Education Counts

Page navigation links

  • Education Counts Logo
  • Skip to Primary Navigation Menu
  • Skip to Secondary Navigation Menu
  • Skip to search
  • Skip to content

Site Search

Site Search

Site navigation menus

  • Know your Region
  • Communities of Learning
  • Find your nearest school
  • Early Learning Services
  • Directories
  • Publications
  • Indicators
  • Statistics
  • Topics
  • Data Services

Search the education counts website

Find pages with

Narrow results by:

Stand-downs, suspensions, exclusions and expulsions from school

What We Have Found

In 2019 age-standardised stand-down, suspension, and expulsion rates increased; whilst exclusion rates didn’t change.

Schools continue to stand-down, suspend, and exclude Māori students at a greater rate than any other ethnic group. Male students are twice as likely to be stood down, suspended or excluded, and they are three times more likely to be expelled than their female peers. Fourteen year-olds continue to have the highest rates of stand-downs and suspensions.

Date Updated: July 2020

Indicator Description

Stand-downs, suspensions, exclusions and expulsions are measures of a school’s reaction to challenging behaviour. While one school may opt to suspend a student over a particular incident, another school may not. The number of these incidents should not be used as a proxy measure for student behaviour.  This indicator uses age-standardised rates. These are expressed as the number of stand-downs, suspensions, exclusions and expulsions per 1,000 students enrolled. 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. (Most stand-downs, suspensions and exclusions occur between the ages of 13 and 15.)  Expulsions occur only for 16 year-olds and above, therefore the expulsion rate refers to the number of expulsions per 1,000 students enrolled, standardised for students aged 16 or over. Likewise, exclusions only occur for students aged 15 and under, therefore the exclusion rate refers to number of exclusions per 1,000 students enrolled, standardised for students aged 15 or under. Due to the low numbers of expulsions the trends in age-standardised rates are subject to greater variation. All mention of schools in this indicator refers to state and state integrated schools only.

Stand-downs, suspensions, exclusions and expulsions are measures of a school’s response to particular behaviours. For example, a behaviour that one school may choose to suspend for, another school may not.

Why This Is Important

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.  A state or state integrated school principal may consider the formal removal of a student through a stand-down from school for a period of up to 5 school days. A student can be stood-down for a maximum of 5 school days in a term, or 10 days in a school year. Students return automatically to school following a stand-down.  While stand-downs impact on a student’s actual opportunity to learn they are also a response to a wide range of concerning behaviours including drug and alcohol abuse and violence that could disrupt the learning of the individual concerned and could be disruptive or unsafe for peers and adults in the school community. Stand-downs offer an opportunity to reduce tension and reflect on the action which led to the stand-down. As such, if used in appropriate circumstances, a stand-down can be a positive mechanism for preventing escalation. However, its use should be part of a proactive approach to address behaviour issues and should be kept to a minimum due to the disruption to student’s learning which is inherent in the mechanism.  A suspension is a formal removal of a student from a school until a school Board of Trustees (Board) decides the outcome at a suspension meeting. Following a suspension, the Board decides how to address the student’s misbehaviour. The Board can either lift the suspension (with or without conditions), extend the suspension (with conditions), or terminate the student's enrolment at the school. Exclusions and expulsions are consequences of a suspension where an enrolment is terminated following a suspension meeting. If the student is aged under 16, the board may decide to exclude the student from the school, with the requirement that the student enrols elsewhere. This decision should be arrived at in only the most serious cases. If the student is aged 16 or over, the board may decide to expel them from the school, and the student may or may not enrol at another school. Again, this decision should be arrived at only in the most serious cases. Excluded or expelled students may face difficulties in enrolling in other schools. This may result in students:

  • accessing correspondence schooling through Te Aho o te Kura Pounamu,
  • entering Alternative Education provision (for excluded students),
  • dropping out of the education system,
  • entering tertiary study or employment.

Research (Education Review Office, 2018) emphasises the importance of proactive partnerships with parents and a strategy focused on both achievement and behaviour. Approaches that are focused only on disciplinary or pastoral responses have been found to be ineffective for positive outcomes. Positive Behaviour for Learning (Rohan, 2017), launched in 2009, is a major shift in the management of disruptive behaviour in the education system. It provides proactive support for parents, teachers and schools that benefit everyone. The result is better learning environments for all learners and staff, improved teacher ability to support children’s behaviour and emotional needs, improved engagement in learning, a lift in achievement for learners and an increase in teacher confidence and satisfaction.

  • Stand-downs
  • Suspensions
  • Exclusions
  • Expulsions

How We Are Going

A stand-down is when a principal removes a student from school for a period of up to 5 days. Stand-downs offer the chance for both parties to reflect on the action which lead to the stand-down and to reduce tension in the situation. Schools work with students and their parents and whanau to address behaviour issues and to focus on the students’ engagement, progress and achievement, for the welfare and long-term outcomes for students.

The age-standardised stand-down rate increased from 24.6 stand-downs per 1,000 in 2000 to 30.4 stand-downs per 1,000 in 2006. After 2006, the stand-down rate decreased each year to a low of 19.5 stand-downs per 1000 in 2015. Since 2015 stand-downs per 1,000 has started increasing again, rising to 29.0 per 1,000 students in 2019.

In 2019 there were 22,285 stand-down cases, received by 16,486 students. This equates to just over 2% of the student population. Of these students 76% were stood down only once during 2019 and 54% of stand-downs took place in secondary schools. Only 6% of secondary schools did not use stand-downs compared to 42% of primary schools, these findings are consistent with previous years.

Figure 1: Age-standardised stand-down rates (2000 to 2019)

Ethnic Group

In 2019 stand-down rates increased for all ethnic groups. Schools continued to stand down Māori students at a higher rate than any other ethnic group.

Schools suspended Māori students at a rate 48.6 per 1000 students. This is twice the rate for European/Pākehā students (24.4 stand-downs per 1000 students). Asian students continue to have the lowest stand-down rate at 6.0 per 1000 students.

The stand-down rate for Pacific students decreased in 2018 to 28.6 per 1000 students, from 29.5 per 1000 in 2017, but has increased to 34.4 per 1,000 students in 2019.

Figure 2: Age-standardised stand-down rates by ethnic group (2000 to 2019)

Decile

There is a clear correlation between schools’ socio-economic mix and age-standardised stand-down rates. Schools in the lowest quintile (deciles 1 and 2) draw their students from communities with the highest degree of socio-economic disadvantage. Students in quintile 1 schools are over three times more likely to be stood down than students in quintile 5 schools (decile 9 and 10).

In 2019, students in quintile 1 schools had the highest age-standardised stand-down rate of 49.5 per 1,000 students, and students from quintile 5 schools had the lowest age-standardised stand-down rate of 13.6 per 1,000 students.

Figure 3: Age-standardised stand-down rates by ethnic group and school quintile (2019)

Gender

In 2019, male students continued to have consistently higher stand-down rates than female students. This pattern is consistent across ethnic groups. The national average for male students was nearly three times higher than for female students. Male students had an age-standardised rate of 41.7 per 1,000 students whereas the rate for female students was 15.7 per 1,000 students.

Asian students had the largest difference between the genders, with male students (9.6 stand-downs per 1,000) over four times more likely to be stood down than female students (2.3 stand-downs per 1,000). The next highest gender difference is for European/Pākehā students, with male students at 37.7 stand-downs per 1,000 and female students at 10.6 stand-downs per 1,000. Māori students had the smallest difference between genders, however Māori male students (65.0 stand-downs per 1,000) are twice more likely to be stood down than Māori female students (31.5 stand-downs per 1,000).

Figure 4: Age-standardised stand-down rates, by gender and ethnic group (2019)

Behavioural Reasons for Stand-downs

In 2019 physical assault on other students continued to be the main reason for stand-downs; it accounted for 32% of all stand-downs and represents 9.2 stand-downs per 1,000 students. This is followed by continual disobedience, which accounted for 18% of stand-downs, at a rate of 5.3 stand-downs per 1,000 students. Along with verbal assaults on staff (2.3 stand-downs per 1,000) and smoking or alcohol (2.2 stand-downs per 1,000) these four behaviours account for two-thirds of stand-downs in 2019.

