1354240 APPENDIX A.pdf

Document 1
Isobel Connelly
From:
Lewis T <[email address]>
Sent:
Monday, 18 August 2025 6:00 pm
To:
Enquiries National
Subject:
Official Information request - The ncea project
[You don't o en get email from fyi-request-32052- [email address]. Learn why this is important at
h ps://aka.ms/LearnAboutSenderIden ﬁca on ]
Dear Ministry of Educa on,
Please provide the following:
1. Regarding the Integrity of Internal Assessment:
ACT 1982
a. All internal reviews, reports, and communica ons since 2018 that discuss the issues of grade inﬂa on,
inconsistent modera on, and the "undue assessment burden" associated with NCEA's heavy reliance on internal
assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university comple on rates and post-
study income) of students who achieve NCEA qualiﬁca ons primarily through internal assessment versus those who
achieve primarily through external, examina on-based standards.
c. All documents and communica ons related to the decision to remove external examina ons for a signiﬁcant
number of NCEA Level 1 subjects as part of the NCEA "refresh."
INFORMATION
2. Regarding "Flexibility" and the Dilu on of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance insights papers," that
discuss how NCEA's "ﬂexibility" has led to students, par cularly in low-EQI schools, being guided into combina ons
of standards that result in a "Level 2" or "Level 3" qualiﬁca on that is func onally inadequate for university-level
study.
b. Longitudinal data from 2005-2024 showing the na onal decline in student enrolment and pass rates for
tradi onal, academically rigorous subjects such as Physics, Chemistry, and Calculus, broken down by ethnicity and
school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a separate, pass/fail co-
requisite on the academic rigor and founda onal knowledge of students entering ter ary educa on and the
workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-beneﬁt analyses ever conducted by the Ministry of Educa on, the Treasury, or NZQA that
compares the NCEA system to:
i. The qualiﬁca on systems it replaced (e.g., School Cer ﬁcate, Bursary).
ii. Interna onal alterna ves (e.g., Cambridge Interna onal Examina ons, Interna onal Baccalaureate).
This analysis should include metrics on cost, student outcomes, interna
RELEASED UNDER THE OFFICIAL onal recogni on, and preparedness for
university.
b. All advice provided to Ministers since 2018 that jus ﬁes the con nued use of NCEA as the single na onal
qualiﬁca on, in the face of the declining PISA scores and widening "excellence gaps" documented in the Ministry's
own public reports.
Yours faithfully,
Lewis T
1

-------------------------------------------------------------------
This is an Oﬃcial Informa on request made via the FYI website.
Please use this email address for all replies to this request:
fyi-request-32052- [email address]
Is enquiries.na onal@educa on.govt.nz the wrong address for Oﬃcial Informa on requests to Ministry of
Educa on? If so, please contact us using this form:
h ps://fyi.org.nz/change_request/new?body=ministry_of_educa on
Disclaimer: This message and any reply that you make will be published on the internet. Our privacy and copyright
policies:
h ps://fyi.org.nz/help/oﬃcers
If you ﬁnd this service useful as an Oﬃcial Informa on oﬃcer, please ask your web manager to link to us from your
organisa on's OIA or LGOIMA page.
ACT 1982
-------------------------------------------------------------------
INFORMATION
RELEASED UNDER THE OFFICIAL
2

Document 2
From:
Enquiries National
To:
Ministerial Requests
Subject:
FW: Official Information request - The ncea project
Date:
Tuesday, 19 August 2025 7:56:26 am
[UNCLASSIFIED]
OIA for logging.
Ngā mihi
Enquiries National Team | Te Tāhuhu o te Mātauranga | Ministry of Education | MC
education.govt.nz
We shape an education system that delivers equitable and excellent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
ACT 1982
-----Original Message-----
From: Lewis T <[email address]>
Sent: Monday, 18 August 2025 6:00 pm
To: Enquiries National <[email address]>
Subject: Official Information request - The ncea project
[You don't often get email from [email address]. Learn why this is important
at https://aka.ms/LearnAboutSenderIdentification ]
INFORMATION
Dear Ministry of Education,
Please provide the following:
1. Regarding the Integrity of Internal Assessment:
a. All internal reviews, reports, and communications since 2018 that discuss the issues of grade inflation,
inconsistent moderation, and the "undue assessment burden" associated with NCEA's heavy reliance on internal
assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion rates and
post-study income) of students who achieve NCEA qualifications primarily through internal assessment versus
those who achieve primarily through external, examination-based standards.
c. All documents and communications related to the decision to remove external examinations for a significant
number of NCEA Level 1 subjects as part of the NCEA "refresh."
2. Regarding "Flexibility" and the Dilution of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance insights
papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI schools, being
guided into combinations of standards that result in a "Level 2" or "Level 3" qualification that is functionally
inadequate for university-level study.
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and pass rates for
traditional, academically rigorous subjects such as Physics, Chemistry, and Calculus, broken down by ethnicity
RELEASED UNDER THE OFFICIAL
and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a separate, pass/fail
co-requisite on the academic rigor and foundational knowledge of students entering tertiary education and the
workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury, or NZQA that
compares the NCEA system to:

