The boy school leaver
NZCER was contracted by the Association of Boys’ Schools of New Zealand (ABSNZ) to undertake an analysis of student achievement in New Zealand boys’ schools, and to identify approaches and strategies used by high-achieving boys’ schools.
In 2012, 28 percent of boys leaving school came from boys’ schools: a total of 7,439 students, increased somewhat from 7,390 in 2010.
The quantitative analysis provided here compares the achievement of boys in state and state-integrated boys’ secondary schools with the achievement of boys in state and state-integrated co-educational secondary schools over the period 2010-12. It uses data on secondary qualifications, namely: …
Yes definitely boys schools for my boys. They have plenty of time to have their lives trashed by women. Best delay the inevitable.
Comment by Ritchie — Fri 17th October 2014 @ 8:24 am
These peices of reserch look at things in isolation.
They just look at academic results, comming from the schools.
They do show that they are doing well compared to co-ed schools.
However they dont show the social developement effects.
Do they later experience higher divorce rates and dropout rates at university etc.
How do they compare to schools that are co-ed but have single sex classrooms for the main subjects, maths asnd english. Ive seen australian research that shows that this is the best structure of education. For boys and girls.
This is a subject that seeks a yes or no answer, but the correct answer is somewere inbetween.
I studied at an all boys highschool. It was psycological torture for me, and left me inept at being able to understand women. We were taught nothing about them and their behavours. I passed all my subjects however.
Comment by DJ Ward — Fri 17th October 2014 @ 9:59 am
This report appears to lack adjustment for the skills and resources of children entering the schools.
Generally children attending high fee schools have better mental health and social skills (and the same for their parents too), than children entering public schools. These advantages should be taken into account, to usefully measure school’s performance.
Very interesting report, in terms of analysing achievement levels of boys leaving schools, but unfortunately significantly misleading in terms of what schools are doing for children.
The value added by schools is (part of the) rise in skills and social resources of children, as they pass through the schools. (Of course parents might also contribute, if they have any access with their children?)
This report could easily be construed as showing how valuable an education at these schools is, where the value added is a better decision basis for judging the contribution and value of schools. Such analyses are difficult to perform accurately, as the incoming and outgoing measures need to be quite accurate, for the difference to retain useful accuracy. Also, the number of traits to be measured is very, very broad and large, to get a full measure of what we hope schools will enable our children to achieve. However, through the last 30 years these techniques are becoming workable and practical, so it seems unfortunate that they have not been used in developing this report.
MurrayBacon – value added axe murderer.
Comment by MurrayBacon — Fri 17th October 2014 @ 10:29 am
Here we have someone talking about how our education system fails boys.
Essentialy the feminists worked out a system that is for girls, and then forced it upon boys.
http://www.nzherald.co.nz/education/news/article.cfm?c_id=35&objectid=11480258
Comment by DJ Ward — Mon 20th July 2015 @ 3:22 pm
” Disciplining a boy is relatively straightforward if he has transgressed in the classroom. Boys usually accept the appropriate punishment provided it is fair. Grudges are seldom held.”
Interesting analysis.
” Teen girls are generally more likely to bear a grudge and muster support from their peers. A reprimand may result in weeks of surly responses and sullen muttering.”
Imagine what they turn into when they become women. Grudge turns to revenge, and weeks turn to years.
Comment by DJ Ward — Mon 20th July 2015 @ 4:06 pm
The feminist agenda. Protect female’s jobs, and management positions ‘Power and Control’, at the expense of male education opportunities. Most trade positions are taken up by males, and feminists avoid talking about female participation in this area of the workforce, because then they would actually have to work for a living, and risk death doing the job. Also to get someone to be a teacher with the required experience the people will virtually all be male. We all know that that’s not good for the feminist agenda. Much more value teaching them other things, like women’s suffrage, or sex education classes were they are taught that everything they do is a crime and an attempt to have power and control over the female. That they are domestically violent if they get upset that the female lied about being on the pill, and that it is OK that they have a teenage parenting unit in the school, which she can attend, but piss off male, you’re not needed in the child’s life. PS although the male is still at school, and not earning an income, CS will persecute him out of school into a low paid job, to support the female’s lifestyle choice. Slaves don’t need education opportunity.
http://www.nzherald.co.nz/herald-on-sunday-editorial/news/article.cfm?c_id=1503175&objectid=11483277
Comment by DJ Ward — Fri 14th August 2015 @ 4:18 pm
A revolution in education, is happening.
These are old arguments.
https://www.stuff.co.nz/opinion/300368442/our-education-system-is-in-decline-but-nobody-wants-to-fix-it
It’s the application revolution.
My children even have at home, education.
Using an application.
As part of homework options.
The big improvement is in teacher time.
As the applications can test competency.
Without investing time, in marking.
The teacher can get feedback.
The application, analytical of the child.
Where the child is failing, and succeeding.
Then new applications, to suit the child.
Those that help them excel.
Those that better there weaknesses.
There devices, extension of themselves.
All knowledge, at hand.
The weakness then comprehension.
Ultimately, the test of success.
It must come to pass.
That the child is tested.
Schools, shown to be good, or bad.
Applications rated, for outcomes.
The device a cheap, global standard.
The poorest nations.
The same applications.
As the richest.
Comment by DJ Ward — Sun 1st August 2021 @ 1:12 pm