Rates for almost all behavioural reasons for stand-downs have increased in 2019. This is in line with the increase in the national rate of stand-downs. Verbal assault on staff (2.3 stand-downs per 1,000) decreased in 2019 by 0.1 stand-downs per 1,000. The largest change from 2018 to 2019 was in physical assault on other students which increased 0.9 stand-downs per 1,000.

Figure 5: Age-standardised rate per 1,000 students of stand-down, by behaviour (2018 to 2019)

Age

Students between the ages of 12 and 15 receive 56% of all stand-downs. With 14 year olds having the largest number of stand-downs at 70.6 per 1,000 students in 2019. In comparison, 5 year olds had the lowest number of stand-downs at 5.1 per 1,000 students.

This substantial variation is why analysis is undertaken using age-standardised rates for the majority of the indicator. Year to year the spread of ages in the school system can shift, and age-standardising makes the data comparable over time.

Figure 6: Stand-down rates, by age (2019)

* Labels on the bars show the odds of a student being stood down. For example, a 14 year old student is 2.4 times as likely to be stood down as an average student across all age groups.

How We Are Going

A suspension is a formal removal of a student from school until an outcome decision by the Board of Trustees at a suspension meeting. The Board can lift the suspension, with or without conditions, extend the suspension, or terminate the enrolment of the student following the meeting.

Since 2000 the age-standardised suspension rate has been declining and has decreased by 42% from 7.4 suspensions per 1,000 in the year 2000, to 4.3 per 1,000 in 2019.Suspensions have increased slightly, by 0.2 per 1,000, compared to 2018.

In 2019 there were 3,283 suspension cases, received by 2,988 unique students. This represents 0.4% of the total student population. Of these students 90.9% were suspended only once during 2019. In 2019, 17% of all secondary schools did not use suspensions as part of a behaviour management programme, compared to 80% of all primary schools.

Figure 7: Age-standardised suspension rates (2000 to 2019)

Ethnic Group

Compared to 2000, the age-standardised suspension rate in 2019 has decreased across all ethnic groups, however the rate has increased slightly since 2015. The greatest reduction was for Māori students where the rate decreased by 54% since 2000 to 8.3 suspensions per 1,000 students in 2019.

Schools continue to suspend Māori students at a higher rate (8.3 per 1,000) than any other ethnic group. They are more than twice as likely to be suspended as European/Pākehā students (3.2 per 1,000) and twice as likely to be suspended as the national age-standardised exclusion rate (4.3 per 1,000). Pacific students (4.6 per 1,000) have a slightly higher rate than the national rate. The age-standardised suspension rate continues to be the lowest for Asian students at 0.5 per 1,000 students.

Figure 8: Age-standardised suspension rates by ethnic group (2000 to 2019)

Decile

Students who attend quintile 1 schools (deciles 1 and 2 schools) are over four times more likely to be suspended than students at quintile 5 schools (deciles 10 and 9). In 2019 students at quintile 1 schools have an age-standardised suspension rate of 8.4 per 1,000 students. With students at quintile 5 schools having an age-standardised suspension rate of 2.0 per 1,000 students.

Figure 9: Age-standardised suspension rates by ethnic group and school quintile (2019)

Gender

In 2019, male students continue to have a higher suspension rate than female students, with male students having an age-standardised suspension rate of 5.9 per 1,000 compared to female students with 2.5 per 1,000 students.

A clear gender disparity can be seen across all ethnic groups. The greatest difference between genders is between Asian students where male students (0.8 per 1,000) are four times more likely to be suspended than female students (0.2 per 1,000). Followed by European/Pākehā students, with Male students at 4.9 stand-downs per 1,000and female students at 1.4 stand-downs per 1,000.

Figure 10: Age-standardised suspension rates, by gender and ethnic group (2019)

Behavioural Reasons for Suspensions

Physical assault on other students was the primary reason for suspensions (24%) in 2019, with an age-standardised rate of 1.0 per 1000 students. This is followed by drugs (including substance abuse) which represents 20% of suspensions and has an age-standardised rate of 0.8 per 1,000 students and continual disobedience which accounting for 19% of suspensions (0.8 per 1,000 students).

Suspension rates between 2018 and 2019 stayed the same across the reasons with only minor changes of 0.1 per 1,000 in some reasons.

Figure 11: Age-standardised rate per 1,000 students of exclusions, by behaviour (2018 to 2019)

Age

Similarly to stand-downs, the majority of suspensions occurred for students aged 13 to 15, accounting for 60% of all suspensions. 14 year olds had the highest suspension rate with 14.0 suspensions per 1,000 in 2019, an increase from the 2018 rate.

Figure 12: Suspension rates by Age (2019)

How We Are Going

An exclusion is the termination of a student’s enrolment following a suspension meeting. Exclusions are given to students under the age of 16, with the requirement that the student enrols elsewhere.

Since 2009 the overall exclusion rate has decreased from 2.3 exclusions per 1,000 students in 2009 to 1.6 exclusions per 1,000 students in 2019. This equates to a 30% reduction in the age-standardised exclusion rate over the period 2009 to 2019. The drop appeared to happen from 2009 to 2014, and has been steady at 1.4 -1.6 per 1000 since 2016.

In 2019 1,069 exclusions were received by 1,052 students. This equates to 0.1% of the total student population under 16 years-old receiving exclusions. Of those students excluded during 2019, 99% were excluded once.

Figure 13: Age-standardised exclusion rates (2000 to 2019)

Ethnic Group

Compared to 2000, the age-standardised exclusion rate in has decreased across all ethnic groups, however the rate has increased slightly since 2015. The greatest reduction was for Māori students where the rate decreased by 47% since 2000 to 3.2 per 1,000 students in 2019.

Between 2018 and 2019, the age-standardised exclusion rate decreased slightly for European/Pākehā and Pacific students, but the rate increased slightly for other ethnicities.

Schools continue to exclude Māori students at a greater rate (3.2 per 1,000) than other ethnic groups. They are nearly three times more likely to be excluded than European/Pākehā students (1.1 per 1,000) and two times more likely to be excluded than the national age-standardised exclusion rate (1.6 per 1,000). Pacific students (1.8 per 1,000) have a slightly higher rate than the national rate. Asian students continue to have the lowest age-standardised exclusion rate at 0.2 per 1,000.

Figure 14: Age-standardised exclusion rates by ethnic group (2000 to 2019)

Decile

There is a clear correlation between school socio-economic mix and exclusion rates. Students from the lowest quintile schools (deciles 1 and 2) are nearly five times more likely to be excluded than students in the highest quintile (deciles 9 and 10) and 3 times more likely to be excluded as students in quintile 4 (deciles 7 and 8).

In 2019, students in quintile 1 schools had the highest age-standardised exclusion rate of 3.1 per 1,000 students, and students from quintile 5 schools had the lowest age-standardised expulsion rate of 0.6 per 1,000 students.

Figure 15: Age-standardised exclusion rates by ethnic group and school quintile (2019)

Gender

Schools consistently exclude male students more than twice as often as female students, with an age-standardised exclusion rate of 2.3 per 1,000 for males and 0.9 per 1,000 for females. This gender difference is consistent across all ethnic groups. The smallest difference between genders is for Māori students where male students (4.0 per 1,000) are 1.7 times more likely to be excluded than female students (2.4 per 1,000).

Figure 16: Age-standardised exclusion rates, by gender and ethnic group (2019)

Behavioural Reasons

In 2019 continual disobedience and physical assault on other students continued to be the primary reasons for exclusions, they accounted for 50% of all exclusions (0.4 per 1,000 students for each). This was followed by drugs (including substance abuse) at 12.5% (0.2 per 1000). Age-standardised exclusion rates for both physical assault on staff and verbal assault on staff was 0.1 per 1,000 students.

In general exclusion rates by reason have remained similar over the last three years. Since 2018 an increase has been seen for drugs (including substance abuse) which rose by 6%, and continual disobedience decreased by 6%.

