Discussion National Standards 2016:
This is the fourth time I have produced final “End of Year” National Standards information to the Fernside School Board of Trustees.
The results for 2016 show positive student achievement across all “core” curriculum areas. (Reading, Writing and mathematics.) Teachers have identified between 82-83% of students across the school are achieving at or above the standard. (The National Target in these areas is 85%)
As the school manager I am reluctant to over-read the importance of National Standards data. I believe it provides a very useful summary of overall student achievement, but percentage gains of between 1-5%, cannot be considered reflections of either improved student achievement or teacher effectiveness. (They could equally be the result of changes to the way in which Teachers interpret their OTJ (overall teacher judgement.)
So, if we look at the data with a degree of caution, we can see some patterns in achievement information. (Especially when aligned with previous data - see the results form 2015 below, and look at differences between categories.)
1 Overall rates are positive, although slightly below National Targets. (85%)
2 All three curriculum areas are relatively similar levels of overall performance. (82-83%)
3 Gender differences are small in Maths and Reading (but significant in writing 78-90%.)
4 Significant differences are obvious between Maori and NZ Pakeha students. (68-84%) This is different to previous years.
5) Significant differences between Yr1-4 data and data at Yr 5-8. (78-87%) Showing that children grow into the standards as they progress through the school.
All children identified as Below or Well Below are being monitored through the schools SWANS programme. Children in Yr 1-4 with moderate learning needs have participated in the Learning Staircase programme, with pleasing results.
The shift in Maori Achievement data is not down to dropping performance of Maori students, but a change in the population of Maori students. (A 25% change in one year.)