Non-enrolled Students

What We Have Found

Māori students are more likely than any other ethnic group to become non-enrolled.

Date Updated: August 2011

Indicator Description

The number of non-enrolled students investigated and closed by the Ministry of Education.

Why This Is Important

The Ministry of Education is responsible for upholding the Education Act 1989 which states attendance at school is compulsory for New Zealand citizens and residents from age 6 until they turn 16.

When a student of compulsory school age has left a school and has not enrolled in another school within 20 consecutive school days, the school is required to notify the Ministry via the school student enrolment register (ENROL). The Ministry, along with an external contracted provider, work to locate these students, and where necessary assist their return to education.  Staff work alongside students, their families/whānau, schools, and other agencies to discuss and facilitate a return to education.

There is strong evidence to suggest that regular attendance at school is one of the most significant factors influencing student achievement. Chronic truancy is also strong predictor of negative outcomes in later life including violence, delinquency, substance abuse, unemployment and early parenting.

How We Are Going

The non-enrolled incidents reported on in this indicator include only those incidents where the Ministry assisted in enrolling the student at school, alternative education or assisted with an early leaving exemption.

There has been a rising trend in the number of cases since 2007. In 2010, there were 3,484 cases of non-enrolment investigated and closed by the Ministry.  These cases were caused by 3,329 students, with 149 students having 2 episodes and 3 students having 3 episodes.

Of the 3,329 referrals, 2,869 students were returned to school, 466 students were enrolled in alternative education centre and 149 were granted an early leaving exemption.

Figure 1: Age-standardised non-enrolment rates per 1,000 students, by ethnic group (2006 to 2010)

The age-standardised rate was the highest for Māori students (15.3 non-enrolments per 1,000 students). The age-standardised rate for Pasifika students (7.8 per 1,000 students) was lower than for Māori students but higher than for European/Pākehā students (2.5 per 1,000 students).  The age-standardised rate for Asian students was 1.3 non-enrolments per 1,000 students.

The data show that non-enrolment notifications are more common in secondary school-aged students.  While the non-enrolment rate for 11 year-olds was 3 per 1,000 students in 2010, it was increasing sharply to a rate of 18 per 1,000 students for 14 year-olds.  Hence, the analysis is undertaken using age-standardised rates.

Figure 2: Unadjusted non-enrolment rates per 1,000 students, by age (2007 to 2010)

There was no significant difference between male and female students.  The age-standardised rates were 5.8 and 6.1 non-enrolments per 1,000 students among females and males respectively.


Figure 3: Number of days it took to re-enagage the student (2010)

The length of time it took to re-engage students in education varied greatly.  In 2010, 789 cases took less than 20 days, 1022 cases took 20 to 39 days and 627 cases took 40 to 59 days. The remaining 1,046 took at least 60 days.

Schools in the lowest quintile (deciles 1 and 2) draw their students from communities with the highest degree of socio-economic disadvantage.  In 2010, students in quintile 1 schools were over 10 times more likely to be reported non-enrolled than students from quintile 5 schools.  In 2010, 66% of non-enrolment notifications were from schools of quintile 1 or 2.

Figure 4: Age-standardised non-enrolment rates, by school quintile (2010)

Achievement

The 2010 achievement results show that Year 11 and Year 12 students with a non-enrolment notification between 2008 and 2010 were less likely to meet the NCEA Level 1 literacy and numeracy requirements.  

Figure 5: Percentage of Year 11 and Year 12 students who did not meet NCEA Level 1 literacy and numeracy requirements in 2010

Note: Total includes ethnic groups Asian, Other and Not specified.

Out of the 950 Year 11 students with a non-enrolment history whose achievement data could be obtained, 74% did not meet the NCEA Level 1 literacy and numeracy requirements compared to 19% of Year 11 students who maintained school presence during that period. Similar gap in performance can be observed in the Year 12 students.  

References

• Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.
• Biddulph, F., Biddulph, J. and Biddulph, C. (2003). The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis Wellington: Ministry of Education.
• Cosgrave, R., Bishop, F. and Bennie, N (2003). Attendance and Absences in New Zealand Schools 2002. Wellington, Ministry of Education.
  
• UK Office of Standards in Education, (2001). Improving Attendance and Behaviour in Secondary Schools 2001: Strategies to Promote Educational Inclusion. London, Office for Standards in Education.
  
• Hughes, D., Lauder, H., Robinson, T., Simiyu, I., Watson, S., Strathdee, R. and Hamlin, J. (1999). Do Schools Make a Difference?: Hierarchical Linear Modelling of School Certificate Results in 23 Schools: The Smithfield Project, Phase Three: Eighth Report to the Ministry of Education. Wellington.