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Impact of Non-Streaming on Maori and Pasifika Achievement at a New Zealand College

Explore the transformation of a New Zealand college's approach to Mathematics education, focusing on the positive impact of non-streaming on Maori and Pasifika student achievement. Learn how a shift in teaching methodology and student empowerment led to increased motivation, decreased behavior issues, and improved outcomes. Discover the significance of promoting a growth mindset and empowering all students to excel in Mathematics.

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Impact of Non-Streaming on Maori and Pasifika Achievement at a New Zealand College

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  1. Effect of non-streaming on Māori and Pasifika achievement Misbah Sadat

  2. Mātetuakanakatotikateteina, Māteteinakatotikatetuakana • From the older sibling, the younger one learns the right way to do things • From the younger sibling the older one learns to be tolerant

  3. Ko Thar tōkukoraha • Ko Arabian tōkumoana • Ko Anwar tōkumatua • Ko Noor Jehantōkuwhaea • Ko Adam tōkuhoarangatira • Ko Maya rāuakoMahaākumahanga • Ko Misbah Sadat tōkuingoa • No Karachi ahau

  4. Background • Came to HC in 2017, 5th HOF in 5 years. Decile 3, 551 students. • Levin, median income 18500/yr • 4 full time Maths teachers, 5 part time teachers • Accounting, Business Studies and Financial Literacy part of Math faculty • No Assistant HOF • No other expert in Mathematics and Statistics curriculum

  5. Class breakdown • Year 9 and 10: 1 Learning support, 2 “top” classes (total students: approx 120 per year level) • Year 11: 1 MATC, 2 MAAP1, 2 MATH1 classes • Year 12: MAAP2, STAM2, MATH2 • Year 13: STAM3 and CALC3.

  6. NCEA Level 1 ethnicity breakdown HC has 32.1% Māori11% Pasifika and 47.2% European students. 2017: Year 11 had 47 European students, 32 Māoristudents, 8 Pasifika students. MATH1: No Pasifika, 11 Māoriand 33 European students. MATC: 3 Europeans MAAP1: 11 Europeans

  7. Implications • For all 8 Pasifika, 22 Māoriand 14 European students at end of Year 10 meant the following: • Lack of opportunity to continue into STEM courses • Lack of deeper Maths conversations • Glass ceiling • Lack of self-belief leading to non motivation leading to behaviour issues

  8. 2018 changes Why? • What we were doing was not working for all. In fact not working for most. Very limited options for students. Huge class sizes, severe behaviour issues. • Student surveys showed us 67% of students coming into Year 9 were negative about Maths. Students were disengaged with their learning so streaming which was based on results did not take into account the ‘why’ of those results. “Brains can grow, adapt and change. This means there is no such thing as a ‘mathematics person’ - all students can learn mathematics. New neuro-pathways can be created when students develop a growth mindset and approach to learning.” Jo Boaler: British Mathematician and Math educator, Stanford University

  9. How • 2017 Term 4 we as a group of 4 learnt 6 internal standards thoroughly and 3 external standards. • Mathematics was spread along each line of the timetable so we ended up with almost even number of students • Students ended up mostly getting options they wanted

  10. How continued • We let students choose their pathways so we made Term 1 the same for everyone and Term 2 and 3 were up to them to pick whichever standard they wanted • We started a MathsGroup across the region additional to CoL collaboration. • SLT support

  11. “The problem for most people is not that they aim too high and fail. It is in fact just the opposite: they aim too low and succeed” -Sir Ken Robinson

  12. Results • Lack of behaviour issues • Huge motivation and an attitude of “let’s try that” so focus on learning • Significant gain in achievement. In 2018 83% students gained 14 or more credits. Only 4 students did not gain numeracy. Excellence endorsement went up from 3 to 5 at Level 1. 2017 National average for excellence grades across standards for Māoristudents is 8 - 9%. HC was 4.6%. In 2018 national average stayed the same, but HC went up to between 15 to 33% (24 to 33 for just internals) • Significant increase of Māori students in Calculus (2018 only 2 Māori students in Math 2, 2019, we have 7 Māoriand 4 Pasifika) • Far deeper Mathematical understanding. Even • for students opting out.

  13. Next steps (directly related to challenges faced) • 2020: For the college: 1 top year 9 class, all mixed ability Year 10s • For Mathematics: All mixed ability Year 11s and Year 12s • Working with Bernie Wills recipient of Brightspot award 2018 to structure programme conducive to differentiation • Ngai Tahu iwi have approached us and are very concerned about the impact of streaming on Māori in their tribal area. • Changing conversation from “14 credits” to exactly what pathways are those credits leading to. Less student choice this year • Applied for Culturally responsive PLD from the Ministry. • Continuing to support/collaborate with our primary/secondary Maths group

  14. "Take care of our children. Take care of what they hear, take care of what they see, take care of what they feel. For how the children grow, so will be the shape of Aotearoa”  • Dame Whina Cooper

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