ADOLESCENT DISENGAGEMENT

FROM SCHOOLFOCUS

Disengagement and low achievementof Māori and Pasifika adolescent males

Seminar Presentation to Principal, Senior Management and Heads of Learning.

Sue Carnegie-Harding (Smith)

9.00 am – 10.00 am Welcome and Overview Disengagement - What the research says Key Factors in Disengagement and Low Achievement in Adolescents Key Factors in Disengagement and Low Achievement in Maori and Pasifika Adolescent Males Something else to consider Activity (Cross-curricular Teams) – Discussion and ranking of issues and factors as you

believe they apply to the school.

10.00 am – 10.30 am Morning Tea

10.30 am – 11.30 pm What is our data telling us about Maori and Pasifika Engagement and Achievement? Issues

and Implications. Proposed new school initiatives to raise achievement and engagement

11.30am – 12.00 pm Activity (Cross-curricular Teams) – Discussion around application of proposed initiatives

across the school to maximise intended outcomes. Group proposals to be recorded and reported to Principal for consideration.

12.00am – 12.15 pm Concluding address.

Today’s Programme

DISENGAGEMENTAdolescence• Important period of

development and learning• A time of greatest risk for

disengagement• Student motivation and

engagement critical

ENGAGEMENT• Psychological • Behavioural

DISENGAGEMENT• Psychological• Behavioural

Or an alternative definition that better fits the New Zealand educational system• Physical• Virtual• Unintended

Figure 1

Figure 1. Displays the country mean for the sense of belonging and participation indices. (PISA Report 2000)

Table 1: “Pasifika achievement in reading, mathematical and scientific literacy as assessed by PISA 2000, is on average lower than for Pakeha, Asian or MĀORI students”. ( Focus on Pasifika Achievement in Reading Literacy – PISA 2000. September 2004. p. 20)

Table 2: “Gender difference in average reading literacy levels was found to favour girls within all ethnic groups”. ( Focus on Pasifika Achievement in Reading Literacy – PISA 2000. September 2004. p. 4)

Socio-Economic Status (SES) Pedagogy and Curriculum Learning Needs Teacher Relationships and Resilience Learning and Physicality Behaviour Management Community Involvement Transition

KEY FACTORS IN DISENGAGEMENT AND LOW ACHIEVEMENT IN ADOLESCENTS

DISENGAGEMENT AND LOW ACHIEVEMENT IN MĀORI AND

PASIFIKA ADOLESCENTS“Coherence in instructional and cultural responsiveness…may be more important than individual teachers’ specific practice.”(Amituani-Toloa, McNaughton, Lai and Arini 2009)

Socio-Economic Status (SES) Pedagogy and Curriculum Learning Needs Teacher Relationships and Resilience Learning and Physicality Behaviour Management Community Involvement Transition

KEY FACTORS IN DISENGAGEMENT AND LOW ACHIEVEMENT IN MĀORI AND PASIFIKA ADOLESCENTS

A central issue in boy’s education is the on-going gap between boys and girls and in particular the low achievement of Māori and Pasifika boys.

Girls’ schools and co-ed schools.Small schools and rural schools.High decile schools.

(ERO 2008)

Something else to consider

He inu māu? Haere mai ki te kai.MORNING TEA 10.00 – 10.30 am

WHAT IS OUR DATA TELLING US ABOUT MAORI AND

PASIFIKA ENGAGEMENT AND ACHIEVEMENT?

ISSUES AND IMPLICATIONS“The school’s curriculum provides learners with educational opportunities that contribute to increasing learner engagement, progress and achievement.”(ERO Report 2010)

Level 1 MĀORI Pasifika EuropeanWhangaparaoa College - 2012 88 67 85Whangaparaoa College - 2011 87 80 91Whangaparaoa College - 2010 79 100 85Whangaparaoa College - 2009 51 40 79National – 2012 64 62 86

WGP College NCEA Level 1,2 and 3 Data

Level 2 MĀORI Pasifika European

Whangaparaoa College - 2012 79 100 84

Whangaparaoa College - 2011 64 67 85

Whangaparaoa College - 2010 69 100 73

Whangaparaoa College - 2009 59 60 69

National - 2012 75 68 88

Level 3 MĀORI Pasifika European

Whangaparaoa College - 2012 43 33 75

Whangaparaoa College - 2011 46 67 67

Whangaparaoa College - 2010 54 60 62

Whangaparaoa College - 2009 31 25 49

National – 2012 65 59 80

WHAT THE DATA SHOWS ABOUT DISENGAGEMENT AND LOW ACHIEVEMENT OF MĀORI AND PASIFIKA ADOLESCENT BOYS AT WHANGAPARAOA COLLEGE

E-asTTle Reports showing possible effect of Transition on MĀORI Learners in Reading Y7,8, 9

A B

C D

E-asTTle Reports showing possible effect of Transition on MĀORI Learners in Mathematics Y7,8, 9

A B

C

PROPOSED NEW SCHOOL INITIATIVES TO IMPROVE ENGAGEMENT AND ACHIEVEMENT

OF PASIFIKA AND MĀORI ADOLESCENT BOYS

“Maintain relentless focus on Maori student achievement.” (Goran 2009)

“Pasifikas’ student’s academic success is a matter of national economic and social importance.”(ERO 2012)

Information GatheringIt is not enough to just gather data.