i. The qualification systems it replaced (e.g., School Certificate, Bursary).
ii. International alternatives (e.g., Cambridge International Examinations, International Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and preparedness for
university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the single national
qualification, in the face of the declining PISA scores and widening "excellence gaps" documented in the
Ministry's own public reports.
Yours faithfully,
Lewis T
-------------------------------------------------------------------
This is an Official Information request made via the FYI website.
Please use this email address for all replies to this request:
ACT 1982
[email address]
Is [Ministry of Education request email] the wrong address for Official Information requests to Ministry of
Education? If so, please contact us using this form:
https://fyi.org.nz/change_request/new?body=ministry_of_education
Disclaimer: This message and any reply that you make will be published on the internet. Our privacy and
copyright policies:
https://fyi.org.nz/help/officers
If you find this service useful as an Official Information officer, please ask your web manager to link to us from
INFORMATION
your organisation's OIA or LGOIMA page.
-------------------------------------------------------------------
RELEASED UNDER THE OFFICIAL

Document 3
From:
Ministerial Requests
To:
[email address]
Subject:
Acknowledgement - 1352462 - Official Information request - The ncea project
Date:
Tuesday, 19 August 2025 8:12:00 am
Kia ora
Thank you for the information request below.  The Ministry will consider and respond to your request in
accordance with the Official Information Act 1982 (the Act).
Under section 15(1) of the Act, we are required to make and inform you of our decision on your request as soon
as reasonably practicable and in any case not later than 20 working days after the day on which your request is
received.  You can therefore expect to receive our decision on your request on or before the 15th of September
2025.  If more than 20 working days are needed due to the potential workload and/or consultations involved in
answering your request, we will notify you accordingly.
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In the interim, if you have any questions about your request, please email [email address].
Ngā mihi
Enquiries National Team | Te Tāhuhu o te Mātauranga | Ministry of Education | MC education.govt.nz
We shape an education system that delivers equitable and excellent outcomes He mea tārai e mātou te
mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
-----Original Message-----
INFORMATION
From: Lewis T <[email address]>
Sent: Monday, 18 August 2025 6:00 pm
To: Enquiries National <[email address]>
Subject: Official Information request - The ncea project
[You don't often get email from [email address]. Learn why this is important
at https://aka.ms/LearnAboutSenderIdentification ]
Dear Ministry of Education,
Please provide the following:
1. Regarding the Integrity of Internal Assessment:
a. All internal reviews, reports, and communications since 2018 that discuss the issues of grade inflation,
inconsistent moderation, and the "undue assessment burden" associated with NCEA's heavy reliance on internal
assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion rates and
post-study income) of students who achieve NCEA qualifications primarily through internal assessment versus
those who achieve primarily through external, examination-based standards.
c. All documents and communications related to the decision to remove external examinations for a significant
number of NCEA Level 1 subjects as part of the NCEA "refresh."
2. Regarding "Flexibility" and the Dilution of Standards:
RELEASED UNDER THE OFFICIAL
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance insights
papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI schools, being
guided into combinations of standards that result in a "Level 2" or "Level 3" qualification that is functionally
inadequate for university-level study.
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and pass rates for
traditional, academically rigorous subjects such as Physics, Chemistry, and Calculus, broken down by ethnicity
and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a separate, pass/fail

