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Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Final report Publications

Publication Details

The current project focuses on the effectiveness of Schooling Improvement initiatives for Pasifika. The purposes were to identify the practices that work to raise achievement and close the gaps for Pasifika students especially at the classroom, school and cluster levels; to find out how effective existing Schooling Improvement initiatives are in raising achievement for Pasifika students; and to provide information to help existing and new initiatives to improve their effectiveness for Pasifika students.

Author(s): Meaola Amituanai-Toloa, Stuart McNaughton, Mei Kuin Lai, and Airini with Rolf Turner, Deborah Widdowson, Rachel McClue, Selena Hsiao, and Maryanne Pale

Date Published: February 2010

Executive Summary

The Purpose of the Project

The current project focuses on the effectiveness of Schooling Improvement initiatives for Pasifika. The purposes were to identify the practices that work to raise achievement and close the gaps for Pasifika students especially at the classroom, school and cluster levels; to find out how effective existing Schooling Improvement initiatives are in raising achievement for Pasifika students; and to provide information to help existing and new initiatives to improve their effectiveness for Pasifika students.

Two overarching research questions were asked:

  1. What works in schools for Pasifika students and under what conditions?
  2. What are the barriers to schools achieving positive learning outcomes for Pasifika students?

The Process

In this report we evaluate the initiatives using a three-step process. First we summarise the general achievement data across nine interventions that have high numbers of Pasifika students. This is followed by a close analysis of a Focus Cluster, in which we use detailed statistical procedures to examine features of students such as language status, gender and ethnicity to answer questions about the patterns of effects for Pasifika students. Essentially this section provides some insights into the question of whether interventions are meeting the needs of Pasifika students or if there are limited areas of effects.

This is followed by systematic case studies that provide quantitative and qualitative data on several general hypotheses at the level of school effects. The hypotheses were: that schools that are more connected with their communities will generally be more effective; that schools that have well embedded inquiry practices and have a heightened sense of collective efficacy will be more effective; that schools in which instruction has specific features of quality and is culturally responsive (developing distinctive approaches for Pasifika learners) will be more effective; and lastly, that there will be some attributes of students which are associated with greater gains and levels of achievement, probably relating to language status and familiarity with the New Zealand educational system. Also, that students' beliefs and values relating to teaching and learning will provide further evidence of the features of schools that are likely to be more effective. In this last section we add the voices of students, their parents, teachers and Principals to provide rich and integrated tests of these hypotheses.

In addition to the above, because we were able to survey students, teachers and leaders from clusters, we also have general descriptions of features of language status across schools, aspects of leadership patterns across schools and aspects of teachers' pedagogical content knowledge across schools.

Our Findings

1. Data systems across and between schools and clusters vary

The question of the general effectiveness of the nine Schooling Improvement initiatives could not be answered at a generalised level. The reasons, detailed in an accompanying paper 'A systems level approach to learning from aggregated achievement data: Implications for policy' (Lai, McNaughton & Amituanai-Toloa, 2009), are to do with the state of databases, the management of those databases and the uses of the databases. Three clusters had sufficiently robust data which were longitudinal and could meet criteria of accuracy and reliability. Interventions generally will need much better managed databases than currently exist and recommendations about guiding principles and systems which would enable these to develop are contained in the paper.

2. Schooling improvement can work for Pasifika, but progress is slow

The data from three clusters with varying types of databases for Years 4 - 8 in reading comprehension (one of whom was also a Focus Cluster) show that clusters vary in effectiveness. One cluster made expected gains over a year. Two of the clusters made accelerated gains (over and above expected gains) during individual school years with average effect sizes (d) of between 0.2 and 0.5. Over two years, one cluster had an effect size (d) of 0.5. Clusters had varying drops associated with summer (the 'Summer Learning Effect') which meant that in two out of three clusters, continued gains were slowly, cumulatively, enabling achievement levels to reach average bands. A rigorous educational (and equitable) criterion used to judge effectiveness shows that more gains are needed to reach a full match with a nationally expected distribution in achievement (McNaughton & Lai, 2009). One cluster is close to this match.