Figure 17: Age-standardised rate per 1,000 students of exclusions, by behaviour (2018 to 2019)

How We Are Going

An expulsion is the termination of a student’s enrolment following a suspension meeting. Expulsions can only be received by students aged 16 and over, as once a student turns 16, there is no requirement that they stay in the schooling system, so students can decide to enrol at a different school or finish school.  In 2019 there were 138 expulsion cases received by 137 students or, 0.1% of students aged 16 and over.

Age-standardisation for expulsions only standardises against those in the population who can be expelled i.e. students aged 16 and over. The national expulsion rate in 2019 was 1.4 per 1,000 students. This is a slight increase from the 2018 rate (1.2 per 1,000 students) of 0.2 expulsions per 1,000 students.

Overall, the expulsion rate has decreasing since 2010, with a reduction from 2.0 per 1,000 in 2010 to 1.4 per 1,000 in 2019. The rate for 2019 is slightly above the lowest expulsion rate seen in 2016 (1.1 per 1,000).

Figure 18: Age-standardised expulsion rates (2000 to 2019)

Ethnic Group

Because the overall number of expulsions represents a small number of students, small variations in the number of cases from year to year can cause large changes in the rates, especially when broken down by ethnic group.

Between 2018 and 2019 the expulsion rates for Māori, Pacific and European/Pākehā students have increased. In 2019, school expelled Pacific students at a higher rate (3.4 per 1,000 students). This is three times higher than the rate for European/Pākehā students at 1.0 per 1,000 students and nearly two times higher than that for Māori students at 1.9 per 1,000 students. Asian students continue to have the lowest expulsion rate in 2019, at 0.5 per 1,000 students.

Figure 19: Age-standardised expulsion rates by ethnic group (2000 to 2019)

Decile

Schools in lower deciles had greater expulsion rates than high decile schools. Schools in the lowest quintile (deciles 1 and 2) draw their students from communities with the highest degree of socio-economic disadvantage.

In 2019 students in quintile 1 schools had the highest age-standardised expulsion rate of 3.3 per 1,000 students, and students from quintile 4 schools had the lowest age-standardised expulsion rate of 0.5 per 1,000 students. The age-standardised expulsion rate for students from quintile 5 was 1.4 per 1,000 students.

Age-standardised expulsion rates can be subject to great fluctuation when broken down by quintile and ethnic group because the number of students expelled are small. Because numbers are small the quintile by ethnic group analysis carried out in the stand-downs, suspensions and exclusions sections has been excluded from this section.

Gender

Male students were four and a half times more likely to be expelled than female students in 2019. Male students were expelled at a rate of 1.8 per 1,000 students, compared to female students who had 0.6 per 1,000 students.

There is a clear gender disparity in the expulsion rates across all ethnic groups. The difference is the greatest for Pacific students where male students (5.7 per 1,000) were five times more likely to be expelled than female students (1.1 per 1,000).

Figure 20: Age-standardised expulsion rates, by gender and ethnic group (2019)

Behavioural Reasons for Expulsions

Physical assault on other students was the primary reason for expulsions accounting for 30% of expulsions (0.4 per 1,000 students). The second most prominent reason was Drugs (including substance abuse) at 25% (0.4 expulsions per 1,000 students). The third most common reason was continual disobedience, accounting for 18% (0.3 expulsions per 1,000 students).

In 2019, expulsions caused by drugs (including substance abuse) and continual disobedience saw increases of 0.1 expulsions per 1,000 students.

Figure 21: Age-standardised rate per 1,000 students of expulsions, by behaviour (2018 to 2019)

Where to Find Out More

The Ministry of Education has established an Iterative Best Evidence Synthesis Programme to systematically identify, evaluate, analyse, synthesise and make accessible, relevant evidence linked to a range of learner outcomes. Evidence about what works for this indicator can be found on the Education Counts website. The following Best Evidence Syntheses are relevant to this indicator:

  • Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis
  • The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis.
  • Teacher Professional Learning and Development: Best Evidence Synthesis.

Positive Behaviour for Learning (PB4L) helps schools, teachers and parents across New Zealand promote positive behaviour. For information on Positive Behaviour for Learning visit the TKI website.

References

Evidence about what works for this indicator can be found in:

  • Bishop, R and Berryman M (2007). Culture speaks: cultural relationships and classroom learning. Huia Publishers.
  • Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer.
  • Education Review Office (2018). Building genuine learning partnership with parents. Wellington: Education Review Office.
  • Hattie, J. (2003). Teachers Make a Difference: What is the research evidence? Melbourne: Australian Council for Educational Research Annual Conference on Building Teacher Quality.
  • Klem, A. M. & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, (7), 262-273.
  • Ministry of Education (2009). Guidelines for principals and boards of trustees on stand-downs, suspensions, exclusions and expulsions. Part 1: Legal options and duties. Wellington: Ministry of Education.
  • Ministry of Education (2009). Good practice guidelines for principals and boards of trustees for managing behaviour that may or may not lead to stand-downs, suspensions, exclusions and expulsions. Part 2: Wellington: Ministry of Education.
  • Ministry of Education (2010). Success for All – Every School, Every Child. Wellington: Ministry of Education
  • Rohan, Tracy. (2017) Teaching for positive behaviour. Wellington: Ministry of Education
Indicators

Contents

  • Indicator
  • Data Tables
  • Definition

Downloads

  • Indicator Report (PDF, 954.0 KB)
  • Stand-downs (XLS, 67.4 KB)
  • Suspensions (XLS, 63.9 KB)
  • Exclusions (XLS, 63.2 KB)
  • Expulsions (XLS, 57.5 KB)

Where To Find Out More

  • Students attending school regularly
  • Non enrolled students
  • Early leaving exemptions
  • Retention of students in senior secondary schools
  • Transient students

Contact Us

Education Data Requests
If you have any questions about education data then please contact us at:
Email:      Requests EDK
Phone:    +64 4 463 8065