co-requisite on the academic rigor and foundational knowledge of students entering tertiary education and the
workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury, or NZQA that
compares the NCEA system to:
i. The qualification systems it replaced (e.g., School Certificate, Bursary).
ii. International alternatives (e.g., Cambridge International Examinations, International Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and preparedness for
university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the single national
qualification, in the face of the declining PISA scores and widening "excellence gaps" documented in the
Ministry's own public reports.
Yours faithfully,
ACT 1982
Lewis T
-------------------------------------------------------------------
This is an Official Information request made via the FYI website.
Please use this email address for all replies to this request:
[email address]
Is [Ministry of Education request email] the wrong address for Official Information requests to Ministry of
Education? If so, please contact us using this form:
INFORMATION
https://fyi.org.nz/change_request/new?body=ministry_of_education
Disclaimer: This message and any reply that you make will be published on the internet. Our privacy and
copyright policies:
https://fyi.org.nz/help/officers
If you find this service useful as an Official Information officer, please ask your web manager to link to us from
your organisation's OIA or LGOIMA page.
-------------------------------------------------------------------
RELEASED UNDER THE OFFICIAL

Document 4
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INFORMATION
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Document 5
From:
Isobel Connelly
To:
Shannon Andrews; Jackie Tait; Simon Theeuwes
Cc:
Helen Walton; Cindy McDonald; Catie Van der Vloodt; Melanee Wakelin
Subject:
RE: NCEA change OIAs - agreed actions and next steps
Date:
Wednesday, 27 August 2025 8:25:00 am
Kia ora koutou,
Just touching base on our NCEA-related OIAs, and to provide details of four more that have been received.
out of scope
The 4 new OIAs are highlighted in blue below.
out of scope
T Lewis: no actions at this stage – we’ll seek refinement of Part 1 and refuse Part 2 under 18(f)
out of scope
Please feel free to reach out to me with any queries.
Ngā mihi,
Isobel.
Isobel Connelly | Principal Advisor
Government, Executive and Ministerial Services (GEMS) | Te Rōpū Kāwanatanga Tautoko
Te Pou Rangatōpū | Corporate
ACT 1982
9(2)(a)
out of scope
INFORMATION
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Document 6
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INFORMATION
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INFORMATION
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[UNCLASSIFIED]
Kia ora Elizabeth
The Ministry has received the following request from Lewis T via the fyi website. Parts of it might
best be considered by NZQA, for example part 2a.
Can you please cast your expert eye over the request and let me know if NZQA would be willing
to accept transfer, or partial transfer of this request? And which parts NZQA might be able to
accept?
ACT 1982
Ngā mihi
Cindy
Cindy McDonald | Principal Advisor
Government, Executive and Ministerial Services (GEMS)
Te Pou Rangatōpū | Corporate
National Office Mātauranga House
9(2)(a)
INFORMATION
education.govt.nz
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
We shape an education system that delivers equitable and excellent outcomes
1. Regarding the Integrity of Internal Assessment:
a. All internal reviews, reports, and communications since 2018 that discuss the issues of grade
inflation, inconsistent moderation, and the "undue assessment burden" associated with NCEA's
heavy reliance on internal assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion
rates and post-study income) of students who achieve NCEA qualifications primarily through
internal assessment versus those who achieve primarily through external, examination-based
RELEASED UNDER THE OFFICIAL
standards.
c. All documents and communications related to the decision to remove external examinations
for a significant number of NCEA Level 1 subjects as part of the NCEA "refresh."
2. Regarding "Flexibility" and the Dilution of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance
insights papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI

schools, being guided into combinations of standards that result in a "Level 2" or "Level 3"
qualification that is functionally inadequate for university-level study.
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and
pass rates for traditional, academically rigorous subjects such as Physics, Chemistry, and
Calculus, broken down by ethnicity and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a
separate, pass/fail co-requisite on the academic rigor and foundational knowledge of students
entering tertiary education and the workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury,
or NZQA that compares the NCEA system to:
ACT 1982
i. The qualification systems it replaced (e.g., School Certificate, Bursary).
ii. International alternatives (e.g., Cambridge International Examinations, International
Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and
preparedness for university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the
single national qualification, in the face of the declining PISA scores and widening "excellence
gaps" documented in the Ministry's own public reports.
INFORMATION
Yours faithfully,
Lewis T
-------------------------------------------------------------------
This is an Official Information request made via the FYI website.
Please use this email address for all replies to this request:
[email address]
Is [Ministry of Education request email] the wrong address for Official Information requests to
Ministry of Education? If so, please contact us using this form:
https://fyi.org.nz/change_request/new?body=ministry_of_education
Disclaimer: This message and any reply that you make will be published on the internet. Our
privacy and copyright policies:
https://fyi.org.nz/help/officers
RELEASED UNDER THE OFFICIAL
If you find this service useful as an Official Information officer, please ask your web manager to
link to us from your organisation's OIA or LGOIMA page.
-------------------------------------------------------------------