3. Similar gains occur for Pasifika groups, but there are gender differences

In the overview of clusters there was no evidence that different Pasifika groups were substantially different in their responses to the programmes, either in terms of rates of gain or levels. However, while Pasifika students make similar rates of gain to others, their achievement levels tend to be lower. There was also evidence that there were substantial gender differences in the levels achieved, although rates of gains can be similar (creating a progression which is like 'parallel tracks'). What this means is that the focus on Pasifika groups needs to have, even within this differentiation, a possible differentiation in instructional focus for boys.

A tentative conclusion from the first step in the results, then, is that the most effective Schooling Improvement projects can 'work' to make a real educational difference. However, the progress is slow and cumulative, and clearly from the descriptions of the projects requires substantial resourcing and long-term focus.

4. There are school by school differences

More detailed analyses of the data from one 'Focus Cluster' confirmed these general results. There were gender differences in the levels achieved although not in the rate of gains and while different Pasifika groups achieved at similar rates, Samoan students tended to score at higher levels (but not always). The more detailed analyses showed differences between classrooms (although all but a few classroom made accelerated gains during years), and at the school level (over two years the effect sizes (d) across schools varied from 0.30 to 0.77). From these analyses we found that there were high gain and low gain schools within the cluster and it will be important for additional research to further tease out the features of schools associated with these differences.

5. Different patterns emerge with gain and level analyses

Two sorts of statistical models were developed to further explore patterns. These were 'gap difference' models which explored patterns of achievement over time in terms of rates of gain, and 'level difference' models to examine patterns in overall mean levels of achievement. There was no evidence from the 'gap' models of differences in achievement due to language status (rates of gain were not different for students with different home languages or who identified their first language differently), country of birth, or gender. However, a student's starting level predicted the rate at which gains were made – higher gains were made by students who were in the lower stanines. But over time these differences disappeared.

What this means specifically for the Pasifika Schooling Improvement is that judgements about effectiveness need to be made over more than a year and it is very important to be able to examine how higher achieving students fare in programmes.

For the 'level difference' models; gender, time lived in New Zealand, home language, and school were associated with significantly different levels of achievement. Overall, the mean scores for the students that spoke mainly Pasifika languages and those that spoke two or more languages (Pasifika language as well as English) at home were significantly lower than that for the mainly English-speaking students. The mean scores for females were significantly higher than that for males. With respect to the length of time lived in New Zealand, the mean scores for those that had lived in New Zealand for more than five years and those that were born in New Zealand were significantly higher than those that had lived in New Zealand between one and five years. The mean levels of achievement differed significantly between schools, and part of this difference could be due to the different year levels (i.e., cohorts) that the schools catered for.

6. Both rate and level criteria need to be used to judge effectiveness

These two sets of models underline an implication for further evaluations of interventions. There is a need to have two related criteria for judging educational significance of interventions, especially in terms of equitable outcomes (McNaughton & Lai, 2009). The tests of effectiveness should be, firstly, whether clusters are achieving accelerated rates of achievement, and secondly whether they are shifting distributions of achievement to match national expectations. The former sets the test at being about making more than just a normal rate of progress because that means perhaps higher levels but parallel tracks of achievement. The latter sets the test as achievement for students in the schools being no different from the distribution of the achievement for students nationally (i.e., the same proportions of low, middle and high achieving students).

7. Case studies of schools add detailed information

The case studies added more qualitative evidence to these outcomes. In terms of quantitative data there were systematic observations of classroom instruction which included measures of the quality of instruction as well as cultural responsiveness judged across two levels (positive affect and incorporation of students' cultural and linguistic resources). The qualitative data include interviews with Principals, Literacy Leaders, parents and students. The results modify some of the conclusions developed at a cluster level to a school level. What they contribute also is both the indicators of success and by corollary what doesn't work for Pasifika learners.

