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Report to Te Rūnanga O Ngāi Tahu: Māori Educational Achievement in the Christchurch Health and Development Study

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Report to Te Rūnanga O Ngāi Tahu: Māori Educational Achievement in the Christchurch Health and Development Study Report to Te Rūnanga o Ngāi Tahu: Māori Educational Achievement in the Christchurch Health and Development Study David M. Fergusson, Geraldine F.H. McLeod, Te Maire Tau, Angus H. Macfarlane Copyright © 2014 David M. Fergusson, Geraldine F.H. McLeod, Te Maire Tau, Angus H. Macfarlane The moral rights of the authors have been asserted. ISBN 978-0-473-27220-3 A catalogue record for this book is available from the National Library of New Zealand (Te Puna Matauranga o Aotearoa). This book is copyright. Except for the purpose of fair review, no part may be stored or transmitted in any form or by any means, electronic or mechanical, including recording or storage in any information retrieval system, without permission in writing from the publisher. The opinions expressed and conclusions drawn in this Working Paper are solely those of the authors. They do not necessarily represent the views of the Ngāi Tahu Research Centre, University of Canterbury. For further information or additional copies of the Working Paper, please contact the publisher. Ngāi Tahu Research Centre University of Canterbury Private Bag 4800 Christchurch 8140 New Zealand Email: [email protected] www.ntrc.canterbury.ac.nz Cover: Background image – from Tom Green’s notebook (c. 1860s, Christchurch, University of Canterbury, Macmillan Brown Library, Ngāi Tahu Archives, M 22.) Report to Te Rūnanga o Ngāi Tahu: Māori Educational Achievement in the Christchurch Health and Development Study AUTHORS David M. Fergusson Christchurch Health and Development Study at the University of Otago, Christchurch Geraldine F.H. McLeod Christchurch Health and Development Study at the University of Otago, Christchurch Te Maire Tau Ngāi Tahu Research Centre, University of Canterbury, Christchurch Angus H. Macfarlane Professor of Māori Research, University of Canterbury, Christchurch ACKNOWLEDGEMENTS This research was funded by grants from the Health Research Council of New Zealand, the National Child Health Research Foundation, the Canterbury Medical Research Foundation and the New Zealand Lottery Grants Board. Contents Tables ................................................................................................................................................. 1 Figures ............................................................................................................................................... 2 Executive summary ............................................................................................................................ 4 Chapter 1 Introduction .......................................................................................................................... 8 Chapter 2 The early childhood educational experiences of the Māori cohort .................................... 19 Chapter 3 School educational achievement (7-13 years) .................................................................... 27 Chapter 4 Secondary school and tertiary educational attainment and participation (15-30 years) ... 36 Chapter 5 Summary, conclusions and recommendations ................................................................... 45 References ....................................................................................................................................... 54 Appendix ………………………………………………………………………………………………………………………………….… 57 i Tables Table 1.1 Number and percentage of Māori cohort members based on parental ethnicity. .............. 10 Table 1.2 Christchurch Health and Development Study cohort members identified as Māori at birth and interviewed at each assessment age, up to age 30. ..................................................................... 10 Table 1.3 Self-reported ethnic identification of the entire CHDS cohort studied at 21 and 25 years. 11 Table 1.4 Number and percentage of cohort members of Māori descent (n=169) by self-reported iwi affiliation by region………………………………………………………………………………………………………………………… 16 1 Figures Figure 1.1 Maternal educational attainment characteristics of the Māori cohort (n=142) and non- Māori cohort (n=1,123) defined at birth. ............................................................................................ 13 Figure 1.2 Family socio-economic status of the Māori cohort (n=142) and non-Māori cohort (n=1,123) defined at birth. .................................................................................................................. 13 Figure 1.3 Family type of the Māori cohort (n=142) and non-Māori cohort (n=1,123) defined at birth. ............................................................................................................................................................. 14 Figure 1.4 Maternal age for the Māori cohort (n=142) and the non-Māori cohort (n=1,123) defined at birth. ............................................................................................................................................... 14 Figure 2.1 Percentage of the Māori cohort (n=123) who attended Early Childhood Education (ECE) from age 2 to age 5 years, and who had ever attended ECE. .............................................................. 20 Figure 2.2 Percentage of the Māori cohort (n=123) attending Early Childhood Education (ECE) by duration of attendance (in years). ....................................................................................................... 20 Figure 2.3 Percentage of the Māori cohort (n=123) who had ever attended Early Childhood Education (ECE) (n=110) by type of facility chosen. ............................................................................ 21 Figure 2.4 Percentage of the Māori cohort (n=123) and the non-Māori cohort (n=975) attending Early Childhood Education (ECE) at each age, from 2 to 5 years, and who had ever attended ECE. ........... 22 Figure 2.5 Mean number of years of Early Childhood Education (ECE) attendance by the Māori cohort (n=123) and the non-Māori cohort (n=975). ....................................................................................... 22 Figure 2.6 Adjusted percentages of Early Childhood Education (ECE) attendance for each age group from 2 to 5 years, and those who had ever attended ECE by the Māori cohort (n=123) and the non- Māori cohort (n=975). ......................................................................................................................... 24 Figure 2.7 Adjusted means for the number of years of Early Childhood Education (ECE) attendance by the Māori (n=123) and non-Māori cohorts (n=975). ........................................................................... 25 Figure 3.1 Mean teacher-rated Grade-Point Average (GPA) scores (ages 7, 10 and 13) for the Māori and non-Māori cohorts. ....................................................................................................................... 28 Figure 3.2 Mean for the standardised test scores of the Burt Word Reading Test (ages 8, 11, 13) for the Māori and non-Māori cohorts. ...................................................................................................... 29 Figure 3.3 Mean for the standardised test scores of the Progressive Achievement Test (PAT) in Mathematics (age 11) and Reading (age 12) for the Māori and non-Māori cohorts. .......................... 29 Figure 3.4 Adjusted mean teacher-rated Grade-Point Average (GPA) scores (ages 7, 10 and 13) for the Māori and non-Māori cohorts. ...................................................................................................... 30 Figure 3.5 Adjusted mean standardised test scores of the Burt Word Reading Test (ages 8, 11, 13) for the Māori and non-Māori cohorts. ...................................................................................................... 31 Figure 3.6 Adjusted mean standardised test scores of the Progressive Achievement Test (PAT) in Mathematics (age 11) and Reading (age 12) for the Māori and non-Māori cohorts. .......................... 32 Figure 3.7 Mean teacher-rated Grade-Point Average (GPA) scores (ages 7, 10, and 13) by cultural identity at ages 21 and 25. .................................................................................................................. 33 Figure 3.8 Mean Burt Word Reading Test scores (ages 8, 11, and 13) by cultural identity at ages 21 and 25. ................................................................................................................................................. 33 Figure 3.9 Mean Progressive Achievement Test (PAT) scores (ages 11: Mathematics, and 12: Reading) by cultural identity at ages 21 and 25. ................................................................................................ 34 2 Figure 4.1 Secondary and tertiary educational attainment for the Māori and non-Māori cohorts. ... 37 Figure 4.2 Tertiary educational participation among the Māori and non-Māori cohorts. .................. 39 Figure 4.3 Educational attainment of the Māori and non-Māori cohort following statistical adjustment for socio-demographic factors. ........................................................................................ 40 Figure 4.4 Educational participation of the Māori and non-Māori cohort following statistical adjustment for socio-demographic factors. ........................................................................................ 41 Figure 4.5 Educational attainment for the Māori cohort by cultural identity at age 21 and 25. ......... 42 Figure 4.6 Educational participation for the Māori cohort by cultural identity at
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