________________________________
DISCLAIMER:
This email and any attachments may contain information that is confidential and subject to legal privilege. If you are not the intended
recipient, any use, dissemination, distribution or duplication of this email and attachments is prohibited. If you have received this email
in error please notify the author immediately and erase all copies of the email and attachments. The Ministry of Education accepts no
responsibility for changes made to this message or attachments after transmission from the Ministry.
*************************************************************************
*******
This email may contain legally privileged information and is intended only for the
addressee. It is not necessarily the official view or
communication of the New Zealand Qualifications Authority. If you are not the intended
recipient you must not use, disclose, copy or distribute this email or
information in it. If you have received this email in error, please contact the sender
ACT 1982
immediately. NZQA does not accept any liability for changes made to this email or
attachments after sending by NZQA.
All emails have been scanned for viruses and content by Check Point Harmony.
NZQA reserves the right to monitor all email communications through its network.
********************************************************************************
DISCLAIMER:
INFORMATION
This email and any attachments may contain information that is confidential and subject to legal privilege. If you are not the
intended recipient, any use, dissemination, distribution or duplication of this email and attachments is prohibited. If you have
received this email in error please notify the author immediately and erase all copies of the email and attachments. The Ministry
of Education accepts no responsibility for changes made to this message or attachments after transmission from the Ministry.
RELEASED UNDER THE OFFICIAL

Document 7
ACT 1982
INFORMATION
RELEASED UNDER THE OFFICIAL

From: Cindy McDonald <[email address]>
Sent: Monday, 1 September 2025 5:02 PM
To: Team Mailbox NZQA Ministerials <[email address]>
Cc: Elizabeth Templeton <9(2)(a)
>
Subject: RE: Official Information transfer request - The ncea project
[UNCLASSIFIED]
Kia ora
Many thanks for your prompt reply and for accepting transfer of part 2(b) of the request. Just
one more question.
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Regarding part 2(a) which includes a request for, “the full, unredacted versions of NZQA's
"University Entrance insights papers," – I see that these are publicly available, and do not appear
to be redacted. Would it be reasonable to refer the requester to the publicly available
information or is there an unredacted version?
Cheers
Cindy
INFORMATION
From: Elizabeth Templeton <9(2)(a)
>
Sent: Thursday, 28 August 2025 11:41 am
To: Cindy McDonald <[email address]>
Subject: RE: Official Information transfer request - The ncea project
Kia ora Cindy
We have looked carefully at this request and will accept a transfer of point 2(b) Longitudinal
data from 2005-2024 showing the national decline in student enrolment and pass rates for
traditional, academically rigorous subjects such as Physics, Chemistry, and Calculus, broken down
by ethnicity and school EQI band.
This is the only point we felt was wholly NZQA. We felt a lot of the questions are a mix of both
agencies, and therefore easier if MOE held the pen to avoid duplication.
Happy to discuss.
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Elizabeth
Elizabeth Templeton
Senior Advisor, Chief Executive and Ministerial Services| Kaitohutohu Matua - Ratonga Minita
Office of the Chief Executive | Tari o te Pou Whakahaere
New Zealand Qualifications Authority | Mana Tohu Mātauranga o Aotearoa
(
9(2)(a)

