Appendix 1: Methodology

Sample

This evaluation is based on the 95 schools with international students that had a regular ERO review in 2012. The schools cover a variety of school types, as shown in Table 1. [11]

Table 1: Types of schools in sample

School type

Number of schools

Percentage of sample

National percentage of schools with international students

Full primary (Y1-8)

11

12

13

Contributing primary (Y1-6)

18

19

20

Intermediate (Y7-8)/Restricted composite (Y7-10)

8

8

11

Composite (Y1-15)

3

3

7

Secondary (Y7-15)

14

15

14

Secondary (Y9-15)/Secondary (Y11-15)

41

43

35

Total

95

100

100

Fifty-five of the schools were secondary, 37 were primary and intermediate schools, and three were composite. Seventy-three schools were in a main urban area and 57 were large or very large. Forty schools were high decile, 46 were medium decile and nine were low decile.

Data collection

For each school, ERO considered information from a variety of sources including:

  • school charters, vision, and annual plans
  • evidence of self-review processes and outcomes, and reports
  • survey/questionnaire/feedback data from students, parents, and homestay caregivers (opportunity for anonymous or confidential feedback)
  • reports to senior managers/board of trustees about International Students’ programmes and outcomes
  • ERO’s Board Assurance Statement and Self-Audit Checklist.

During the reviews, ERO had discussions with a range of people, for example:

  • staff with responsibility for the pastoral care of international students
  • staff with responsibility for the accommodation provision for international students
  • staff with responsibility for teaching international students
  • the principal and school managers
  • international students
  • members of the board
  • any other people considered to be appropriate.