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:

Technical review of published research on applied behaviour analysis interventions for people with Autism Spectrum Disorder Publications

Publication Details

New Zealand Ministries of Education and of Health requested a technical review of the evidence base on the effectiveness of Applied Behaviour Analysis (ABA) for people with Autism Spectrum Disorders (ASD).

Author(s): Oliver Mudford, Neville Blampied, Katrina Phillips, Dave Harper, Mary Foster, John Church, Maree Hunt, Jane Prochnow, Dennis Rose, Angela Arnold-Saritepe, Heather Peters, Celia Lie, Katrina Jeffrey, Eric Messick, Catherine Sumpter, James McEwan and Susan Wilczynski (2009), Auckland UniServices Limited.

Date Published: 15 January 2009 - Revised 16 January 2009

Executive Summary

Preamble

Applied Behaviour Analysis (ABA) is defined as a scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveries (Cooper et al., 2007, p. 3). As a means to produce meaningful changes to behaviour ABA has demonstrated its effectiveness at the level of the individual, group or community. This effectiveness has been highlighted by the large number of publications, spanning back five decades, illustrating significant behavioural change that can be maintained after the intervention has ceased across a range of settings and behaviours (including educational, health, animal welfare, sporting performance, and psychological well being).

As outlined in the ‘New Zealand Context’ section, New Zealand has access to high quality training programmes that carry international recognition in the areas of ABA and the Experimental Analysis of Behaviour. As such, we are fortunate in this country to have people with the sufficient depth of skill required to successfully develop ABA interventions as well as conduct the comprehensive and internationally-credible review reported in this document.

Purpose and Scope of the Review

The attached report consists of a comprehensive review of the evidence concerning the effectiveness of applied behaviour analytic intervention methods for people with Autism Spectrum Disorders (ASD). The review was in response to a call by the New Zealand Ministries of Health and Education for an assessment of the effectiveness of behaviourally-based interventions as determined by studies published between 1998 and 2007. The data used for this review was gained from two main sources:

  • from existing analyses of peer-reviewed publications previously collected by the National Autism Center National Standards Project (NSP) based in the USA; and
  • from additional publications that met the appropriate criteria laid out by the Ministries of Health and Education that had not been included in the NSP.

Method

Studies included for analysis (irrespective of whether they were sourced from the NSP or by NZ-based reviewers) had to meet a range of criteria (as outlined in the ‘Review Method’ section). In addition to restricting articles to those published between 1998 and 2007, studies were only included if they met, or exceeded a score of 2.0 on the Scientific Merit Rating Scale (SMRS). In total 463 items1 were retained from the NSP database along with 45 New Zealand unique items (that met inclusion criteria but had not formed part of the NSP database).

Articles were also analysed to determine the specific components of the behavioural intervention package (see Table 2), the type of behaviours assessed (as per Ministry of Education supplied classifications identified on Table 5), as well as the impact of the interventions utilised (using the Strength of Evidence Classification System – SECS). Note that the 13 New  Zealand based reviewers underwent extensive training in the coding schemes (as did their NSP counterparts) and national and international checks of inter-rater reliability were determined to be generally high.

Main Findings

Overall, there is strong evidence that behavioural interventions result in beneficial outcomes for individuals with ASD. Figure 1 shows the percentage of outcome type (‘beneficial’, ‘ineffective’, harmful’, or ‘unknown’) averaged across the range of specific behaviours assessed (ranging across a variety of social and cognitive domains). Although the efficacy of approximately one quarter of the items examined was unable to be clearly determined, the vast majority of outcomes were beneficial in the remaining cases, and thus a meaningful and desirable change in behaviour occurred as a specific result of that intervention. Only 2% of 508 items that contributed to our results were rated to show that a behavioural intervention was ineffective in a particular case. However, no behavioural interventions were rated overall as ineffective. In no case was harm reported as a result of behavioural intervention.2


Figure 1: Overall efficacy of behavioural treatment across all behavioural categories assessed.
Image of Figure 1. Overall efficacy of behavioural treatment across all behavioural categories assessed.

In addition to the overall findings it should be noted that this same overall pattern of beneficial effects was also observed across specific individual behavioural categories. Figures 2 to 9 illustrate this for each of the relevant behavioural categories identified in Table 5 (refer to Results sections 1 to 9 for details). Specifically, the overall evidence for beneficial outcomes was rated as ‘strong’ in the areas of social development, cognitive development, communication, play / vocational engagement, development of organisational skills, and prevention and replacement of challenging behaviours. There was strong evidence for the benefits of comprehensive early intervention programmes for some areas of development.

Efficacy of ABA interventions by specific behavioural categories

Images of Figure 1 to Figure 9.

Comments on generalisation and maintenance

Greater utility of an intervention (irrespective of how effective it is in changing a specific behaviour in a specific setting) often depends on whether desirable changes go beyond initial settings and can be maintained beyond the initial intervention period. ‘Generalisation’ is concerned with the spreading of an intervention's effects beyond initial settings to novel naturalistic ones; whereas ‘maintenance’ is concerned with ongoing intervention effectiveness after formal intervention has ceased to be applied.