ACT 1982
INFORMATION
RELEASED UNDER THE OFFICIAL

heavy reliance on internal assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion
rates and post-study income) of students who achieve NCEA qualifications primarily through
internal assessment versus those who achieve primarily through external, examination-based
standards.
c. All documents and communications related to the decision to remove external examinations
for a significant number of NCEA Level 1 subjects as part of the NCEA "refresh."
2. Regarding "Flexibility" and the Dilution of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance
insights papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI
schools, being guided into combinations of standards that result in a "Level 2" or "Level 3"
qualification that is functionally inadequate for university-level study.
ACT 1982
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and
pass rates for traditional, academically rigorous subjects such as Physics, Chemistry, and
Calculus, broken down by ethnicity and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a
separate, pass/fail co-requisite on the academic rigor and foundational knowledge of students
entering tertiary education and the workforce.
INFORMATION
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury,
or NZQA that compares the NCEA system to:
i. The qualification systems it replaced (e.g., School Certificate, Bursary).
ii. International alternatives (e.g., Cambridge International Examinations, International
Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and
preparedness for university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the
single national qualification, in the face of the declining PISA scores and widening "excellence
gaps" documented in the Ministry's own public reports.
Yours faithfully,
Lewis T
-------------------------------------------------------------------
RELEASED UNDER THE OFFICIAL
This is an Official Information request made via the FYI website.
Please use this email address for all replies to this request:
[email address]
Is [Ministry of Education request email] the wrong address for Official Information requests to
Ministry of Education? If so, please contact us using this form:

https://fyi.org.nz/change_request/new?body=ministry_of_education
Disclaimer: This message and any reply that you make will be published on the internet. Our
privacy and copyright policies:
https://fyi.org.nz/help/officers
If you find this service useful as an Official Information officer, please ask your web manager to
link to us from your organisation's OIA or LGOIMA page.
-------------------------------------------------------------------
________________________________
ACT 1982
DISCLAIMER:
This email and any attachments may contain information that is confidential and subject to legal privilege. If you are not the intended
recipient, any use, dissemination, distribution or duplication of this email and attachments is prohibited. If you have received this email
in error please notify the author immediately and erase all copies of the email and attachments. The Ministry of Education accepts no
responsibility for changes made to this message or attachments after transmission from the Ministry.
*************************************************************************
*******
This email may contain legally privileged information and is intended only for the
INFORMATION
addressee. It is not necessarily the official view or
communication of the New Zealand Qualifications Authority. If you are not the intended
recipient you must not use, disclose, copy or distribute this email or
information in it. If you have received this email in error, please contact the sender
immediately. NZQA does not accept any liability for changes made to this email or
attachments after sending by NZQA.
All emails have been scanned for viruses and content by Check Point Harmony.
NZQA reserves the right to monitor all email communications through its network.
********************************************************************************
DISCLAIMER:
This email and any attachments may contain information that is confidential and subject to legal privilege. If you are not the
intended recipient, any use, dissemination, distribution or duplication of this email and attachments is prohibited. If you have
received this email in error please notify the author immediately and erase all copies of the email and attachments. The Ministry
of Education accepts no responsibility for changes made to this message or attachments after transmission from the Ministry.
RELEASED UNDER THE OFFICIAL

Document 7a
ACT 1982
INFORMATION
RELEASED UNDER THE OFFICIAL

Document 8
From:
Isobel Connelly
To:
Cindy McDonald
Subject:
FW: Official Information request - The ncea project
Date:
Tuesday, 2 September 2025 2:09:00 pm
Attachments:
image001.png
Hi Cindy,
On consultation with 9(2)(a) , we think this request to Lewis T is a refusal. I've drafted
up a response, but think this should probably go in the body of an email from the EN
mailbox, rather than on letterhead – the same approach as we used for the recent
9(2)(a)
request.
Here's a link to the doc - let me know if you suggest any changes: 1352462.docx
ACT 1982
Once approved, I can transfer it into an email and have it sent from the EN mailbox.
Happy to chat
I.
Isobel Connelly | Principal Advisor
INFORMATION
Government, Executive and Ministerial Services (GEMS) | Te Rōpū Kāwanatanga Tautoko
Te Pou Rangatōpū | Corporate
9(2)(a)
-----Original Message-----
From: Enquiries National <[email address]>
Sent: Tuesday, 19 August 2025 7:56 am
To: Ministerial Requests <[email address]>
Subject: FW: Official Information request - The ncea project
[UNCLASSIFIED]
OIA for logging.
Ngā mihi
Enquiries National Team | Te Tāhuhu o te Mātauranga | Ministry of Education | MC
RELEASED UNDER THE OFFICIAL
education.govt.nz
We shape an education system that delivers equitable and excellent outcomes He mea tārai e
mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
-----Original Message-----
From: Lewis T <[email address]>

