The Government's proposal to introduce charter schools is nothing more than an opportunity for a school to "cherry-pick pupils and usher low-achieving students out the door", a teachers' leader says.
Under the National/Act coalition agreement, the Government has committed to a charter schools programme, which will see alternative education providers competing with existing schools for pupils and funding.
The proposed system is aimed at lifting educational achievement in low-decile areas and disadvantaged communities such as South Auckland and central and eastern areas of Christchurch where educational under-performance has become the norm.
However, Otago Primary Principals' Association president Brent Caldwell said the introduction of the American system could undermine the excellent achievement of New Zealand schools and the integrity of the innovative New Zealand curriculum.
"It is a concern then that an unsuccessful business model using units of output is being used in reference to children and their learning.
"One wonders how our children would be served by a school that will cherry-pick pupils and usher low-achieving students out the door. This is one of the criticisms surrounding the United States' charter schools," Mr Caldwell said.
The introduction of charter schools could also lead to performance-related pay, and experience showed this "divisive tool" did not lead to quality teaching and learning - rather, it tended to emphasise limited gains in a narrow curriculum, overseen by less qualified teachers.
He said the Government was claiming greater choice for parents.
"What the overseas experience tells us is that the charter schools system may limit choice and create inequities whereby low-achieving students are kept out. If this is so, the validity of any claims about increases in student achievement may be based upon narrow samples of children."
New Zealand Educational Institute president Ian Leckie said the Government should not be allowed to push any legislation on charter schools through Parliament without a "proper" select committee process.
It was a step towards the privatisation of education, and the Government had used Act as a "Trojan horse" to introduce chartered schools to New Zealand, he said.
"We need to be asking why we want public money going into privately run charter schools when there is no evidence they will add any value, or benefit New Zealand's education system or local communities."
Mr Caldwell said the greatest predicator of pupil achievement was the circumstances and social conditions that prevailed in the lives of children.
"Perhaps the Government may be better to focus their attentions on addressing some of the urgent social issues which are present in our schools every day.
"It is these that determine the quality of life for our youngest citizens and their opportunities for success."
Charter schools
How does a charter school work?
• The proposal is modelled on the Knowledge Is Power Programme (KIPP) schools in the United States.
• Charter schools will enter into a contractual relationship with sponsors who will be responsible for ensuring the schools meet agreed pupil achievement goals, as well as financial and operational standards.
• They may be operated by community organisations including iwi and Pacific Island groups, school trustees, faith-based educational organisations, and non-profit and for-profit management groups.
• Charters will be granted by an authorised body.
• Boards of trustees will be responsible for all school operations. They may operate the school themselves or contract out management to education providers.
• Boards will be free to set the length of the school day and year, their own teaching practices, raise their own revenues, pay their teachers according to performance, and use any approved curriculum/qualification.
• The school would be publicly funded through operational grants, and may include funding targeted at disadvantaged groups.
• Tuition fees will not be charged.
• All pupils who apply for entrance will be accepted (until the school reaches capacity), irrespective of academic ability.
• Geographical boundaries may be set, and when demand exceeds supply schools may conduct entrance by ballot.