Home Close Menu
  • Know your Region Show submenu
  • Communities of Learning Show submenu
  • Find your nearest school Show submenu
    • Find Your Nearest SchoolShow submenu
  • Early Learning Services Show submenu
  • Directories Show submenu
    • API Early Childhood & SchoolsShow submenu
      • School Directory APIShow submenu
    • Early Childhood ServicesShow submenu
    • Māori Medium SchoolsShow submenu
    • New Zealand SchoolsShow submenu
    • Tertiary ProvidersShow submenu
      • Careers NZShow submenu
    • School Mergers, Closures & NewShow submenu
      • Directories HomepageShow submenu
    • Enrolling at your local schoolShow submenu
  • Publications Show submenu
    • Early Childhood EducationShow submenu
      • He Whakaaro: How participation in early learning is affected by COVID-19Show submenu
      • OECD's Education at a GlanceShow submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
        • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
        • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
      • Early childhood education centre-based parent support & development: Final reportShow submenu
      • Effective learning in early childhood education?Show submenu
      • Evaluation of the sustainability of ECE services during the implementation of Pathways to the Future: Ngā Huarahi AratakiShow submenu
      • Impact of 20 Hours ECE on playcentres 2008Show submenu
      • Literature review: Transition from early childhood education to schoolShow submenu
      • Outcomes of early childhood education: Literature reviewShow submenu
      • Quality early childhood education for under 2-year-oldsShow submenu
    • MāoriShow submenu
      • Māori-medium EducationShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • Te piko o te māhuri, tērā te tupu o te rākau: language & literacy in marae-based programmesShow submenu
        • Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa MāoriShow submenu
        • Te Piko o te Māhuri: Ngā āhuatanga matua o te Kura Kaupapa Māori whai angituShow submenu
        • Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu & Eke PanukuShow submenu
      • English medium EducationShow submenu
        • Hangaia te mātāpuna o te mōhia: learning foundations for Māori adultsShow submenu
        • Evaluation of Te Kotahitanga: 2004-2008Show submenu
        • Hei titiro anō i te whāinga: Māori achievement in bachelors degrees revisitedShow submenu
        • Mā te huruhuru ka rere te manu: how can language & literacy be optimised for Māori learner success?Show submenu
        • Summary of the Evaluation of Te Kotahitanga: 2004-2008Show submenu
      • Māori & English mediumShow submenu
        • Te pakeke hei ākonga: Māori adult learnersShow submenu
    • SchoolingShow submenu
      • LearnersShow submenu
      • Learning Support & WellbeingShow submenu
        • An evaluation of three programmes in the Innovations Funding PoolShow submenu
        • An examination of the links between parental educational qualifications, family structure & family wellbeing 1981-2006Show submenu
        • Evaluation of the Introductory Professional Development Programme for Teacher Aides/KaiāwhinaShow submenu
        • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
        • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
        • Learning Support Client Satisfaction SurveyShow submenu
          • 2011 Client Satisfaction SurveyShow submenu
          • 2012 Client Satisfaction SurveyShow submenu
          • 2013 Client Satisfaction SurveyShow submenu
          • 2015 Client Satisfaction SurveyShow submenu
          • 2016 Client Satisfaction SurveyShow submenu
          • 2017 Learning Support Client Satisfaction SurveyShow submenu
          • 2018 Learning Support Satisfaction SurveyShow submenu
        • Annual Monitoring of Reading RecoveryShow submenu
          • Annual Monitoring of Reading Recovery: 2015 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2014 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2013 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2012 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2011 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2010 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2009 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2008 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2007 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2006 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2005 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2004 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2003 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2002 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2001 DataShow submenu
        • Patterns of student progress in the Intensive Wraparound ServiceShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Promoting positive race relations in New Zealand schools: Me Mahi TātouShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of the literature on individual education plansShow submenu
        • Resource teachers literacy: Operational & Policy ReviewShow submenu
        • Integrated effective service provision for children & young people with physical disabilities: SummaryShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national survey 2007Show submenu
        • Thinking outside the square: Innovative ways to raise achievement for at risk studentsShow submenu
      • WorkforceShow submenu
        • A study of in-school facilitation in two Teacher Professional Development ProgrammesShow submenu
        • An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the CAS Pilot ProjectShow submenu
        • An Evaluation of the CAS Pilot Project 2006-2007Show submenu
        • An Evaluation of the Language & Culture Immersion Experiences for Teachers ProgrammesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Analysis & Use of Student Achievement DataShow submenu
        • Annual Evaluation Report for the Teach First NZ ProgrammeShow submenu
          • Final Evaluation Report for the Teach First NZ Programme PilotShow submenu
        • Beginning teachers 2000-2004Show submenu
        • Communities of Learning | Kāhui Ako 2017 SurveyShow submenu
        • Education for sustainability in NZ schoolsShow submenu
        • Effective professional learning in physical activityShow submenu
        • Enhancing & igniting talent development initiativesShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of teacher professional development languages (TPDL)Show submenu
        • Evaluation of Te Kōtahitanga Phase 5 (2010-2012)Show submenu
        • Evaluation of the Inservice Teacher Education Practice Project (INSTEP)Show submenu
        • Evaluation of the Introductory Professional Development Programme for Teacher Aides/KaiāwhinaShow submenu
        • Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001Show submenu
        • Evaluation of the Literacy Professional Development ProjectShow submenu
        • Evaluation of the Retention Pilot Programmes for Māori Medium Beginning TeachersShow submenu
        • Evaluation of the Te Kauhua Māori Mainstream Pilot ProjectShow submenu
        • Evaluations of the 2006 Secondary Numeracy ProjectShow submenu
        • Findings from the New Zealand Numeracy Development Projects 2006Show submenu
        • Formative evaluation of the Principal Recruitment AllowanceShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • High level executive summary: Quality teaching, research & development English medium settingsShow submenu
        • High level executive summary: Quality teaching, research & development Māori-mediumShow submenu
        • High level executive summary: Quality teaching, research & development Samoan bilingual hubShow submenu
        • How effective is the current Resource Teacher Learning & Behaviour cluster model?Show submenu
        • Human resource issues in education: A literature reviewShow submenu
        • ICTPD Cluster ProgrammeShow submenu
          • National trends in the ICTPD School Clusters Programme 2003-2005Show submenu
          • National trends in the ICTPD School Clusters Programme 2004-2006Show submenu
          • National trends in teacher participation in ICTPD Clusters Programmes 1999-2006Show submenu
          • ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003Show submenu
          • ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003: SupplementShow submenu
        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
        • Improving english language outcomes for students receiving ESOL services in NZ SchoolsShow submenu
        • Incredible Years Teacher (IYT)Show submenu
          • Incredible Years-Teacher Evaluation SummaryShow submenu
          • Incredible Years-Teacher NZCER Evaluation Report 3Show submenu
          • Incredible Years-Teacher NZCER Evaluation Report 2Show submenu
          • Incredible Years-Teacher NZCER Evaluation Report 1Show submenu
        • Initial Teacher EducationShow submenu
          • Employment Based Initial Teacher Education Literature ReviewsShow submenu
          • Evaluation of exemplary post-graduate initial teacher education programmesShow submenu
          • Exemplary features & early outcomes: Second Interim ReportShow submenu
          • Dispositions to teach: Review & synthesis of current components & applications, & evidence of impactShow submenu
          • Initial Teacher Education: A summary of four studiesShow submenu
          • Initial Teacher Education: Policy & practiceShow submenu
          • Initial Teacher Education Outcomes: Standards for graduating teachersShow submenu
          • Learning to practiseShow submenu
          • Preliminary insights on Employment based initial teacher education in Māori-mediumShow submenu
          • Research on Initial Teacher Education in NZ 1993-2004Show submenu
          • Review of evidence: Features of effective Associate Teachers in programmes of initial teacher educationShow submenu
          • Review of evidence: Features of effective Associate Teachers in programmes of initial teacher education (Summary Report)Show submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
