

Wellington: Ministry of Education Project asTTle Team (2006a). asTTle In Focus: Achievement in Pängarau. Wellington: Ministry of Education Project asTTle Team (2006b). asTTle In Focus: Achievement in Pänui. Wellington: Ministry of Education Project asTTle Team 2006c). asTTle In Focus: Achievement in Tuhituhi. Wellington: Ministry of Education

PAGE 22

Ministry of Education websites www.minedu.govt.nz www.minedu.govt.nz/goto/bestevidencesynthesis www.minedu.govt.nz/goto/schoolingstrategy www.educationcounts.edcentre.govt.nz www.tki.org.nz

Other websites

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

asTTle: www.asttle.org.nz NZQA: www.nzqa.govt.nz

APPENDIX 3: GLOSSARY kura has been used in reference to schools in Mäori medium settings kura tuarua has been used in reference to secondary schools in Mäori medium settings kura tuatahi has been used in reference to primary schools in Mäori medium settings kaiako has been used in place of teacher äkonga has been used in place of student whänau has been used in place of family

MA¯ORI MEDIUM STUDENT OUTCOME OVERVIEW 2001-2005

PAGE 23

kura whänau has been used in place of school communities

Published by: MINISTRY OF EDUCATION Š Crown Copyright All rights reserved All enquiries should be made to the publisher 2006 This report is available from the Ministry of Education website www.minedu.govt.nz ISBN 0-478-13501-7 ISBN Web: 0-478-13502-5