Expulsion rates per 1,000 students, by ethnic group and school quintile
Ministry of Education
For this indicator European/Pākehā refers to people who affiliate as New Zealand European, Other European or European (not further defined). For example, this includes and is not limited to people who consider themselves as Australian (excluding Australian Aborigines), British and Irish, American, Spanish, and Ukrainian.
For this table ethnicities other than the four listed are included in the total, but not in the main breakdown.
Expulsions occur only for 16 year-olds and above, therefore the expulsion rate refers to the number of expulsions per 1,000 standardised for students aged 16 or over.
Numerator: Total number of expulsions occurring during the school year
Total number of students on roll as at 1 July of each year, by individual year of age.
This indicator uses age-standardised rates. These are expressed as expulsions per 1,000 students enrolled. Most expulsions peak at age 16, and age-standardisation allows a fair comparison between different cohorts. In any given year the schooling population will have a different age distribution. By standardising for age we can compare across years.
students from schools which are not receiving public funding
students at Correspondence School
adult students (older than 19), and
International Fee-Paying students.
Data provided by
Schooling: Student Engagement/Participation - Expulsions from school 2014
How to find the data
At URL provided, select 'Expulsions Data' from the 'Downloads' section of the right-hand column
Import & extraction details
From the dataset Schooling: Student Engagement/Participation - Expulsions from school 2014, this data was extracted:
- Sheet: 3. Expulsions, by quintile
- Provided: 25 data points
Dataset originally released on:
Purpose of collection
Student attendance and engagement are critical factors relating to student achievement. The levels of stand-downs, suspensions, exclusions and expulsions help provide indications of where engagement in productive learning may be absent and behavioural issues may be present.