        • Insights for Teachers: How teachers & principals of Year 7-10 students use their timeShow submenu
        • PISA 2012: Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • Instructed second language acquisition: A literature reviewShow submenu
        • Intercultural communicative language teaching: Implications for effective teaching & learningShow submenu
        • Ki te Aotūroa: Improving inservice teacher educator learning & practiceShow submenu
        • Learning from the Quality Teaching Research & Development Programme (QTR&D)Show submenu
        • Learning more about support staff in schoolsShow submenu
        • Literacy Professional Development Project: Identifying effective teaching & professional development practices for enhanced student learningShow submenu
        • Making a difference in the classroom: Effective teaching practice in low decile, multicultural schoolsShow submenu
        • Massey University Early Literacy Research ProjectShow submenu
        • Monitoring Teacher SupplyShow submenu
          • Monitoring Teacher Supply 2014Show submenu
          • Monitoring Teacher Supply 2013Show submenu
          • Monitoring Teacher Supply 2012Show submenu
          • Monitoring Teacher Supply 2011Show submenu
          • Monitoring Teacher Supply 2010Show submenu
          • Monitoring Teacher Supply 2009Show submenu
          • Monitoring Teacher Supply 2008Show submenu
          • Monitoring Teacher Supply 2007Show submenu
          • Monitoring Teacher Supply 2006Show submenu
          • Monitoring Teacher Supply 2005Show submenu
          • Monitoring Teacher Supply 2004Show submenu
          • Monitoring Teacher Supply 2003Show submenu
          • Monitoring Teacher Supply 2002Show submenu
          • Monitoring Teacher Supply 2001Show submenu
        • National Education Findings of Assess to Learn (AtoL) ReportShow submenu
        • Paraprofessional practice in ESOL programmes: Part 1Show submenu
        • Paraprofessional practice in ESOL programmes: Part 2Show submenu
        • Picking up the PaceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • Provision of school support servicesShow submenu
        • Raising Māori students' achievement in Te TaitokerauShow submenu
        • Recruitment & retention in New Zealand secondary schoolsShow submenu
        • Report on secondary teacher workload studyShow submenu
        • Review of secondary school's use of NCEA professional development resources 2005-06Show submenu
        • Review of the Specialist Classroom Teacher Pilot Full Report (2006)Show submenu
        • Review of the Specialist Classroom Teacher Pilot Summary Report (2006)Show submenu
        • School support staff: Collectively making resources countShow submenu
        • Shifting the Focus: Achievement information for professional learning: SummaryShow submenu
        • Status of Teachers ResearchShow submenu
          • Identifying Teacher Status, Its Impact & Recent Teacher Status InitiativesShow submenu
          • Perceptions of teachers & teaching: A focus on ECEShow submenu
          • Perceptions of Teachers & TeachingShow submenu
          • Perceptions of the Status of TeachersShow submenu
        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te KōtahitangaShow submenu
        • Te Reo Māori in the Mainstream Professional Development (PD) Pilot Programmes for primary school teachers: An evaluationShow submenu
        • Te Toi HuarewaShow submenu
        • Teacher Census 2004Show submenu
        • Teacher-led Innovation FundShow submenu
        • Teaching, School & Principal Leadership Practices Survey 2018Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • The education of Years 7 to 10 students: Full ReportShow submenu
        • The education of Years 7 to 10 students: Summary ReportShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The sustainability of professional development in literacy: Part 1Show submenu
        • The sustainability of professional development in literacy: Part 2Show submenu
        • Using e-Learning to build workforce capability: A review of activitiesShow submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • Parents & WhānauShow submenu
        • An examination of the links between parental educational qualifications, family structure & family wellbeing 1981-2006Show submenu
        • Evaluation of the Flaxmere Project: When families learn the language of schoolShow submenu
        • Evaluation of the Home-School Partnership: Literacy ProgrammeShow submenu
        • Final report for the evaluation of the Parent Mentoring Project in ManukauShow submenu
        • National Standards: Survey of parents & whānau 2011Show submenu
        • Parents, families & whānau & their information needsShow submenu
        • Pacific Islands School Community Parent Liaison Project Case StudyShow submenu
        • Parent Mentoring Initiative EvaluationShow submenu
        • Raising Māori students' achievement in Te TaitokerauShow submenu
        • Successful Home-School PartnershipsShow submenu
        • The impact of family & community resources on student outcomesShow submenu
        • Whanau Toko I Te Ora: A Parenting Skills ProgrammeShow submenu
      • School Networks | SystemShow submenu
        • A census of providers of ESOL Programmes for international studentsShow submenu
        • A study of students’ transition from primary to secondary schoolingShow submenu
        • Alternative education: Literature review & report on key informants' experiencesShow submenu
        • An evaluation of three programmes in the Innovations Funding PoolShow submenu
        • Bilingual education in Aotearoa | New ZealandShow submenu
        • Communities of Learning | Kāhui Ako 2017 SurveyShow submenu
        • Easing the transition from primary to secondary schoolingShow submenu
        • Evaluation of Partnership Schools | Kura Hourua PolicyShow submenu
        • Evaluation of Schools SupportShow submenu
        • Evaluation of the Home-School Partnership: Literacy ProgrammeShow submenu
        • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
        • Evaluative study of co-located schoolsShow submenu
        • Export education in New Zealand: A strategic approach to developing the sector: An overviewShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • High level executive summary: Quality teaching, research & development English medium settingsShow submenu
        • High level executive summary: Quality teaching, research & development Māori-mediumShow submenu
        • High level executive summary: Quality teaching, research & development Samoan bilingual hubShow submenu
        • How effective is the current Resource Teacher Learning & Behaviour cluster model?Show submenu
        • How much difference does it make? Notes on understanding, using, & calculating effect sizes for schoolsShow submenu
        • Improving english language outcomes for students receiving ESOL services in NZ SchoolsShow submenu
        • Innovations in Partnership Schools Kura HouruaShow submenu
        • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
        • Integrated effective service provision for children & young people with physical disabilities: SummaryShow submenu
        • Involving children & young people in research in educational settingsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Ministry of Education: Computer census reportShow submenu
        • Ngā Haeata o AotearoaShow submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2001/02 & Direction for 2003Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2000/01 & Direction for 2002Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2002/03Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2004Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2005Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2006/07Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2007/08Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2015/16Show submenu
          • Ngā Haeata o Aotearoa 2019Show submenu
        • Ngā Kura o AotearoaShow submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (1999)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2000)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2001)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2002)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2003)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2004)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2005)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2006)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2007)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2008)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2009)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2010)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2011)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2012)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2013)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2014)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2015)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2016)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2017)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2018)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2019)Show submenu
        • OECD's Education at a GlanceShow submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
          • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
          • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
        • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Review of the Export Education LevyShow submenu
        • Review of the International Student LevyShow submenu
        • School staffing improvements: Evaluation of the impact of additional teaching staff provided through the School Staffing ReviewShow submenu
        • Staying at school consultation reportShow submenu
        • State of Education in NZShow submenu
          • State of Education in New Zealand 2008Show submenu
          • State of Education in New Zealand: 2006Show submenu
          • State of Education in New Zealand: 2007Show submenu
