Why Are We Squandering $359 Million on Misguided Education Policies? Professor Emeritus Warwick Elley
Now that the Ministry of Education is reconsidering, with in recent years. Bias or shoddy scholarship? primary teachers, the shape of its keynote plan ‘Investment in There may be merit in forming ‘Communities of Schools’ Education Success’ (IES), we should examine the evidence for to share ‘best practice’ but the case is not well made. As this the original proposal. The scheme was rejected by 93 per cent Government has done so much to provoke strong competition of primary teachers, not just because it was another surprise between schools – through National Standards and league tables – package, imposed without consultation, but because teachers see the hoped-for cooperation between schools would be half-hearted more drawbacks than benefits. I share their scepticism. at best. We should follow the example of most European countries First, the Minister exaggerates the potential of schools to and dispense with competitive rankings of schools, which are reduce gaps between high and low achievers. She quotes poverty clearly shown to polarise achievement levels. Moreover, the idea as accounting for only 18 per cent of the differences between of absenting top teachers and leaders from their stations – with big students. That figure ignores the influence of many non-school bonuses – to help others, is unpopular with teachers and parents. indicators not measured in PISA. Visiting expert David Berliner, Research shows that many teachers are effective when they spend Regents’ Professor Emeritus long hours, going the extra mile for of Education at Arizona State First, the Minister exaggerates their own students. Low-achieving University, puts our figure at 78 schools need the best principals and per cent of student achievement the potential of schools to teachers fulltime, not as periodic differences due to home visitors. We need more incentives to circumstances, neighbourhood reduce gaps between high and secure this outcome. influences and school social low achievers. Importing the teacher-sharing status. That leaves little room for models from Asia is highly debatable changes due to differences in the quality of teaching. We cannot as their systems are much more authoritarian, their educational generalise from the dissenting Tennessee study quoted by the goals narrower, and the contribution of their after-hours Ministry. It is dated, confined to one subject and one cohort, and coaching schools may be greater than their regular schools. Even assumes that NZ teachers vary in quality as much as US teachers. the quoted example of principals spending time supervising a Furthermore, common sense suggests that there are many ways range of municipal schools in Finland ignores the fact that we of being a good teacher. Raising literacy and numeracy test are unique in having no structure between schools and central scores are only two. authority, which lumbers our principals with far more duties to The objective of IES is to raise the achievement of all students, perform. Few could spend days away from their desk. high-achievers and selected priority groups – Māori, Pasifika, Perhaps ‘best practices’ of successful teachers should be Low SES and Special Needs students. As we have consistently identified and disseminated if possible, but many already exist. out-performed other nations in the percentages of students For instance, students who struggle in reading need early, achieving at the highest levels, but have failed to reduce our individualised, intensive, expert help. Such effective tutoring has ‘under-achieving tail’, it is surely better to focus those millions been given to thousands of 6-year-olds, here and overseas, in the on reducing the gaps between the priority groups and the rest. form of Reading Recovery. Yet only half of our low-decile schools, Spending up in the top schools will only increase the size of where most strugglers are found, can afford it. Jeanne Biddulph’s our gaps, as the research consistently shows that untargeted ‘Reading Together’ Programme where parents are taught effective interventions help top students the most. tutoring practices is another proven strategy. There is research Much of the Ministry evidence justifying IES comes from to support numerous other targeted interventions. The millions two British sources – the McKinsey Reports. These purport to should be invested here, not on teacher bonuses. reveal the secrets of systems described as ‘sustained improvers’ Of course, IES would have minimal impact if the root in international surveys. No mention is made of the critiques of causes of achievement gaps – poverty and inequality – are not these reports. For instance, claims about the success of England’s addressed more vigorously, in the early years. More resources for literacy and numeracy strategies are surely false, as the gains pre-natal care, more support for young mothers, more ‘at risk’ quoted predated the relevant surveys. Likewise the successes children given easier access to quality ECE, earlier screening attributed to Michael Fullan, popular adviser in Canada, for disabilities – such measures would generate ‘sustained Australia, England and New Zealand, must also be questioned. improvements’. The research is clear – dollars invested in quality All these education systems have been in steady decline in PISA child care will save thousands later!