The efficacy of English Language Learner (ELL) funding in New Zealand varies by ethnicity. For example, groups such as Pacific ELLs have much worse educational and employment outcomes than Asian ELLs. This study analyses the educational outcomes of a cohort of ELLs in New Zealand schools from 2015 to 2025, using data from the Ministry of Education. Listening, speaking, reading, and writing skills are tracked for ELLs across their primary and secondary schooling. Student-level characteristics are analysed to ascertain whether barriers exist for certain ELL groups that compromise their learning. Using a sample of over 16,000 students, initial t-tests and chi-square tests reporting odds ratios confirm statistically significant differences in Learning across ethnic groupings. Results from further statistical analyses, including regression analyses with control variables, will be undertaken and presented at the conference. It is hoped this research will help shape funding levels and teaching practice for different types of ELL learners across their compulsory schooling.

Authors:
Stephen Agnew, University of Canterbury, New Zealand
Tom Coupe, University of Canterbury, New Zealand
Rosemary Gillies, Ministry of Education, New Zealand

About the Presenter(s)
Dr Stephen Agnew is a Senior Lecturer above the bar in the Department of Economics and Finance at the University of Canterbury, Christchurch, New Zealand. His current research project examines how youth in the South Pacific are financial socialised.

See this presentation on the full schedule – Thursday Schedule

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