        • Strategic Research Initiative: The effects of school governance, ownership, organisation & management on educational outcomesShow submenu
        • Strategic Research Initiative Literature Review: The effect of school resourcing on educational outcomesShow submenu
        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Strengthening education in Mangere & OtaraShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • Students' transition between school & tertiary education: 2nd editionShow submenu
        • Successful Home-School PartnershipsShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • Te Rāngai Kāhui Ako ā-IwiShow submenu
        • The Case of EmilyShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
        • The impact of international students on domestic students & host institutionsShow submenu
        • The economic impact of export educationShow submenu
        • The economic impact of foreign fee -paying studentsShow submenu
        • The education of Years 7 to 10 students: Full ReportShow submenu
        • The education of Years 7 to 10 students: Summary ReportShow submenu
        • Transition to secondary school: A literature reviewShow submenu
        • Uptake & early implementation: Communities of Learning | Kāhui AkoShow submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • CurriculumShow submenu
        • All NMSSAShow submenu
          • NMSSA 2019: Technical InformationShow submenu
          • NMSSA 2019 English: Key FindingsShow submenu
          • NMSSA 2018: Technical InformationShow submenu
          • NMSSA 2018: Social StudiesShow submenu
          • NMSSA 2018: Maths & StatisticsShow submenu
          • NMSSA 2017: Technical InformationShow submenu
          • NMSSA 2017: ScienceShow submenu
          • NMSSA 2017: Health & Physical EducationShow submenu
          • NMSSA 2015: The Arts - Key FindingsShow submenu
          • NMSSA 2015: Music - Key FindingsShow submenu
          • NMSSA 2015: Dance - Key FindingsShow submenu
          • NMSSA 2015: Drama - Key FindingsShow submenu
          • NMSSA 2015: Visual Arts - Key FindingsShow submenu
          • NMSSA 2015 English: Listening - Key FindingsShow submenu
          • NMSSA 2015 English: Viewing - Key FindingsShow submenu
          • NMSSA 2015: Technical InformationShow submenu
          • NMSSA 2012: ScienceShow submenu
          • NMSSA 2012 English: WritingShow submenu
          • NMSSA 2013 Health & Physical EducationShow submenu
          • NMSSA 2013 Mathematics & StatisticsShow submenu
          • NMSSA 2014 English: Reading OverviewShow submenu
          • NMSSA 2014 English: Reading ContextualShow submenu
          • NMSSA 2014 English: Māori ReadingShow submenu
          • NMSSA 2014 English: Pasifika ReadingShow submenu
          • NMSSA 2014 English: Special Needs ReadingShow submenu
          • NMSSA 2014 Social Studies: OverviewShow submenu
          • NMSSA 2014 Social Studies: ContextualShow submenu
          • NMSSA 2014 Social Studies: MāoriShow submenu
          • NMSSA 2014 Social Studies: PasifikaShow submenu
          • NMSSA 2014 Social Studies: Special NeedsShow submenu
          • NMSSA 2014 Technical InformationShow submenu
          • NMSSA 2016: Using Digital Technologies for Teaching & LearningShow submenu
          • NMSSA 2016: Technical InformationShow submenu
          • NMSSA 2016: Learning LanguagesShow submenu
          • NMSSA 2016: TechnologyShow submenu
          • NMSSA 2017 Insights for Teachers: ScienceShow submenu
          • NMSSA 2017 Insights for Teachers: Health & Physical EducationShow submenu
          • NMSSA 2018 Insights for Teachers: Maths & StatisticsShow submenu
          • NMSSA 2018 Insights for Teachers: Social StudiesShow submenu
        • A constellation of prospects: A review of STAR (Secondary-Tertiary Alignment Resource)Show submenu
        • An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand curriculumShow submenu
        • An evaluation of Network Learning CommunitiesShow submenu
        • An evaluation of Network Learning Communities: Technical ReportShow submenu
        • An evaluation of Network Learning Communities: Summary ReportShow submenu
        • An evaluation of professional development to support the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the use & integration of readymade commercial literacy packages into classroom programmesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Assessing student swimming & aquatic skillsShow submenu
        • Bilingual | Immersion education: Indicators of good practiceShow submenu
        • Case studies of schools: Implementation of National CurriculumShow submenu
        • Curriculum implementation exploratory studies 2Show submenu
        • Curriculum implementation exploratory studies: Final ReportShow submenu
        • Curriculum, learning & effective pedagogy: A literature review in science educationShow submenu
        • Curriculum Stocktake: National School Sampling Study: Teachers' experiences in curriculum implementationShow submenu
        • Curriculum Stocktake: Report to Minister of Education September 2002Show submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Effective professional learning in physical activityShow submenu
        • Environmental education in New Zealand schoolsShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of the Second Language Learning Funding Pool (1999-2003)Show submenu
        • Evaluation of the Secondary Schools Arts Co-ordinators Project to support the Arts in the New Zealand curriculumShow submenu
        • Explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Feedback from schools on the draft document German in the New Zealand curriculum: A research reportShow submenu
        • Feedback from schools on the draft document French in the New Zealand curriculum: A research reportShow submenu
        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
        • Implementation of the New Zealand curriculum: Synthesis of research & evaluationShow submenu
        • Instructed second language acquisition: A literature reviewShow submenu
        • Intercultural communicative language teaching: Implications for effective teaching & learningShow submenu
        • Language Acquisition ResearchShow submenu
        • New Zealand Stocktake: An international critiqueShow submenu
        • Monitoring & evaluating curriculum implementationShow submenu
        • Non-English-Speaking background students: A study of programmes & support in New Zealand schoolsShow submenu
        • Preventing negative Matthew effects in at-risk readers: A retrospective studyShow submenu
        • Questioning gender: Snapshots from explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Report on the New Zealand National Curriculum, 2002: Australian Council of Educational ResearchShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Shifting balances: The impact of Level 1 NCEA on the teaching of Mathematics & ScienceShow submenu
        • Shifting Balances 2: The impact of the NCEA Implementation on the Teaching of Geography & Home EconomicsShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te Rau Awhina: Good practice examples of Māori & Pasifika private training establishmentsShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The structure of relationships between language-related factors, achievement-related beliefs, gender & beginning...Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
        • Teachers' experiences in curriculum implementation: General curriculum, mathematics & technologyShow submenu
        • Teachers' experiences in curriculum implementation: English, languages, science & social studiesShow submenu
        • 'Walking the talk' matters in the use of evidence for transformative educationShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
      • Digital TechnologyShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • A Review of the literature on computer-assisted learning, particularly integrated learning systems...Show submenu
        • An Investigation into current e-learning activities in New Zealand Industry Training OrganisationsShow submenu
        • An investigation into factors that influence NZ Polytechnic | Institute of Technology tutors' uptake of e-LearningShow submenu
        • Approaches & implications of e-learning adoption on academic staff efficacy & working practiceShow submenu
        • Creating digital age learners through school ICT projects:Show submenu
        • Critical success factors for effective use of e-learning with Māori learnersShow submenu
        • Critical success factors for effective use of e-learning by Pacific learnersShow submenu
        • Critical success factors & effective pedagogy for e-learning in tertiary educationShow submenu
        • e-learning & implications for New Zealand schools: A literature reviewShow submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Equitable digital access to the internet beyond school: A literature reviewShow submenu
        • Evaluation of Kaupapa Ara Whakawhiti Mātauranga (KAWM)Show submenu
        • Evaluations of student facing web-based servicesShow submenu
          • Any Questions (Nielsen/NetRatings)Show submenu
          • Any Questions (CORE Education Ltd)Show submenu
          • Studyit (Nielsen/NetRatings)Show submenu
          • Studyit (CORE Education)Show submenu
          • Final integrated report (CORE Education)Show submenu
          • Final integrated report (Nielsen/NetRatings)Show submenu
          • WickED (Nielsen/NetRatings)Show submenu
          • WickED (CORE Education)Show submenu
        • Evaluation of the Manaiakalani Digital Teaching AcademyShow submenu
        • Digital Opportunities PilotShow submenu
          • Evaluation of Digitally Boosted Study Support CentresShow submenu
          • Evaluation of Notebook ValleyShow submenu
          • Evaluation of Generation XPShow submenu
          • Evaluation of Project FarNet Learning Communities in the Far NorthShow submenu
          • Literature review for the evaluation of the Digital Opportunities ProjectsShow submenu
          • A Summary of the key findings of the Digital Opportunities Pilot ProjectsShow submenu
