Zones of Contention: A Comparative Analysis of the Impact of Two Regimes of Enrolment Regulations in New Zealand

<p>A number of New Zealand studies have identified a relationship between enrolment regulations and school enrolments, in particular drawing attention to the negative impact that the abandonment of ‘home zones’ in 1991 have had on many lower decile and ethnically diverse schools. The progress of a group of secondary schools within a geographic area in New Zealand from before the introduction of Tomorrow’s Schools in 1989 up to 2009 is tracked using quantitative data from the Ministry of Education, New Zealand Qualifications Authority and Statistics New Zealand combined with qualitative data from interviews with those who were principals during the period. This mixed-methods approach shows that both enrolment numbers and academic achievement in three of the four schools fell and then rose almost simultaneously with the removal in 1991 and then reinstatement in 2000 of geographic home zones. The ethnic and socioeconomic polarisation that resulted from the earlier change, however, has not reversed. The quantitative and qualitative data together provide clear evidence that geographic home zones provide a level of stability and security in the provision of education at a local level that is not matched by the alternative regulatory regime that operated in the 1990s.</p>

Zones of Contention: A Comparative Analysis of the Impact of Two Regimes of Enrolment Regulations in New Zealand

<p>A number of New Zealand studies have identified a relationship between enrolment regulations and school enrolments, in particular drawing attention to the negative impact that the abandonment of ‘home zones’ in 1991 have had on many lower decile and ethnically diverse schools. The progress of a group of secondary schools within a geographic area in New Zealand from before the introduction of Tomorrow’s Schools in 1989 up to 2009 is tracked using quantitative data from the Ministry of Education, New Zealand Qualifications Authority and Statistics New Zealand combined with qualitative data from interviews with those who were principals during the period. This mixed-methods approach shows that both enrolment numbers and academic achievement in three of the four schools fell and then rose almost simultaneously with the removal in 1991 and then reinstatement in 2000 of geographic home zones. The ethnic and socioeconomic polarisation that resulted from the earlier change, however, has not reversed. The quantitative and qualitative data together provide clear evidence that geographic home zones provide a level of stability and security in the provision of education at a local level that is not matched by the alternative regulatory regime that operated in the 1990s.</p>

Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students

INTRODUCTION: New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. AIM: To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. METHODS: University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. RESULTS: There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. DISCUSSION: There is no strong signal from these data that career speciality choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway. KEYWORDS: Education, medical; social class; career choice