Trident High School

Trident High School's Māori student achievement declined significantly between 2011 and 2016. The 2011 report praised a 'high proportion of Māori students achieving at levels above that of Māori students nationally,' but the 2016 report identified 'significant achievement disparities exist between Māori and Pākehā students,' with only 66% of Māori leavers achieving NCEA Level 2+ compared to 88% of Pākehā students in 2014.

2011-06 → 2016-05 diff source

Both reports emphasize Trident High School's innovative and broad-based curriculum with diverse learning pathways. The 2011 report highlighted the pioneering Trades Academy partnership, while the 2016 report expanded the description to include gifted and talented programmes, a military academy, and land skills courses, indicating curriculum diversification. However, the 2016 report introduces a significant concern absent from 2011: substantial achievement disparities between Māori and Pākehā students (88% vs 66% NCEA Level 2+ attainment).

2011-06 → 2016-05 diff source

Both reports affirm strong governance, but the 2016 report provides more explicit detail about governance structures and information management. The 2011 report emphasizes leadership quality and reflective practice culture, while the 2016 report specifically highlights the board's receipt of regular principal and departmental reports, and notes a 'recently developed system to track NCEA progress.'

2011-06 → 2016-05 diff source

Both reports rate leadership as effective, but the focus shifted from emphasizing the principal's individual excellence in 2011 to highlighting collective governance and systems-based leadership by 2016. The 2011 report praised the "high quality leadership by an experienced, knowledgeable principal who is well respected," while the 2016 report emphasized "effective governance" and the school's ability to "make effective use of achievement information to review curriculum and implement responsive programmes."

2011-06 → 2016-05 diff source