        • Global picture, local lessons: e-learning policy & accessibilityShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)Show submenu
        • Laptops for Teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)Show submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Otago schoolsShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Auckland schoolsShow submenu
        • Literacy teaching & learning in e-Learning contextsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Measuring the worth of e-Learner support systemsShow submenu
        • National Education Network Trial ExtensionShow submenu
        • Outcomes for teachers & students in the ICTPD School Clusters Programme 2006-2008Show submenu
        • Outcomes for teachers & students in the ICTPD School Clusters Programme 2005-2007: A national overviewShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • School ICT Infrastructure SurveyShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • TELA: Laptops for Teachers Evaluation: Final Report Years 7 & 8Show submenu
        • TELA: Laptops for Teachers Evaluation: Final Report Years 9-13Show submenu
        • TELA Laptops Scheme school survey 2013Show submenu
        • Towards digital enablement: A literature reviewShow submenu
        • Using e-Learning to build workforce capability: A review of activitiesShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • Large Scale International AssessmentsShow submenu
        • ICCS: NZ students' intentions towards participation in the democratic processesShow submenu
        • TIMSS 2018/19: Mathematics Year 5Show submenu
        • TIMSS 2018/19: Mathematics Year 9Show submenu
        • TIMSS 2018/19: Science Year 5Show submenu
        • TIMSS 2018/19: Science Year 9 Show submenu
        • TIMSS 1994: Performance assessment in TIMSS: New Zealand resultsShow submenu
        • TIMSS 1994: Science performance of NZ form 2 & 3 studentsShow submenu
        • TIMSS 1994: Mathematics performance of New Zealand form 2 & form 3 studentsShow submenu
        • TIMSS 1994: Mathematics & science literacy in the final year of schoolingShow submenu
        • PIRLS 2005/06 in NZ: A summary of national findingsShow submenu
        • PIRLS 2005/06: A summary of findings for New ZealandShow submenu
        • PIRLS 2005/06: Reading Literacy in New Zealand: An overview of New Zealand’s resultsShow submenu
        • Insights for Teachers: Year 7-10 teachers' self-efficacy & job satisfactionShow submenu
        • TALIS 2018: Year 7-10 teachers' teaching & assessment practicesShow submenu
        • TALIS 2018: Year 7-10 Teaching WorkforceShow submenu
        • TALIS 2018: School climate in New Zealand Year 7-10 schoolsShow submenu
        • TALIS 2018: Year 7-10 teachers' training & professional developmentShow submenu
        • TALIS 2018: New Zealand Year 7-10 Teacher WellbeingShow submenu
        • TALIS 2018: Professional collaboration among New Zealand Year 7-10 teachersShow submenu
        • PIRLS 2006: New Zealand students' engagement with the PIRLS 2006 reading passagesShow submenu
        • ICCS: Participating & contributing? Show submenu
        • ICCS: What do New Zealand students understand about civic knowledge & citizenship?Show submenu
        • ICCS: What do our students think about New Zealand, democracy & freedom?Show submenu
        • PIRLS 2010/11 in New Zealand: An overview of findingsShow submenu
        • PIRLS 2010/11: Reading Literacy A summary of findings for NZShow submenu
        • TIMSS 2010/11 & PIRLS 2010/11 Key findings: New Zealand’s participation in PIRLS & TIMSSShow submenu
        • PIRLS 2016: New Zealand's AchievementShow submenu
        • PIRLS 2016: Reading Literacy & the ClassroomShow submenu
        • PIRLS 2016: Schools & school climate for learningShow submenu
        • PIRLS 2016: Using computers for reading activities & students' attitudes to readingShow submenu
        • PIRLS 2016: The importance of access to books & NZ students' reading confidenceShow submenu
        • PIRLS 2001: Reading Literacy in New Zealand: Final ResultsShow submenu
        • PIRLS 2001: Processes of reading comprehension: A summary of the resultsShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievement 2001 summaryShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievement 2001Show submenu
        • PISA 2000: Assessing knowledge & skills for life: New Zealand summaryShow submenu
        • PISA 2000: Focus on low socio-economic status students' achievement in reading literacyShow submenu
        • PISA 2000: Focus on Māori achievement in reading literacyShow submenu
        • PISA 2000: Focus on Pacific students achievement in reading LiteracyShow submenu
        • PISA 2000: Overview of selected New Zealand findingsShow submenu
        • PISA 2000: The New Zealand contextShow submenu
        • PISA 2003: Learning for Tomorrow's World: NZ Summary ReportShow submenu
        • PISA 2003: Learning for tomorrow’s world: BrochureShow submenu
        • PISA 2003: Mathematics skills for tomorrow’s worldShow submenu
        • PISA 2003: Problem solving for tomorrows' worldShow submenu
        • PISA 2003: Reading skills for tomorrow’s worldShow submenu
        • PISA 2003: Science skills for tomorrows' worldShow submenu
        • PISA 2003: Student learning approaches for tomorrow’s worldShow submenu
        • PISA 2006: How ready are our 15-year-olds for tomorrow’s world?Show submenu
        • PISA 2006: Mathematical LiteracyShow submenu
        • PISA 2006: Reading LiteracyShow submenu
        • PISA 2006: School context of science achievementShow submenu
        • PISA 2006: Scientific LiteracyShow submenu
        • PISA 2006: Student attitudes to & engagement with scienceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • PISA 2009: Our 21st century learners at age 15Show submenu
        • PISA 2009: Māori Students Reading WorkbookShow submenu
        • PISA 2009: Pasifika Students Reading WorkbookShow submenu
        • PISA 2009: Reading WorkbookShow submenu
        • PISA 2012: Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • PISA 2012: New Zealand financial literacy reportShow submenu
        • PISA 2012: New Zealand Summary ReportShow submenu
        • PISA 2012: Series on the Learning Environment Volume I: Opportunities to learn mathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume III: Student BehaviourShow submenu
        • PISA 2012: Series on Learners Volume I: Student confidence & beliefs about their ability to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume II: How students approach learningShow submenu
        • PISA 2012: Series on Learners Volume III: Why students are motivated to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume IV: What students think about schoolShow submenu
        • PISA 2012: Top line results for New ZealandShow submenu
        • PISA 2012: What is PISAShow submenu
        • PISA 2015: Collaborative problem solvingShow submenu
        • PISA 2015: New Zealand headline resultsShow submenu
        • PISA 2015: New Zealand summary reportShow submenu
        • PISA 2015: The science context for PISAShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Maths achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • Science achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • PISA 2018: Global competence of New Zealand 15-year-oldsShow submenu
        • PISA 2018: NZ students' wellbeingShow submenu
        • PISA 2018 Opportunities to Learn: Learning time & school support for studyShow submenu
        • PISA 2018: Reading in New ZealandShow submenu
        • PISA 2018 Resources for Learning: Access, quality & capacityShow submenu
        • PISA 2018 Selecting & Sorting StudentsShow submenu
        • PISA 2018: Summary ReportShow submenu
        • PISA 2018 Uses of Assessment, School Accountability, & Quality AssuranceShow submenu
        • Reading achievement in NZ in 1990 & 2001: Results from IEA's Reading Literacy StudyShow submenu
        • TIMSS 1998/99: Preliminary achievement result Show submenu
        • TIMSS 1998/99: Trends in year 9 students' mathematics & science achievementShow submenu
        • TIMSS 1998/99: The school & classroom context for year 9 students' mathematics & science achievementShow submenu
        • TIMSS 2002/03: Maths & science achievement in NZ: Year 9Show submenu
        • TIMSS 2002/03: An overview of some key national year 5 & 9 student achievement resultsShow submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
    • PacificShow submenu
      • Literature review on the experiences of Pasifika learners in the classroomShow submenu
      • Teu Le Va: Relationships across research & policy in Pasifika educationShow submenu
      • Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Summary reportShow submenu
      • Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Final reportShow submenu
      • Action plan for Pacific Education 2020-2030Show submenu
      • Best practice for teaching Pacific learners: Pacific Evidence Brief 2019Show submenu
      • Research to understand the features of quality Pacific bilingual educationShow submenu
    • Tertiary EducationShow submenu
    • Learning SupportShow submenu
      • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
      • Education that fits: Review of international trends in the education of students with special educational needsShow submenu
      • Scoping support for NZ Sign Language users accessing the curriculum: Part IShow submenu
      • Summary of submissions in response to the Deaf Education Discussion Paper 2010Show submenu
      • Scoping support for NZ Sign Language users accessing the curriculum: Part IIShow submenu
      • Technical review of published research on applied behaviour analysis interventions for people with ASDShow submenu
      • The effectiveness of applied behaviour analysis interventions for people with ASDShow submenu
    • InternationalShow submenu
      • Destinations & employment outcomes of young, international graduatesShow submenu
      • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
      • Export education in New Zealand: A strategic approach to developing the sector: An overviewShow submenu
