Abstract:
Decisions about how to place students into classes for teaching and learning pose a challenge for leaders and teachers in secondary schools. Placement of students into classes based on ability is an ongoing issue and has been implicated in the increasing achievement gap between students of different backgrounds. While ability is often claimed to be the main criteria on which class placement decisions are made, extant literature finds that there are problems with the placement of particular groups of students into classes. In New Zealand Māori and Pasifika students are overrepresented in low-ability classes and are more likely than other students to be placed into vocational courses. There is criticism that class placement based on ability impacts student achievement, students’ opportunity to learn and can restrict educational pathways for already disadvantaged students. The aim of this qualitative study was to explore how secondary schools approach the placement of Pasifika students into classes for teaching and learning, specifically the factors influencing class placement decision making. Further investigation was undertaken into the relationship between class placement and Pasifika students’ experience of that class placement and subsequent impact on Pasifika students’ attitudes towards school and their academic achievement. This study involved three co-educational Auckland secondary schools. Semi- structured interviews were conducted with school leaders who have responsibility for class placement, followed by focus groups with eight Year 12 Pasifika students from each participating school. Findings from this study indicate that schools use differing approaches to the class placement of Pasifika students. There is evidence of class placement based on ability but to varying degrees within each school. The Pasifika students in the study had diverse views on the impact that their class placement has on their academic achievement and attitude towards school. Concerns about differential treatment of students and learning opportunities were raised by the students. This research raises questions concerning the factors influencing class placement approaches and signals a gap in our knowledge about Pasifika student voice in regard to the implications of class placement decision-making.
