Starpath research has identified : Major barriers to a successful transition to University education for Maori, Pacific & other students in low decile schools. These barriers include Structural, Systematic, Individual and Family factors

University of Auckland working with selected schools hoping to increase access & enrolment at University for Maori and Pacific students via supporting schools to implement Starpath research recommendations to address barriers. (Hence the formulation of the EMaPSPiU Team & O.T.H.C Action Plan)

The most significant recommendation highlighted in the research A structured programme of academic counselling about educational options is effective.

Academic Counselling - “Trained professionals counselling students on their academic plans, for course-taking while in secondary school as well as for post-secondary education” (Hughes & Karp, 2004) Three levels–Instructional / Motivational / Relational = Mentoring Target Setting – which establishes what students will aim to achieve in their courses rather than just which courses they will pursue, takes this form of educational planning a stage further to include the formulation of goals. (ie individual learning plans).

Achievement among Maori, Pacific & other students in Low Decile Schools although improving since introduction of NCEA, the gap between high performing and low performing students is still incredibly wide % of Pacific & 18% of Maori school leavers gained UE compared to 66% of Asian & 44% Pakeha students (Ministry of Education 2008)

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Starpath Team spent 12 months in low-mid decile high schools interviewing more than 160 students, parents & teachers gathering qualitative evidence on: How and why subjects were being selected and who did the choosing.

Students who wish to go onto University need to choose the right NCEA subjects and they need to choose them early. They need to achieve more than the minimum number and level of credits for the U.E qualification.

Parents need to be involved in the setting of their child’s academic targets at each level of NCEA Schools need to provide QUALITY academic counselling and subject course advice (including reviewing student achievement & goals on a regular basis) Schools need to be able to identify when academically-able students with aspirations to attend University are at risk of wandering off the pathway that will lead them there.....and make timely corrections.

RESEARCH BY VICTORIA UNIVERSITY RESEARCH BY VICTORIA UNIVERSITY ( Meyer, McClure, Weir, Walkey, McKenzie ) ‘Motivation and Achievement at Secondary School’. Using a survey to measure Yr 10 goals for NCEA, it was found patterns of motivation at this stage was an indicator of future academic achievement in years 11 to 13. “Motivation orientations were better predictors of total credits achieved two years later than predictions made based solely on credits attained in previous years”.

O.T.H.C PROPOSED ACTIONS

COLLECT & USE ACHIEVEMENT DATA SO THAT THE COLLEGE CAN MANAGE SUCCESS FOR OUR MAORI & PASIFIKA STUDENTS IN GAINING U.E  Regular data dumps to form teachers to monitor and identify relevant chokepoints potentially affecting students gaining U.E  Destination survey to be completed by all Yr 11, 12 & 13 students to find out students aspiring to attend university / tertiary education.  Adding extra fields to Yr 13 leaver forms to report how many students are attending university and stay for the second year.  Survey to be completed by Year 10’s on NCEA goals

REVIEW & REFINE EXISTING ACADEMIC COUNSELLING PROGRAMME  Continue to explore best academic counselling model  Include the mentoring of Year 12 peers supporters in the Yr 13 prefects job description  Investigate Academic incentives (ie:student academic honours board).  Emphasising acknowledgement of college achievement in whanau assemblies  Maori and Pasifika representatives participating in the MATES programme.

ENHANCE SCHOOL SYSTEMS & PRACTICES FOR MONITORING & SUSTAINING THE PROGRAMME OF ACADEMIC COUNSELLING  Review the effectiveness of procedures used in making amendments to senior level option choice forms  Review Year 10 to 13 option selection procedures.  Consultation on identifying best model to include Ka Hikitia strategies at the junior level  Investigate the accessibility of electronic individual learning plans.  Administer a survey to senior students to receive feedback on effectiveness of pathways programme (ie: supporting them to university).

DEVELOP PROFESSIONAL LEARNING OPPORTUNITIES  Co-ordinate training sessions and workshops with senior form teachers around: - effective analysis of student tracking data - invite data achievement specialists - involve Ka Hikitia Facilitator - Familiarise oneself with the senior course booklet to be able to inform counselling conversations.

CHALLENGE THE PRACTICES, ATTITUDES & VALUES OF ALL SCHOOL STAFF  Facilitation of teacher voice survey using CPaBL survey. Teacher voice survey needs to include teachers beliefs and assumptions around a Ka Hikitia school. (ie: linking feedback from CPaBL survey with Ka Hikitia Knowledge & Understanding) ENGAGE MEANFULLY & RESPONSIVELY WITH THE COMMUNITY  NCEA information Evenings for Maori & Pasifika parents  Co-ordination of programmes which provide exposure for senior students to meet with Maori & Pasifika University graduates.

Funded by the Tertiary Education Commission Partnership between Team Solutions at The University of Auckland and secondary schools in Auckland and Northland To develop best practice academic counselling programmes that build on existing practice. Schools involved: Massey High SchoolMangere College One Tree Hill CollegePapakura High School Tamaki CollegeTangaroa College Whangarei Girls’ High SchoolWhangarei Boys’ High School Waitakere College