      • International capabilities: A summary report for schoolsShow submenu
      • International Students TrendsShow submenu
        • Foreign Fee-Paying Students in NZ: TrendsShow submenu
        • Foreign Fee-Paying Student Statistics to 2001Show submenu
        • International student enrolments in NZ 2000-2006Show submenu
        • International student enrolments in NZ 2001-2007Show submenu
        • International student enrolments in NZ 2002-2008Show submenu
        • International student enrolments in NZ 2003-2009Show submenu
        • International student enrolments in NZ 2004-2010Show submenu
        • The NZ international education sector: Trends 1999-2004Show submenu
      • Internationalisation in New Zealand tertiary education organisationsShow submenu
      • Measuring New Zealand students' international capabilities: An exploratory studyShow submenu
      • Moving places: Destinations & earnings of international graduatesShow submenu
      • New Zealand Alumni Survey: Experiences, attitudes & engagementShow submenu
      • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
      • Report on research into the circumstances of very young international students in New ZealandShow submenu
      • Research project on international student exchanges: Sending our students overseas (2008)Show submenu
      • Review of the International Student LevyShow submenu
      • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
      • The experiences of international students in New Zealand: Report on the results of the national survey 2007Show submenu
      • The economic impact of export educationShow submenu
      • The economic impact of foreign fee -paying studentsShow submenu
      • The impact of international students on domestic students & host institutionsShow submenu
      • The satisfaction of international students in NZ unis & ITPsShow submenu
    • Publication SeriesShow submenu
  • Indicators Show submenu
  • Statistics Show submenu
    • Annual Monitoring Reading Recovery: 2018 DataShow submenu
    • Attainment of 18-year-oldsShow submenu
    • Attendance under COVID-19Show submenu
    • Beyond Tertiary StudyShow submenu
    • ECE FinancesShow submenu
    • ECE ParticipationShow submenu
    • ECE ServicesShow submenu
    • ECE StaffingShow submenu
    • Entering & leaving teaching (2004-2019)Show submenu
    • Fees-free Tertiary EducationShow submenu
    • Financial Support for Tertiary StudentsShow submenu
    • Funding to SchoolsShow submenu
    • HomeschoolingShow submenu
    • Initial Teacher Education StatisticsShow submenu
    • International students in NZShow submenu
    • Language use in ECEShow submenu
    • Māori Language in SchoolingShow submenu
    • NZ's Workplace-based LearnersShow submenu
    • Number of SchoolsShow submenu
    • Ongoing Resourcing SchemeShow submenu
    • Pacific Language in SchoolingShow submenu
    • Per Student Funding for SchoolsShow submenu
    • Post-compulsory education & trainingShow submenu
    • Schooling Boards of TrusteesShow submenu
    • School Leaver DestinationsShow submenu
    • School Leaver's AttainmentShow submenu
    • School RollsShow submenu
    • School Subject EnrolmentShow submenu
    • Teacher NumbersShow submenu
    • Teacher TurnoverShow submenu
    • Tertiary Financial PerformanceShow submenu
    • Tertiary ParticipationShow submenu
    • Tertiary Population DataShow submenu
    • Tertiary ResearchShow submenu
    • Tertiary ResourcingShow submenu
    • Tertiary Retention & AchievementShow submenu
    • Tertiary Summary TablesShow submenu
    • Vocational Education & TrainingShow submenu
  • Topics Show submenu
    • BES Programme: Hei Kete RaukuraShow submenu
      • What's NewShow submenu
        • Full Set of BESsShow submenu
        • BES ExemplarsShow submenu
      • Ta’ovala Learning from Pacific expertise in educationShow submenu
        • Teacher PreparationShow submenu
        • The Lesson LaunchShow submenu
        • Low Floor, High CeilingShow submenu
        • Deeper LearningShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
        • Deeper ThinkingShow submenu
        • Equity, ExcellenceShow submenu
        • School Leadership MattersShow submenu
      • Ambitious mathematics for young Pacific learners: Dr Jodie Hunter demonstrates algebraic thinking for tivaevaeShow submenu
        • The LaunchShow submenu
        • Group WorkShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
      • School leadership for improvement in primary mathematics education:Show submenu
        • 1. Pedagogical Leadership – Preparation Year 0Show submenu
        • 2. Teachers Responding to the ChallengeShow submenu
        • 3. Building Social Competencies for Accelerated ImprovementShow submenu
        • 4. The Mathematics Communication & Participation Framework: Integrated ProgressionsShow submenu
        • 5. In-class mentoring for accelerated pedagogical improvementShow submenu
        • 6. Deep Change: Applied post-graduate studyShow submenu
        • 7. Collaborative lesson study for sustainabilityShow submenu
        • 8. Towards Kāhui Ako: Building learning communityShow submenu
        • 9. Family & community: Partners in changeShow submenu
        • 10. Russell School: The DifferenceShow submenu
      • Reading Together®Show submenu
        • Fairhaven SchoolShow submenu
        • St Joseph's School OtahuhuShow submenu
        • Manurewa Central SchoolShow submenu
      • Using evidence for a step upShow submenu
      • Developing Mathematical Inquiry CommunitiesShow submenu
        • Developing Mathematical Inquiry CommunitiesShow submenu
        • A parent’s perspectiveShow submenu
        • Strategic change leadership meetingShow submenu
        • Mixed ability groupingShow submenu
        • Problem & launchShow submenu
        • Learning to listenShow submenu
        • Teacher developmentShow submenu
        • ImpactsShow submenu
        • Group normsShow submenu
        • Learning for lifeShow submenu
        • Learning togetherShow submenu
        • PerspectivesShow submenu
        • It’s a journeyShow submenu
        • Culturally responsive pedagogyShow submenu
        • Fundamental shiftsShow submenu
      • ResourcesShow submenu
        • BES ExemplarsShow submenu
        • BESs & BES CasesShow submenu
          • Full List of BES CasesShow submenu
          • BES ExemplarsShow submenu
        • Summaries of BESsShow submenu
          • BES ExemplarsShow submenu
          • Full Set of BESsShow submenu
        • BES What Works SpotlightsShow submenu
          • Spotlight on Counter-Bullying PedagogiesShow submenu
          • Spotlight on Mathematics/PāngarauShow submenu
          • Spotlight on LeadershipShow submenu
          • The Use of Evidence in PolicyShow submenu
        • Te Kotahitanga eBook CollectionShow submenu
      • Evidence ExplainedShow submenu
        • Disciplined innovation for equity & excellence in education: Learning from Māori & Pasifika change expertiseShow submenu
          • What's NewShow submenu
        • BES ExemplarsShow submenu
      • About BESShow submenu
    • Dashboards & InfographicsShow submenu
      • DashboardsShow submenu
        • School Leavers DashboardShow submenu
        • Teacher WorkforceShow submenu
        • School Rolls DashboardShow submenu
        • Te Mataaho-a-Iwi | Education DashboardShow submenu
        • Disabled people & tertiary educationShow submenu
        • Adult Skills Regional ProfilesShow submenu
        • Tertiary Population DataShow submenu
        • Post-school labour-market outcomes of school based NCEAShow submenu
        • Post-compulsory education & trainingShow submenu
      • InfographicsShow submenu
        • School Leavers InfographicsShow submenu
        • Iwi InfographicsShow submenu
        • Employer SurveyShow submenu
        • Not Just about NEETsShow submenu
    • e-LearningShow submenu
    • International EducationShow submenu
    • Pacific EducationShow submenu
    • Māori EducationShow submenu
    • Te Mātauranga me te MāoriShow submenu
    • School Annual ReportsShow submenu
      • 2019 NZ Schools Financial ReportsShow submenu
      • 2018 NZ Schools Financial ReportsShow submenu
      • 2017 NZ Schools Financial ReportsShow submenu
      • 2016 NZ Schools Financial Annual ReportsShow submenu
    • Student LoansShow submenu
      • Education Govt: InformationShow submenu
      • Stats NZ: Student LoansShow submenu
      • StudyLink: Student LoansShow submenu
      • Inland Revenue: Student LoansShow submenu
    • Tertiary EducationShow submenu
    • WorkforceShow submenu
    • Communities of Learning | Kāhui AkoShow submenu
  • Data Services Show submenu
    • Code Sets & ClassificationsShow submenu
    • Collection FormsShow submenu
    • GuidelinesShow submenu
    • School Enrolment ZonesShow submenu
    • School SMS Roll Returns 2020Show submenu
    • SMS VendorsShow submenu
    • Glossary FilterShow submenu
    • International Data CollectionsShow submenu
      • ALLShow submenu
      • ICCSShow submenu
      • OECD's Education at a Glance & INESShow submenu
        • EAG PublicationsShow submenu
        • Education Indicators in FocusShow submenu
        • Online Education DatabaseShow submenu
        • OECD: Education GPSShow submenu
      • PIRLSShow submenu
      • PISAShow submenu
      • PIAACShow submenu
        • PIAAC Publications SummaryShow submenu
      • TALISShow submenu
      • TIMSSShow submenu
    • National Data CollectionsShow submenu
      • 18-Year-Olds with NCEA Level 2Show submenu
      • Annual ECE Child & Staff ReturnShow submenu
      • AttendanceShow submenu
      • Boards of TrusteesShow submenu
      • ECE ParticipationShow submenu
      • School FundingShow submenu
      • School LeaversShow submenu
      • School Roll ReturnShow submenu
      • School RollsShow submenu
      • Schooling WorkforceShow submenu
        • MethodologiesShow submenu
      • Suspension DataShow submenu

Site information

  • Site map
  • Contact us
  • Feedback
  • About this site
  • Glossary
  • Accessibility
  • Copyright, Legal & Privacy
  • Links
  • © Education Counts 2021
  • Ministry of Education logo.
  • New Zealand Government logo.
Scroll to top of page