新西兰学校领导人要求ERO改变其审查,以更好地反映农村和低收入学校取得的进展。 New Zealand school leaders demand ERO change its reviews to better reflect progress in rural and low-income schools.

新西兰学校校长敦促教育审查办公室(ERO)修订其评价方法,认为目前的审查没有考虑到农村和低收入学校面临的挑战。 New Zealand school principals are urging the Education Review Office (ERO) to revise its evaluation approach, arguing that current reviews fail to account for the challenges faced by rural and low-income schools. 他们说,ERO注重成绩和出勤率,忽略了有意义的学生进步和社会经济不利条件的影响,导致负面评估,尽管教学和长期改进有力。 They say ERO’s focus on achievement and attendance rates overlooks meaningful student progress and the impact of socioeconomic disadvantages, leading to negative assessments despite strong teaching and long-term improvements. 校长警告说,即使学校正在取得显著进展,这类报告也可能触发诸如加强审查或法定干预等惩罚措施。 Principals warn that such reports may trigger punitive measures like increased scrutiny or statutory intervention, even when schools are making significant strides. 他们主张建立一种既重视成果又重视进步的制度,特别是考虑到流动人口和从学校开始远落后的学生的影响。 They advocate for a system that values both outcomes and progress, especially given the effects of transient populations and students starting school far behind. 虽然欧洲教育局坚持使用一致的标准并考虑背景,但学校领导人表示目前的模式并没有反映他们在困难社区的工作范围. While ERO maintains it applies consistent standards and considers context, school leaders say the current model doesn’t reflect the full scope of their work in struggling communities.