School boards are locally elected boards that govern state and state integrated schools. Boards establish a charter which sets out the aims and objectives of the school.
As at 1 December 2020 there were 19,805 board members. The data can be viewed by a range of dimensions, based on the individual, their role on the board, the school, and the school's location. Board data are available from the following tables:
This spreadsheet provides the underlying data for most of the one-on-one dimensional tables in the chart below. You can use this spreadsheet to create your own multi-dimensional pivot table. (Use of this spreadsheet requires MS Excel version 2007 or later).
- School Boards Interactive Pivot Table 1997-2020 [MS Excel 3.4mB]
Time Series Data
This spreadsheet provides time series data in a single table for each of the dimensions shown in the chart below. Each table gives breakdown by member gender or ethnicity and another dimension. All tables cover 1997-2020.
- School Boards Time Series 1997-2020 [MS Excel 111kB]
One-on-One Dimension Data
The chart below provides a number of one-on-one dimensional tables relating to Board Numbers.
Member Position by Ethnic Group (GAtest)
School Data Dimension Notes
The gender of the member. Where this information is not provided to the Ministry it is recorded as unknown. Every table has gender as a dimension.
The ethnic group the member belongs to, for example, Māori, Asian. The ethnic group data is presented at level 1 and prioritised.
The role the trustee has on the board, for example, chairperson, member, commissioner.
The group the member belongs to or represents, for example, parent, staff or student representative, principal, co-opted member.
The ownership of the school, for example State, State-integrated.
The decile assigned to the school of the member. Students from low socio-economic communities face more barriers to learning than students from high socio-economic communities. Schools that draw their roll from these low socio-economic communities are given greater funding to combat these barriers. The mechanism used to calculate and allow this additional funding is most often known as school deciles. Schools are assigned a socio-economic score based on five census derived scoio-economic factors. The 10 percent of schools with the lowest scores are considered decile 1 schools, the next 10 percent of schools are considered decile 2 schools, etc. Decile 1 schools have the highest proportion of low SES students (see technical comments).
The type of the school, for example Full Primary (Year 1-8), as at 1 July of that year. Typically based on what year levels the school offers, but also includes further information e.g. Correspondence school, Special school, Teen Parent Unit etc. See "School: Sector" for a broader grouping, and "Student: Year level group" for a student based sector grouping.
Schools are grouped (by school type) into four sectors of schooling education, Primary, Secondary, Composite and Special. See "Student: Year level group" for a student based sector grouping.
The education region the school of the member is located in. These are ten administrative regions created by the Ministry of Education and aligned with the Ministry's ten regional offices.
The regional council area the school of the member is located in. Regional council boundaries are defined by Statistics New Zealand.
The territorial authority area the school of the member is located in. Territorial authority boundaries are defined by Statistics New Zealand.
This dimension is only presented for state integrated schools. The religious or organisational affiliation of state integrated schools, for example, Roman Catholic, Montessori.
Data is presented for 1997 through to 2018.