8. Greater effectiveness is associated with a range of home-school connections

The case studies suggest greater effectiveness is associated with practices between schools and their communities that involve sharing knowledge and resources with a degree of reciprocity, with the specific outcome of increasing parent involvement, which may then impact on students' motivation and academic skills. Putting together the evidence across the various sources, three conclusions were suggested: (a) parents' understanding of information about their own individual child's learning and achievement, both strengths and weaknesses as well as progress across time, can increase parental impact on motivation and skills; but (b) parents need guidance and advice on both motivational and academic involvement; and (c) parents are keen to receive advice and they have ideas about practices both at home and at school that could contribute. The latter may or may not be effective but they are important ideas that can be the basis of reciprocity – an example is the role and forms of homework. The findings of substantial (but variable) Summer Learning Effects underscore the need to more deliberately develop and share practices between school and family settings.

9. Coherence within a school at all levels is important to effectiveness

Our hypothesis about developing inquiry practices that are evidence-based and outcomes-focused was well illustrated in the case studies. Each of the Case Study Schools was engaged in clusters of Schooling Improvement which focus on inquiry and it would be expected that these practices would be in place. But the schools varied in how deeply ingrained, extensive and coherent their practices were. The patterns suggest that greater coherence will be associated with greater effectiveness. Coherence matters: (a) between levels in the schools, across members of the school professional community, and between different instructional parts including teachers; (b) for new members of the system so that detailed induction as a member to share values and skills is important; and (c) so that all programmes – existing and new – are integrated into the inquiry practices and are 'tested' by the inquiry process. The coherence between teachers appears to be especially significant so that there is consistency in pedagogical approaches as well as in focus and goals.

10. Generally effective teaching practices are present which have been adapted to be responsive to Pasifika students

There was some ambiguity detected at a school level in how terms such as 'cultural responsiveness' and 'Pasifika pedagogy' are used, and there is a need to clarify more specifically what is meant by these terms. However, in general, the evidence across schools was that the schools, to varying degrees, taught using generically effective forms of instruction, but adapted them to be applicable to and responsive to different Pasifika learners. The specific measures from classroom instruction, when examined at a teacher level, were not related systematically to either rate of gain in classroom or achievement levels. However, when combined and averaged across schools, there was evidence that the teachers' measures of instructional quality and cultural responsiveness were associated with overall school achievement. The highest scoring schools had higher levels and moderate to high rates of gain. This suggests that coherence in instruction and cultural responsiveness in schools may be more important than individual teachers' expertise.

It is possible to identify elements of what the model is that the schools are moving towards. Clearly, schools are effective to the degree that they use known attributes, such as explicit instruction for both basic knowledge and strategies, high levels of elaborative talk and inquiry are promoted, there is a focus on the language needs including those for vocabulary and there are well-developed forms of feedback. Running across these is the need to be clear and explain goals and needs for learning. On the other hand, specific dimensions of cultural responsiveness are clearly part of more effective teaching. The twin dimensions of positive relations and incorporating students' resources were identified to varying degrees in classrooms. Importantly, these themes were echoed by the students. Pasifika pedagogies that are being developed in these schools, in the sense of being adapted to Pasifika learners, draw on background knowledge including topics and event knowledge, language patterns and activities, and the students and teachers are aware of this. But in addition, there is the dimension of a strong emotional relationship which, together with the instructional attributes, has elements of being both rigorous and challenging as well as being respectful and empathetic. The former includes high expectations and the latter a Pasifika sense for the students of education being service-oriented and, from the teacher, positive affect expressed with devices such as Pasifika-oriented humour.

11. Students are clear on what instruction works for them

The student voices were very similar to those from the Te Kotahitanga project (Bishop, Berryman, Tiakiwai, & Richardson, 2003) but the adaptations suggested above include a need for teachers to provide a strongly supportive base enabling the students to take risks and be critical and engaged. For example, students want teachers to break down the questions for simplicity including clearer explanations and challenges in their work. The evidence supports previous research showing Pasifika learners to be generally highly motivated to succeed and to learn across the schools. Students are more consistently positive and motivated at primary schools. This is true generally, and like the more general need Schooling Improvement will need to consider how to increase engagement and emotional connection at secondary levels (Paris & McNaughton, in press).

