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:

Early childhood education centre-based parent support and development: Final report Publications

Publication Details

The Early Childhood Education (ECE) centre-based Parent Support and Development (PSD) programme trialled by the Ministry of Education was intended to provide early interventions that targeted vulnerable parents through a universal service. A total of 18 pilot ECE sites were selected and funded to provide PSD for a three-year period starting from 2006. Pilot sites were selected, in part, on the basis of the high concentration of vulnerable families living in the surrounding area. The sites offered a wide range of activities including educational, social support and outreach activities. An evaluation of the programme was undertaken by Martin Jenkins and the report was completed in early 2010. The findings from the evaluation indicated that the programme was beneficial for parents, children, pilot sites and communities but also highlighted significant challenges in programme implementation, particularly in relation to targeting vulnerable parents within a universal service.

Author(s): Donella Bellett, Meenakshi Sankar and Marinka Teague, Martin Jenkins & Associates Limited.

Date Published: January 2010

Executive Summary

The Early Childhood Education (ECE) centre-based Parent Support and Development (PSD) programme was one of a number of Government initiatives aimed at improving outcomes for vulnerable children through early intervention. The programme differed from other initiatives in that it offered parent support and development through a universal service that was accessible to all parents, while simultaneously attempting to target vulnerable parents.

A total of 18 pilot ECE sites were selected and funded to provide parent support and development for a three-year period starting from 2006.  Pilot sites were selected, in part, on the basis of the high concentration of vulnerable families living in the surrounding area. The sites offered a wide range of activities, including educational, social support and outreach activities.

The programme’s policymakers identified four specific objectives for the programme:

  • to improve effective parenting by vulnerable parents; building on their skills and knowledge
  • to increase participation and engagement in ECE by vulnerable children and their families
  • to improve the consistency between what children learn at home and in the ECE environment
  • to lead vulnerable parents to be better connected to broader social supports and informal networks.

The programme’s ultimate objective, that is, improvement of family and child well-being, was dependent on the achievement of these objectives.

Methodology

Evaluation purpose

The planning phase of the evaluation identified two overarching purposes of the evaluation:

  • to identify areas of improvement to ECE centre-based PSD – this led to the design and implementation of a process evaluation phase intended to provide the Ministry of Education (the Ministry) with real time information about how well pilot sites were delivering against programme objectives
  • to determine the value of ECE centre-based PSD – this led to the design and implementation of an outcomes1 evaluation phase intended to provide the Ministry with robust information about the extent to which pilot sites had contributed to achieving the intended outcomes of the programme.

Evaluation approach

The evaluation was conducted over a three-year period in four phases. Key activities undertaken in each phase is described below:

  • Phase one involved review of relevant project documents, interviews with policy and operational policy staff and two visits to pilot sites – this led to the development of an Evaluation Plan
  • Phase two involved two rounds of telephone interviews, analysis of monitoring data for the period 2007/08 and case-study research with eight pilot sites
  • Phase three involved case-study research with five pilot sites and analysis of monitoring data for the period 2008/09
  • Phase four involved synthesising the data and findings and developing this final report.

A more detailed description of the methodology can be found in Part 2 of this report.

Key findings

Programme implementation

The Ministry consciously adopted a flexible approach to programme implementation and allowed pilot sites to deliver services to meet the needs of their communities. However, not all pilot sites were well placed to take advantage of this opportunity and some sites needed considerable support and input to further develop their ideas. The Ministry responded by guiding and working with pilot sites, particularly during the application phase. While all pilot sites were required to base their application and subsequent programme design on sound needs analysis and community consultation, the reality was that most pilot sites found it difficult to do this due to the limited amount of time and resources available. Instead, they relied on prior knowledge and experience to underpin programme design and implementation.

The evaluation revealed significant variability in programme implementation across pilot sites and some apparent departures from the original intent as outlined in sites’ proposals. This was in part due to the iterative approach to implementation adopted by the Ministry and in part due to the fact that, in some sites, the person responsible for writing the proposal was different to the person handed the responsibility for implementation. This suggests there is a strong need for consistent management guidance at a service level, to ensure better alignment between programme intent and programme reality.