Sent: Monday, 18 August 2025 6:00 pm
To: Enquiries National <[email address]>
Subject: Official Information request - The ncea project
[You don't often get email from [email address]. Learn why this
is important at https://aka.ms/LearnAboutSenderIdentification ]
Dear Ministry of Education,
Please provide the following:
1. Regarding the Integrity of Internal Assessment:
a. All internal reviews, reports, and communications since 2018 that discuss the issues of grade
inflation, inconsistent moderation, and the "undue assessment burden" associated with NCEA's
ACT 1982
heavy reliance on internal assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion
rates and post-study income) of students who achieve NCEA qualifications primarily through
internal assessment versus those who achieve primarily through external, examination-based
standards.
c. All documents and communications related to the decision to remove external examinations
for a significant number of NCEA Level 1 subjects as part of the NCEA "refresh."
INFORMATION
2. Regarding "Flexibility" and the Dilution of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance
insights papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI
schools, being guided into combinations of standards that result in a "Level 2" or "Level 3"
qualification that is functionally inadequate for university-level study.
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and
pass rates for traditional, academically rigorous subjects such as Physics, Chemistry, and
Calculus, broken down by ethnicity and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a
separate, pass/fail co-requisite on the academic rigor and foundational knowledge of students
entering tertiary education and the workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury,
or NZQA that compares the NCEA system to:
i. The qualification systems it replaced (e.g., School Certificate, Bursary).
RELEASED UNDER THE OFFICIAL
ii. International alternatives (e.g., Cambridge International Examinations, International
Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and
preparedness for university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the
single national qualification, in the face of the declining PISA scores and widening "excellence
gaps" documented in the Ministry's own public reports.

Yours faithfully,
Lewis T
-------------------------------------------------------------------
This is an Official Information request made via the FYI website.
Please use this email address for all replies to this request:
[email address]
Is [Ministry of Education request email] the wrong address for Official Information requests to
Ministry of Education? If so, please contact us using this form:
ACT 1982
https://fyi.org.nz/change_request/new?body=ministry_of_education
Disclaimer: This message and any reply that you make will be published on the internet. Our
privacy and copyright policies:
https://fyi.org.nz/help/officers
If you find this service useful as an Official Information officer, please ask your web manager to
link to us from your organisation's OIA or LGOIMA page. INFORMATION
-------------------------------------------------------------------
RELEASED UNDER THE OFFICIAL

Document 9
From:
Enquiries National
To:
[email address]
Subject:
Response 1352462
Date:
Tuesday, 2 September 2025 3:35:00 pm
Attachments:
image001.png
Tēnā koe Lewis
OIA: 1352462 – the NCEA project
Thank you for your email of 18 August 2025 requesting the following information:
1. Regarding the Integrity of Internal Assessment:
a. All internal reviews, reports, and communications since 2018 that discuss the issues of grade
inflation, inconsistent moderation, and the "undue assessment burden" associated with NCEA's
ACT 1982
heavy reliance on internal assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion
rates and post-study income) of students who achieve NCEA qualifications primarily through
internal assessment versus those who achieve primarily through external, examination-based
standards.
c. All documents and communications related to the decision to remove external examinations
for a significant number of NCEA Level 1 subjects as part of the NCEA "refresh."
INFORMATION
2. Regarding "Flexibility" and the Dilution of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance
insights papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI
schools, being guided into combinations of standards that result in a "Level 2" or "Level 3"
qualification that is functionally inadequate for university-level study.
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and
pass rates for traditional, academically rigorous subjects such as Physics, Chemistry, and Calculus,
broken down by ethnicity and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a
separate, pass/fail co-requisite on the academic rigor and foundational knowledge of students
entering tertiary education and the workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury,
or NZQA that compares the NCEA system to:
i. The qualification systems it replaced (e.g., School Certificate, Bursary).
ii. International alternatives (e.g., Cambridge International Examinations, International
Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and
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preparedness for university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the
single national qualification, in the face of the declining PISA scores and widening "excellence
gaps" documented in the Ministry's own public reports.
Your request has been considered under the Official Information Act 1982 (the Act).