We must be rigorous in our analysis and review.

The findings need to be shared – not only with Management and the Board, but with all teachers, with the learners, their families and the community.

50% of schools fail to use findings effectively. (ERO 2012)

Ensure all learners make a successful transition.

In particular Maori and Pasifika adolescent learners

Take into account Maori and Pasifika learner’s cultural needs.

Support learners when they transition from Y6/7

and Year 8/9.

Have a transition programme in place for learners whenever they move to our school (Maori and Pasifika males in particular)

Transition

Iwi/family liaison person

Maori/Pasifika male mentor programme

Maori/Pasifika leadership programme

Pastoral care for Maori/Pasifika males

Whānau rooms for use by Maori/Pasifika males and others - encourage social contact

Targeted Intervention – Maori & Pasifika Adolescent Males

Culturally appropriate contexts in teaching (Maori and Pasifika).

Monitor and report Maori and Pasifika achievement by gender.

Gather student voice (Maori and Pasifika Males)

Set up focus groups of Maori, Pasifika and other males.

Targeted Intervention

Acknowledge the ‘unspoken’.

Support Pasifika and Maori parents to understand NCEA . Stop unintended disengagement from occurring.

Investigate the use of the programme Me and My School to gather information regularly about learners levels of engagement.

For learners who are near completion of Level 3 by the end of Year 13, offer further study at Year 14.

Targeted Intervention

High quality teaching is the most important influence that the education system can have on quality outcomes for diverse students.”(Ministry of Education 2009 p.20)

Highly effective teachers are “inspirational examples of positive, caring, energetic, hard-working, loyal, enthusiastic people who are strongly committed to their schools, their careers and their students.”(Hill & Hawk 2000 p 81)

Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Ministry of Education. Wellington. Retrieved from http://www.educationcounts.govt.nz/__data/assets/pdf_file/0019/7705/BES-quality-teaching-diverse-students.pdf

Alton-Lee, A. (2008, 26 November). Te Kotahitanga: Using Research and Development (R & D) to make a much bigger difference for our children and our society. PowerPoint lecture presented at Te Kotahitanga Conference. Ministry of Education.

Amituanai-Toloa, M., McNaughton, S., Lai, M & Airini. (2010). Ua aoina le manogi o le lolo: Pasifika Schooling Improvement Research: Summary Report. Ministry of Education. Wellington. Retrieved from http://www.educationcounts.govt.nz/publications/pasifika_education/ua-aoina-le-manogi-o-le-lolo-pasifika-schooling-improvement-research-summary-report/feiloaiga

Balfanz, R., Mac Ivor, D., and Herzog, L. (2007). Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions. Educational Psychologist, 424(4), 223 – 235

Barton, P. (2005.) One Third of a Nation: Rising Dropout Rates and Declining Opportunities. ETS Policy Information Centre. New Jersey: Princeton. Retrieved from http://www.ets.org/Media/Research/pdf/PICONETHIRD.pdf

Cox, S., & Kennedy, S. (2008) Students’ Achievement as they Transition from Primary to Secondary School. Research Division, Ministry of Education, Wellington.

Crosswell, L., Bahr, N., Pendergast, D., & Newhouse-Maiden, L. (2010). Developing Resilience. In D. Pendergast & N. Bahr (Eds) Teaching middle years: Rethinking curriculum, pedagogy and assessment (2nd Ed) (pp. 101 – 118) Australia: Allen & Unwen.

Darr, C. (2010). The Me and My School Survey. In Morton, J. (Ed.), Engaging Young People in Learning: Why does it matter and what can we do? New Zealand Council for Educational Research Press. Wellington.

De Jong, T. (2010. Managing behaviour. In D. Pendergast & N. Bahr (Eds) Teaching middle years: Rethinking curriculum, pedagogy and assessment (2nd Ed) (pp. 269 – 285) Australia: Allen & Unwen.

Education Review Office. (2008). Boys' Education: Good Practice in Secondary Schools. Education Review Office. Wellington. Retrieved from http://www.ero.govt.nz/National-Reports/Boys-Education-Good-Practice-in-Secondary-Schools-July-2008

Education Review Office (2010) Promoting Success for Māori Students: Schools’ Progress. Education Review Office. Wellington. Retrieved from http://www.ero.govt.nz/National-Reports/Promoting-Success-for-Maori-Students-Schools-Progress-June-2010

Education Review Office (2012) Improving Education Outcomes for Pacific Learners. Education Review Office. Wellington. Retrieved from http://www.ero.govt.nz/National-Reports/Improving-Education-Outcomes-for-Pacific-Learners-May-2012

Else, A. (1999) Maori Participation & Performance in Education: A Literature Review and Research Programme. A Summary by Anne Else. Ministry of Education. Wellington.

Garrick, B., & Keogh, J. (2010). Differentiated learners. In D. Pendergast & N. Bahr (Eds) Teaching middle years: Rethinking curriculum, pedagogy and assessment (2nd Ed) (pp. 68 – 85) Australia: Allen & Unwen.

Goren, P. (2009) How Policy Travels: Making Sense of Ka Hikitia – Managing for Success: The Māori Education Strategy 2008-2012. Fulbright New Zealand. Wellington.

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