The variability in implementation revolved around three key focus areas of the programme and attempts were made by the Ministry to help sites reshape and refocus their programmes during the three-year period. The areas addressed by the Ministry covered:

  • Definition of the target group – the findings from Phase 2 of the evaluation identified pilot sites had different views about who the target group for the programme was. Some sites defined the target group as all parents, with an enhanced focus on vulnerable parents, whereas other sites defined the target group as parents of children between 0-5 years old. Pilot sites’ implementation of PSD was influenced by these definitions.
  • Emerging operating models – the operating models developed to deliver the programme were influenced by pilot sites’ understanding of the intent and purpose of the programme. Some sites viewed the programme as an opportunity to offer value-added services to the parents of enrolled children (described as ‘closed’ sites) whereas others viewed the programme as a service available to all parents in their community (described as ‘open’ sites).
  • Type of PSD activities offered by pilot sites – the evaluation findings indicated that there were two approaches taken by sites – those that took a structured, intentional approach to delivering PSD to their community, while others took a more developmental approach (whereby sites focused primarily on creating increased opportunities for networking and support with the underlying hope that it would translate into parents’ acquiring knowledge and skills about parenting).

Parents’ participation in PSD

A total of 2,246 parents participated in PSD over the two-year monitoring period.  The monitoring data showed that a wide cross section of parents participated in the programme:

  • the majority of participants were female (88%)
  • over half of all participants identified as European, and over one-third as Māori
  • over a third were aged 25 years or younger (this figure includes 13% who were under 20 years old)
  • more than one-third had no qualifications, and almost a third held a tertiary qualification
  • almost 60% were not in paid employment
  • two-thirds had only one child aged under five years.

Although the programme was intended to focus on vulnerable parents, the overall proportion of participating parents identified as vulnerable by PSD workers was relatively low (17%).  This is probably because all pilot sites provided services to all parents regardless of their vulnerability, with many sites philosophically of the view that seeking out vulnerable parents would stigmatise them.

The data also showed more than one-third of parents had an ongoing relationship with PSD – attending 11 times or more over the two-year period.  Over 80% of parents participated in social support activities, which were expected to result in parents’ confidence and social support networks increasing.  Activities that were primarily expected to increase parents’ knowledge about parenting were attended by almost half of all parents, and a third participated in outreach2 activities. Most parents (57%) took part in more than one type of activity, and most activities were undertaken in a group setting.  Approximately 12% of parents engaged in one-on-one interactions with a PSD worker.

Key achievements and challenges

The overarching objective of the programme was to improve family and child well-being, with a special emphasis on vulnerable children. The evaluation findings highlighted significant achievements of the programme – for parents and families, for the pilot sites, and for the wider community. There were also some significant challenges in achieving the programme’s objectives, particularly in terms of reaching the target group – vulnerable parents. The key achievements and challenges are briefly summarised below.

For parents and children

Interviews with parents provided strong evidence that positive outcomes were achieved for participating parents. Parents learnt about a wide range of things from specific topics relating to parenting (such as dealing with challenging behaviours, toilet training, seat belt safety, sleeping) to general life skills (such as financial literacy, dealing with domestic violence). Parents reported that participating in these activities made an important contribution to improving their overall quality of family life. In particular, parents reported increased confidence in their parenting abilities, reduced social isolation, enhanced sense of belonging to the community and increased access to other services which resulted in them participating more meaningfully in their community. Children benefited from the programme through parents improving their parenting style and, in some instances, through increased access to ECE (which gave them access to quality learning opportunities and the chance to form relationships with a wider group of peers). However increased participation in ECE was limited by full rolls in many pilot sites.

For pilot sites

Pilot sites significantly changed how they interacted with parents as a result of their participation in this programme. Sites reported that the programme had encouraged them to develop new networks, furthered their reach into the community and expanded their focus beyond children. A key factor that contributed to sites’ success in this regard was the level of support they received from their umbrella organisation.3

A number of key achievements were identified for pilot sites:

  • Improved service capacity – the additional funding provided by the programme allowed sites to expand, develop and improve what they previously offered to parents. The funding was used in a variety of ways, from recruiting new staff and purchasing equipment, to creating a dedicated space within the ECE centre (thus allowing parents to meet on a regular basis and allowing other services to visit and offer their services in an accessible venue).
  • Heightened awareness of their aims and goals – most sites acknowledged that participating in the programme had given them the opportunity to expand their focus to include parents and the wider whānau.  It also allowed them to become more purposeful in their efforts to meet the needs of their wider community.
  • Increased capability and skill of site staff – staff involved in ECE centre-based PSD increased their skills and knowledge about a wider set of issues (such as facilitation skills, problem solving skills, networking skills including social, health, legal and education services).