You request, as currently worded, is very broad in nature and scope. Attempting to locate,
collate and prepare for release all information requested within the timeframe requested would
be a substantial administrative task to undertake and would have a significant impact on the
Ministry’s ability to carry out our core functions. In addition, much of the information you have
requested is still to be considered by Ministers through the Cabinet process.
I am therefore refusing your request under section 18(f) of the Act as the information you have
requested cannot be made available without substantial collation and research. As required
under sections 18A and 18B of the Act, I have considered whether inviting you to clarify, fixing a
charge or extending would enable your request to be answered. However, I do not consider any
of these mechanisms sufficiently mitigate the administrative burden associated with attempting
to provide a response. I am also refusing your request under section 9(2)(f)(iv) of the Act, while
consultation on the proposal to replace NCEA with a new qualification pathway is still under way
and final decisions are yet to be made. The consultation process is still open until 15 September
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2025. Once the consultation period has closed, and responses have been analysed, a summary
will be made publicly available.
With regards to Parts 2a and 2b of your request, I have determined that these parts of the
information requested are not held by the Ministry. They are believed to be held by the New
Zealand Qualifications Authority (NZQA). NZQA has advised that the response to Part 2a may be
found at Insights papers - NZQA - NZQA . With regards to Part 2b, I can advise that I have
transferred this part of your request to NZQA in accordance with section 14(b)(i) of the Act. You
INFORMATION
may expect a response from NZQA directly concerning this part of your request.
You can find further details about the NCEA change proposal, including information about why
change is needed, and how to have your say, on the consultation homepage here: Consultation
on proposal to replace NCEA - Ministry of Education.
Please note, we may publish this response on our website after five working days. Your name
and contact details will be removed.
Thank you again for your email. You have the right to ask an Ombudsman to review my decision
on your request, in accordance with section 28 of the Act. You can do this by writing to
[email address] or to Office of the Ombudsman, PO Box 10152, Wellington
6143.
Nāku noa, nā
Official and Parliamentary Information | Ministry of Education | CM
education.govt.nz
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He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga
We shape an education system that delivers equitable and excellent outcomes
Te Tāhuhu o te Mātauranga
-----Original Message-----

From: Lewis T <[email address]>
Sent: Monday, 18 August 2025 6:00 pm
To: Enquiries National <[email address]>
Subject: Official Information request - The ncea project
[You don't often get email from [email address]. Learn why this
is important at https://aka.ms/LearnAboutSenderIdentification ]
Dear Ministry of Education,
Please provide the following:
1. Regarding the Integrity of Internal Assessment:
a. All internal reviews, reports, and communications since 2018 that discuss the issues of grade
ACT 1982
inflation, inconsistent moderation, and the "undue assessment burden" associated with NCEA's
heavy reliance on internal assessment.
b. Any longitudinal analysis comparing the long-term outcomes (including university completion
rates and post-study income) of students who achieve NCEA qualifications primarily through
internal assessment versus those who achieve primarily through external, examination-based
standards.
c. All documents and communications related to the decision to remove external examinations
for a significant number of NCEA Level 1 subjects as part of the NCEA "refresh."
INFORMATION
2. Regarding "Flexibility" and the Dilution of Standards:
a. All internal analyses, including the full, unredacted versions of NZQA's "University Entrance
insights papers," that discuss how NCEA's "flexibility" has led to students, particularly in low-EQI
schools, being guided into combinations of standards that result in a "Level 2" or "Level 3"
qualification that is functionally inadequate for university-level study.
b. Longitudinal data from 2005-2024 showing the national decline in student enrolment and
pass rates for traditional, academically rigorous subjects such as Physics, Chemistry, and
Calculus, broken down by ethnicity and school EQI band.
c. All internal advice and reports that model the impact of making Literacy and Numeracy a
separate, pass/fail co-requisite on the academic rigor and foundational knowledge of students
entering tertiary education and the workforce.
3. Regarding the Fundamental Value of NCEA:
a. Any and all cost-benefit analyses ever conducted by the Ministry of Education, the Treasury,
or NZQA that compares the NCEA system to:
RELEASED UNDER THE OFFICIAL
i. The qualification systems it replaced (e.g., School Certificate, Bursary).
ii. International alternatives (e.g., Cambridge International Examinations, International
Baccalaureate).
This analysis should include metrics on cost, student outcomes, international recognition, and
preparedness for university.
b. All advice provided to Ministers since 2018 that justifies the continued use of NCEA as the
single national qualification, in the face of the declining PISA scores and widening "excellence

gaps" documented in the Ministry's own public reports.
Yours faithfully,
Lewis T
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