12. Parents want to know how they could support their children

The overall parent interviews strongly echoed the case study conclusion: (a) parents need guidance and advice on both motivational and academic involvement; and (b) parents are keen to receive advice and they have ideas about practices both at home and at school that could contribute

13. Being bilingual is not an impediment to academic achievement of Pasifika learners

Looking at language status from the point of view of achievement, there was no evidence from the Case Studies that having two or more languages is an impediment to high success either at primary or at secondary. The patterns of development may look different for those students with a Pasifika language or both a Pasifika and English language background in the earlier years, compared with English only students. But from the middle and upper primary and into the secondary years the sense is that bilingualism may (under important conditions not tested here, such as level of bilingualism) lead to similar outcomes (as having a strong English-only status), and in a wider sense confer other advantages.

14. The need for induction for newly arrived Pasifika students

There is perhaps an obvious suggestion in the data that more familiarity with the New Zealand education system is advantageous and we take this to mean that for newly arrived students there is a need to have very explicit induction and support to develop the knowledge and skills required for local schooling.


Three other documents were generated from this report: the first, a Policy Paper (Lai, McNaughton & Amituanai-Toloa, 2009) to assist the Ministry with further Schooling Improvement policy development for Pasifika; the second, a Summary Report which succinctly summarises the main findings of this study but without technicalities (Amituanai-Toloa, McNaughton, Lai, & Airini, 2009b); and the third, a Communication Template which provides guidance to schools about principles and practices to help support communication between parents and the school (Amituanai-Toloa, McNaughton, Lai, & Airini, 2009a).

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        • OECD's Education at a GlanceShow submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
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          • 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
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        • School staffing improvements: Evaluation of the impact of additional teaching staff provided through the School Staffing ReviewShow submenu
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        • State of Education in NZShow submenu
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        • Strategic Research Initiative: The effects of school governance, ownership, organisation & management on educational outcomesShow submenu
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        • Strengthening education in Mangere & OtaraShow submenu
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        • Students' transition between school & tertiary education: 2nd editionShow submenu
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        • 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
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        • The economic impact of export educationShow submenu
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        • The education of Years 7 to 10 students: Full ReportShow submenu
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        • Transition to secondary school: A literature reviewShow submenu
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        • Literature Review: Innovative Teaching & Learning Practice for Māori-medium Education (2012)Show 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
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        • 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
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        • 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
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        • 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
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        • 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
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        • Language Acquisition ResearchShow submenu
        • New Zealand Stocktake: An international critiqueShow submenu
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        • 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
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        • Shifting balances: The impact of Level 1 NCEA on the teaching of Mathematics & ScienceShow submenu
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        • 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
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        • '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
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        • 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
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          • Studyit (CORE Education)Show submenu
          • Final integrated report (CORE Education)Show submenu
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          • 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
        • Ngā hangarau matihiko i ngā kura ara reo MāoriShow 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
        • School ICT Network Infrastructure Upgrade Project: Evaluation of Early ImpactsShow 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
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        • 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
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        • 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
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        • TALIS 2018: School climate in New Zealand Year 7-10 schoolsShow submenu
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        • 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
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        • 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
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        • 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
      • Action plan for Pacific Education 2020-2030Show submenu
      • Best practice for teaching Pacific learners: Pacific Evidence Brief 2019Show submenu
      • Literature review on the experiences of Pasifika learners in the classroomShow submenu
      • Research to understand the features of quality Pacific bilingual educationShow 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
    • Tertiary EducationShow submenu
    • Learning SupportShow submenu
      • Learning Support Coordinators Evaluation: Phase 1Show 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 RecoveryShow submenu
    • AttendanceShow 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
    • School BoardsShow 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
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