Far North District
A comparison of territorial authority and national performance for key measures.
The Ministry has selected a number of key measures which can be used to understand education in this authority. The measures focus on student achievement. The data is presented in two ways: a radar diagram and a table.
In the diagram below the black line represents the New Zealand performance for each measure; it has been set to one. The blue line shows the authority’s performance as compared to the rest of New Zealand. Where the blue line is outside the black line the authority has a better performance than the rest of the country.
The green line on the diagram shows performance of the regional council the authority is associated with (if the authority and regional council are the same as in Gisborne the green line is not shown). Where the blue line is outside the green line the authority has better performance than the regional council.
Where data is not available for a given measure then there is no coloured line for a comparison with the New Zealand score. In these situations the coloured lines draw in to the centre from the last available point of comparison.
The table below includes the key measures from the radar diagram above along with other measures of interest. The data presented here are the actual rates for the authority and New Zealand. For most of these measures more detailed information can be found in the other tabs associated with this authority and its associated regional council.
|Description||Territorial Authority Measure||NZ Measure|
|Number of students (2016)||11,534.0||800,334.0|
|Number of teachers in state and state integrated schools (2017)||913.0||56,142.0|
|Number of schools (2016)||73.0||2,529.0|
|Percentage of children starting school who have attended ECE (2016)||92.4||96.7|
|Percentage of students at or above expected reading levels (2016)||70.1||77.8|
|Percentage of students at or above expected writing levels (2016)||62.8||71.2|
|Percentage of students at or above expected maths levels (2016)||66.1||75.4|
|Percentage of students at or above expected pÄnui levels (2016)||x||x|
|Percentage of students at or above expected kÅrero levels (2016)||x||x|
|Percentage of students at or above expected tuhituhi levels (2016)||41.0||x|
|Percentage of students at or above expected te tau me te taurangi levels (2016)||50.3||x|
|Percentage of students at or above expected te ine me te Ähuahanga levels (2016)||51.7||x|
|Percentage of students at or above expected te tauanga me te tÅ«ponotanga levels (2016)||x||x|
|Percentage of school leavers with NCEA Level 1 and above (2016)||85.5||89.4|
|Percentage of school leavers with NCEA Level 2 or above (2016)||73.9||80.3|
|Percentage of school leavers with NCEA Level 3 or above (2016)||38.4||53.9|
|Age standardised stand-down rate per 1,000 students (2017)||42.2||23.5|
|Age standardised suspension rate per 1,000 students (2017)||8.0||4.2|
|Age standardised exclusion rate per 1,000 students (2017)||1.9||1.6|
|Percentage of school leavers retained to at least 17-years-old (2016)||75.3||83.6|
|Percentage of school leavers with a Vocational Pathway award (2016)||39.3||32.9|
|Percentage of school leavers enrolled in tertiary within one year of leaving (2016)||52.4||60.3|
- ‘x’ = only one school in the authority has submitted data, or there are less than 5 students in the denominator for this category, or if left unmasked the data may lead to deducing other masked values.
- ‘p’ = less than 4 students in this category are performing at or above standard.
Public Achievement Information (PAI)
The attached pdf uses a series of key measures, most of which are available in these pages, to show the progression of students through our education system. This information is presented by territorial authority, although a National view is available.