Because the relevant data was not able to be obtained from the NSP study, generalisation and maintenance were only assessed for 169 research items reviewed by New Zealand reviewers. This analysis (outlined in Results 9) revealed that close to two thirds of ABA interventions displayed strong evidence that main intervention effects generalised beyond their initial training environments. There did not appear to be any particular relationship between type of intervention, level of intervention efficacy, and the behaviours targeted and whether generalisation was displayed or not. Similarly, maintenance of main effects was demonstrated in 75% of studies that reported the appropriate data. Maintenance, also, was observed irrespective of intervention type and behavioural category. Therefore, there is convincing evidence that ABA treatments generalised beyond their initial settings and their effectiveness could be maintained for the majority of ASD participants beyond the initial intervention period.

Scope of Current Research and Future Opportunities

One of the strengths of the current review was the utilisation of a large number of independent reviewers and the incorporation of a large international data base. Despite the number of individuals involved there was generally high inter-observer agreement and the pattern of findings was remarkably consistent across reviewers charged with analysing separate behavioural categories (compare Figs 2 to 9). However, lower levels of inter-observer reliability were observed for the analyses of generalisation and maintenance effect sections; so these results may need to be treated with caution until a larger database is obtained or further work can be conducted.

Several other observations to emerge during the review also indicate the need for further research in the area of ABA treatments of ASD, specifically:

  • A number of items had to be excluded from further analysis because they failed to meet an adequate level of scientific rigour (defined as an SMRS score of less than 2.0). A number of reasons for this are identified in Results 12. One important factor is the common use of single-participant research designs. However, the implication is that researchers in this area need to take in to account various design features if their studies are to be included in reviews such as the NSP and the current one.
  • The extent of evidence concerning beneficial outcomes is lacking (that is, either emerging or unknown) for persons with an Asperger Syndrome diagnosis. Strong evidence exists for benefits for children up to the age of 15 years. However, across the ASD spectrum, there is, to date, insufficient evidence to provide strong support for ABA interventions for participants aged 15-21 years, and in the target categories of academic skills, learning readiness, and problem behaviours of all types. The New Zealand review data (see Appendix C) may be seen as providing emerging evidence for benefits for adults > 21 years in some target areas, but clearly there is more scope for research in these specific areas.

Final Comment

The current review demonstrated that ABA interventions can produce meaningful and desirable behavioural change in individuals with ASD, and taken as a whole, there is strong support for the effectiveness of ABA interventions in the treatment of ASD. Significant benefit was also consistently illustrated at the level of specific behavioural categories; with evidence at this level either meeting the criterion of ‘emerging evidence’ or ‘strong support’ for the conclusion of intervention effectiveness. It is important that agencies charged with providing resources for the treatment and education of people with ASD take notice of these findings. Fortunately, New Zealand has two internationally-recognised ABA training programs that lead to qualifications recognised by the Behavior Analyst Certification Board that can potentially produce skilled practitioners able to implement the types of skilled interventions outlined in the current review.

Footnotes

  1. Many articles reviewed reported more than one independent variable and/or dependent variable and/or two or more studies within the article. Every variation can be viewed as a discrete study, or research “item”, where the simplest case (or item) is one study with one dependent variable and one independent variable. Each article was scored as many times as there were variations within it. Hence, in reporting findings, numbers of items rather than numbers of articles are counted.
  2. Although the vast majority of articles reviewed reported on the results of ‘intervention packages’ (i.e. where more than one specific behaviourally-based intervention was applied within the study) a range of specific features can be identified in those packages. Those features are illustrated in Tables 2 and 6.

Navigation

  • Learning Support

Downloads

  • Full Report (DOC, 1.2 MB)
  • Full Report (PDF, 812.5 KB)

Contact Us

Special Education
For more information on this publication or Special Education services, please email the:
Special Education Mailbox

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
      • Annual ECE Census 2020: Fact SheetsShow 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
        • He Whakaaro: What do we know about bullying behaviours in New Zealand?Show 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
        • 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
        • PIRLS 2005/2006 in New Zealand: An overview of national findingsShow 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 New Zealand: 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 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 in New Zealand: A summary of findingsShow 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 - SummaryShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievementShow 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
        • 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 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
      • Rongohia te Hau: IntroShow submenu
        • 1. Using learner, whānau, & teacher feedbackShow submenu
        • 2. Different perspectives inform actionShow submenu
        • 3. Co-constructing a continuum of effective teaching practiceShow submenu
        • 4. Collecting evidence of pedagogyShow submenu
        • 5. The learning is in the conversationShow submenu
        • 6. Impacting Māori successShow submenu
        • 7. Racism: Taking those blinkers offShow 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: IntroShow 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 Education & Te Reo MāoriShow submenu
    • Te Mātauranga Māori me Te Reo 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 2021Show 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