{"id":65178,"date":"2022-10-10T01:25:38","date_gmt":"2022-10-10T05:25:38","guid":{"rendered":"https:\/\/world.edu\/?p=65178"},"modified":"2022-10-10T01:25:38","modified_gmt":"2022-10-10T05:25:38","slug":"nzs-key-teacher-unions-now-reject-classroom-streaming-so-whats-wrong-with-grouping-kids-by-perceived-ability","status":"publish","type":"post","link":"https:\/\/world.edu\/nzs-key-teacher-unions-now-reject-classroom-streaming-so-whats-wrong-with-grouping-kids-by-perceived-ability\/","title":{"rendered":"NZ\u2019s key teacher unions now reject classroom streaming. So what\u2019s wrong with grouping kids by perceived ability?"},"content":{"rendered":"

\"\"<\/p>\n

Aotearoa New Zealand\u2019s high school teachers\u2019 union recently approved a\u00a0policy<\/a>\u00a0to end\u00a0streaming<\/a>\u00a0\u2013 also known as \u201cability grouping\u201d \u2013 in New Zealand high schools by 2030. The primary teachers\u2019 union\u00a0NZEI Te Riu Roa<\/a>\u00a0took a similar\u00a0stance<\/a>\u00a0in March 2021.<\/p>\n

Supporters of streaming<\/a>\u00a0argue it enables teachers to focus on learning that is most appropriate for the particular achievement level of each class, and to direct extra resources to struggling students.<\/p>\n

However, organisations including the\u00a0Ministry of Education<\/a>\u00a0and\u00a0Iwi Chairs Forum<\/a>\u00a0have spoken out against streaming, and policies on\u00a0M\u0101ori<\/a>\u00a0and\u00a0Pasifika<\/a>\u00a0education describe streaming as harmful and discriminatory.<\/p>\n

But for a nation\u2019s two main teacher unions to move so decisively against streaming is, as far as we know, unprecedented internationally.<\/p>\n

So what does the new\u00a0PPTA Te Wehengarua<\/a>\u00a0high school teachers\u2019 union policy actually say? And is it backed by research?<\/p>\n

We take a closer look at of the core two claims about streaming that have stirred\u00a0debate<\/a>.<\/p>\n

Is streaming really discriminatory and racist?<\/strong><\/h4>\n

The PPTA\u00a0policy<\/a>\u00a0claims \u201cstreaming creates and exacerbates inequity\u201d and \u201cM\u0101ori and Pasifika students bear an inequitable burden\u201d from the harms of streaming.<\/p>\n

International research shows that streaming actively widens differences in\u00a0achievement<\/a>,\u00a0self-confidence<\/a>, and\u00a0enjoyment of school<\/a>\u00a0between students in high and low streams.<\/p>\n

There is also overwhelming\u00a0national<\/a>\u00a0and\u00a0international<\/a>\u00a0evidence that streaming produces racist and\u00a0classist<\/a>\u00a0outcomes and some\u00a0studies<\/a>\u00a0(and the PPTA policy) link streaming to historically racist policies.<\/p>\n

Research from England shows a widening gap in both achievement and self-confidence from age 11 to 13 when students are streamed for maths and English. Students in top streams increase in\u00a0achievement<\/a>\u00a0and\u00a0self-confidence<\/a>\u00a0compared to students in middle streams.<\/p>\n

But importantly, students in top streams are not necessarily the highest achievers.\u00a0Evidence<\/a>\u00a0has also shown that girls, Black and Asian students are more likely to be allocated to a lower level maths class than White students, regardless of where they should be placed based on achievement. Black or Asian students are also more likely to be allocated to a lower level English class than White students.<\/p>\n

In other words, streaming reinforces racial and gender achievement gaps and racist stereotypes, going against the idea that all children get a fair go in our public education system.<\/p>\n

Research from Aotearoa also reflects these trends, showing that teachers underestimate the achievement of M\u0101ori students and overestimate the achievement of P\u0101keh\u0101 students in\u00a0primary<\/a>,\u00a0intermediate<\/a>, and\u00a0secondary<\/a>\u00a0schooling.<\/p>\n

When teacher expectations are low, the students are placed into low-level ability groups or streams, often completing mundane, repetitive tasks. Certainly, their learning activities are very different to those of students in the top groups or streams.<\/p>\n

This\u00a0creates a visible gap<\/a>\u00a0between the higher and lower achievers. As students go through school, the gap gets wider. Students become disillusioned, lose self-esteem, motivation and engagement when they are continually told through grouping and streaming that they are \u201cnot good enough\u201d.<\/p>\n

Yet, when students from lower-level groups or streams are given the\u00a0same opportunities<\/a>\u00a0as those in the top groups, they do\u00a0just as well<\/a>\u00a0as those who supposedly had more ability.<\/p>\n

Proponents of streaming argue that all students are equal but learn differently, however, the very structure of the streaming system communicates a\u00a0different message<\/a>.<\/p>\n

Is the proposal to end streaming by 2030 realistic?<\/strong><\/h4>\n

So what needs to happen to make the PPTA\u2019s new policy a reality?<\/p>\n

It is very possible for streaming and ability grouping to end in Aotearoa by 2030, but\u00a0it will take a massive and coordinated effort<\/a>.<\/p>\n

Moving away from streaming and ability grouping will work best if everyone works together \u2013 including teachers, principals and others working in schools along with government agencies like the Ministry of Education, New Zealand Qualifications Authority and the Teaching Council.<\/p>\n

Iwi<\/a>\u00a0(M\u0101ori tribal) groups and the wider\u00a0community<\/a>\u00a0have a role to play as well.<\/p>\n

It is essential that we have a shared understanding of why the change is important and a shared plan for how to get there.<\/p>\n

If streaming and ability grouping is to be removed from our schools, then something needs to be put in its place. We need to keep developing and sharing\u00a0effective ways<\/a>\u00a0of\u00a0teaching without streaming<\/a>.<\/p>\n

Successfully moving away from these practices is a multi-year project for a school. Transitions that are not well planned can lead to the failure of de-streaming initiatives, and strong leadership is vital to support sustainable reform.<\/p>\n

Teachers are already under huge workload pressure, so this needs to be supported with time for them to learn and plan.<\/p>\n

With brave leadership, careful and coordinated change, professional development and \u2013 most importantly \u2013 government investment to support schools through the change, by 2030 we might very well be living in a streaming-free Aotearoa.<\/p>\n

Author Bios:<\/strong> David Pomeroy is aSenior Lecturer in Teacher Education, University of Canterbury, Becky Taylor is a Principal Research Fellow at UCL, Christine Rubie-Davies is a Professor at the University of Auckland, Kay-Lee Jones is P\u016bkenga Matua: Senior Lecturer, Faculty of Education and Sara Tolbert is Associate Professor of Science and Environmental Education both at the University of Canterbury<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Aotearoa New Zealand\u2019s high school teachers\u2019 union recently approved a\u00a0policy\u00a0to end\u00a0streaming\u00a0\u2013 also known as \u201cability grouping\u201d \u2013 in New Zealand high schools by 2030. The primary teachers\u2019 union\u00a0NZEI Te Riu Roa\u00a0took a similar\u00a0stance\u00a0in March 2021. Supporters of streaming\u00a0argue it enables teachers to focus on learning that is most appropriate for the particular achievement level of […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[433663],"coauthors":[11733],"class_list":["post-65178","post","type-post","status-publish","format-standard","hentry","category-education","tag-ability-grouping"],"acf":[],"yoast_head":"\nNZ\u2019s key teacher unions now reject classroom streaming. 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