The key challenges for pilot sites were in attracting and engaging vulnerable parents in PSD. Even though sites were located in areas where high numbers of vulnerable parents lived, this was not sufficient for vulnerable parents to attend the programme. Sites needed to make concerted efforts to engage vulnerable parents in the programme and they struggled with this and often felt they did not have the tools and strategies to reach vulnerable parents. Other challenges identified by the evaluation included: difficulties in finding and securing suitably skilled PSD workers for the duration of the pilot; lack of available ECE places, limiting the number of additional children who could participate in ECE; and a lack of clarity as to how sites could strengthen the connection between home and the ECE environment.

For the community

One of the expectations of the programme was that the pilot sites would evolve and grow into a community hub. This would allow other agencies and services to use the ECE centre, thereby increasing the community’s access to a range of services. Pilot sites that most successfully achieved this tended to be sites that focused strongly on parents’ needs and offered a separate designated parent space to promote parental engagement and contact.

Communities also benefited as the programme facilitated greater interagency collaboration including joint activities and sharing infrastructure or costs for services. The result was increased coordination leading to better service quality and accessibility for the community. The most common examples of increased coordination were when PSD workers invited a number of agencies to speak about their services at the site, or when the ECE pilot site hosted cross-agency meetings at the centre.

Perhaps the most significant benefit was the growing sense of ‘community’ and belongingness fostered amongst participants. In addition, the programme provided opportunities to learn and grow parents’ skills not merely in their role as parents, but also in their roles as members of the wider community. In one instance, a parent who participated in a PSD activity built her confidence to such a level that she went on to volunteer for another social service agency that promoted important educational messages to parents. In another instance a group of parents valued the support they received so much that they created a hub of their own, providing support to new members in their community. These initiatives suggest there is enduring value created for the wider community beyond parents who participated in the programme.

Lessons learnt from implementing ECE centre-based PSD

Identifying ‘what works’ in PSD is challenging, owing to the highly diverse and iterative approach taken by pilot sites. From an evaluation perspective, the diversity of sites’ approaches makes it difficult to compare across pilot sites using a common standard or criterion. In light of this, it is useful to reflect on the evaluation findings with a view to raising questions for consideration by policymakers in the future.

  • Targeting provision of PSD through universal services provided a ‘soft’ entry point for parents to access services and an opportunity to interact at a level of intensity determined by them. However, most pilot sites experienced difficulties with specifically engaging vulnerable parents (there were some exceptions), with some sites not making any distinction between parents with different levels of vulnerability, while others focused solely on parents of enrolled children (regardless of whether they were vulnerable or not). This suggests that sites would have benefited from a sharper focus on targeting of their programmes and assistance to develop strategies to identify and engage vulnerable parents (such as access to risk-profiling tools, training).
  • Flexibility in implementation (that is, inviting pilot sites to shape content and focus depending on their local context) was appropriate as it allowed pilot sites to design and deliver services and activities that were relevant to their communities. However, in a number of instances sites moved away from core objectives of the programme, by delivering activities that became an end in themselves rather than a means to achieving the intended objectives of the programme. Balancing flexibility with focus on overarching programme goals is challenging and the Ministry could have played a stronger role in this regard.
  • The skills of parenting support and development workers have implications for pilot sites’ ability to attract and retain vulnerable parents in the programme. These skills may not always be available within ECE settings, with ECE teachers trained to work with children, not vulnerable parents. This points to the need for higher levels of training provided to ECE centres and their workers to effectively engage parents in PSD activities.
  • The development of pilot sites as community hubs was an important outcome for this programme. It allowed parents to access a number of services in familiar, local settings and built stronger relationships with teachers (as there were increased opportunities to interact with teachers in non-learning situations). Sites that had a designated parent space were able to achieve this more successfully as its use was unconstrained and parents could drop by any time they chose. This has implications for sustained delivery of PSD through universal services as not all ECE centres have access to additional space.

Footnotes

  1. A key question for the outcome evaluation was to explore the added value to the programme, as perceived by vulnerable parents and providers.
  2. Outreach activities are defined as referrals to and/or working collaboratively with other services, undertaking marketing activities, participation in community events and provision of off-sites support for parents, including home visits.
  3. The term umbrella organisation refers to the organisation that has management and governance responsibility for the ECE and within which the ECE is often located (for example, a church or a social service organisation).

Navigation

  • Early Childhood Education

Downloads

  • Full Report (PDF, 439.1 KB)
  • Full Report (DOC, 752.0 KB)

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 1994: Student performance on open-ended questionsShow 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