New ZealandAucklandOtahuhuPacific Advance Secondary School

Pacific Advance Secondary School

StateSecondary (Year 9-15)Co-Educational
Otahuhu, Auckland · Major urban area
office@pass.school.nz 09-2760375
Total Roll152enrolled students
Māori18.4%of roll
Pacific86.2%of roll
Asian9.2%of roll
Student Body
152
enrolled students
European/Pākehā4.6%
Māori18.4%
Pacific86.2%
Asian9.2%
GenderCo-Educational
Pacific Advance

Ethnicity Breakdown

Pacific Advance Secondary School's roll is predominantly pacific (86.2%). The next largest group is maori students.

152students
European/Pakeha4.6%
Maori18.4%
Pacific86.2%
Asian9.2%
European/Pakeha4.6%
Maori18.4%
Pacific86.2%
Asian9.2%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Pacific Advance Secondary School's ethnicity breakdown compared to the national average across all New Zealand schools. The white reference line marks the national average for each group.

European/Pakeha
-41.4pp below avg4.6%
National average: 46%
Maori
-6.6pp below avg18.4%
National average: 25%
Pacific
+76.2pp above avg86.2%
National average: 10%
Asian
-2.8pp below avg9.2%
National average: 12%
Source: Ministry of Education (2026). National averages are approximate.

Ethnicity Roll Numbers

Absolute student numbers by ethnicity, as reported by the Ministry of Education. Students can identify with more than one ethnic group, so totals may exceed the total school roll.

Ethnic GroupStudents% of Roll
European/Pakeha74.6%
Maori2818.4%
Pacific13186.2%
Asian149.2%
MELAA3
Other1
Total Roll152100%
Source: Ministry of Education (2026).

Understanding Ethnicity Data

Self-identified ethnicity

Ethnicity in New Zealand school data is self-identified by students and families at enrolment. A student may identify with multiple ethnic groups, which means ethnicity percentages may sum to more than 100%.

Maori students and cultural context

New Zealand schools have a unique responsibility under Te Tiriti o Waitangi. The proportion of Maori students can reflect a school's engagement with te reo Maori, tikanga, and culturally responsive practices.

Diversity is not a quality measure

A school's ethnic composition reflects its community, not its quality. Schools with high concentrations of any group serve their students well when they respond to their community's cultural, linguistic, and educational needs.

MELAA and Other categories

MELAA stands for Middle Eastern, Latin American, and African. The 'Other' category includes students who identify with ethnicities not covered by the main groups, as well as those who did not state an ethnicity.