We all want to believe that here in Aotearoa New Zealand we live in a fair and equitable society where our students have access to an education system in which they will thrive and have the opportunities to reach their full potential.
However, until now this hasn’t been the case. For many generations, the practice of streaming has been embedded in our education system in Aotearoa New Zealand, so much so that it has now become largely invisible.
From their early years at primary school, students are placed into harmful fixed-ability groups, whether it be the top or bottom group, this is where they are likely to stay for the remainder of their primary and secondary education.
Essentially a child’s career path and future life opportunities have been determined by the age of six.
The research evidence is unequivocal that fixed-ability grouping in any form does not work for the vast majority, and any advantages for high achievers are minimal.
While the negative impacts are widespread among all demographics, the research shows that streaming is particularly damaging for Māori and Pacific children as they are more likely to be incorrectly placed in lower ability groups and streams than Pākehā and Asian students.
These practices and beliefs significantly impact learner self-esteem, self-belief, and potential, and create trauma. Streaming inhibits student choice, social cohesion, success and actualisation of student potential to be confident citizens of Aotearoa.
The result is an education system with huge disparities and inequities.
The flipside of the evidence clearly shows that when students are taught in mixed but flexible achievement groups, and who have teachers who expect all students to make large gains, they often surpass even their teachers' high expectations.
