• Achievement and progress in mathematics, reading and writing in primary schooling

  

  Analysis of e-asTTle assessment data, 2011 to 2016. In order to support student learning it is important to continually improve our understanding of student achievement and progress. This project makes use of existing data to contribute to our current knowledge of student achievement and progress.

  Author(s): Ministry of Education

  Date Published: May 2018

• Evaluation of the Teacher-Led Innovation Fund: Final Report

  

  The purpose of this evaluation was to provide timely and relevant information to:

  • Inform continuous improvement of TLIF’s design, implementation and monitoring;
  • Complement monitoring and review information sources to provide information about how the fund is operating;
  • Expand the knowledge base about the nature of innovative teaching practice, collaborative inquiry, and mobilisation of new knowledge.

  Author(s): Uni Services, University of Auckland. Report prepared for the Ministry of Education.

  Date Published: April 2018

• Multi-year Evaluation of Partnership Schools | Kura Hourua Policy, Summary of Findings Across Years

  

  Report includes findings from Year 3 (of 3) - focus on student and whānau experiences

  MartinJenkins has now completed a multi-year programme of evaluation and research of the PSKH policy for the Ministry. The evaluation was conducted over a number of years (beginning in 2014) and focused on the eight schools/kura that opened in 2014 and 2015 (not the PSKH sector as a whole).

  Author(s): MartinJenkins (Martin, Jenkins & Associates Limited). Report prepared for the Ministry of Education.

  Date Published: April 2018

• Teacher-led Innovation Fund (TLIF)

  

  The Teacher-led Innovation Fund (TLIF) is a Ministry of Education initiative designed to support quality practice that improves student achievement and that can be shared and adapted for use across schools and kāhui ako.

  Author(s): Various

  Date Published: Various

• Teaching Practices, School Practices and Principal Leadership

  

  This report presents a national picture drawn from the Teaching and School Practices Survey Tool (TSP) 2017 aggregated data. The tool was commissioned by the Ministry of Education to provide:

  • School-level data that can be used by schools and Kāhui Ako in review and planning to improve teaching and leadership capability
  • National data that can be used for evaluating the impact of policy, initially the introduction of Kāhui Ako and changes to professional learning and development.

  Author(s): Cathy Wylie, Sue McDowall, Hilary Ferral, Rachel Felgate and Heleen Visser, NZCER. Report for the Ministry of Education.

  Date Published: March 2018

• Formative evaluation of the Principal Recruitment Allowance

  

  The Principal Recruitment Allowance (PRA) is an allowance available to boards of trustees in schools which face significant challenges and have a principal vacancy. Its purpose is to attract principals who will provide highly effective management and instructional leadership. This formative evaluation seeks to understand how a programme is operating and inform decision making aimed at improvement.

  Author(s): Jo MacDonald and Eliza Stevens, New Zealand Council for Educational Research.

  Date Published: February 2018

• 'Walking the talk' matters in the use of evidence for transformative education

  

  Invited paper for the International Bureau of Education - UNESCO Project: Rethinking and repositioning curriculum in the 21st century: A global paradigm shift. Evidence, Data and Knowledge, Ministry of Education, Wellington: New Zealand.

  Author(s): Adrienne Alton-Lee

  Date Published: November 2017

• How does New Zealand's education system compare? OECD's Education at a Glance 2017

  

  This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2017 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report relates to education in the 2015 or 2016 academic year and the 2014/2015 financial year.

  Author(s): Aaron Norgrove and David Scott, Ministry of Education

  Date Published: September 2017

• Final Evaluation Report for the Teach First NZ programme pilot: Delivered in partnership with the University of Auckland

  

  This is the final evaluation report of the Teach First NZ programme pilot, delivered in partnership with The University of Auckland. The Teach First NZ pilot programme is an alternative field-based Initial Teacher Education (ITE) two-year programme. The pilot programme operated between 2013 and 2016 with three annual intakes of up to 20 participants.

  Author(s): Jenny Whatman, Jo MacDonald, and Eliza Stevens, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

  Date Published: May 2017

• Evaluation of Partnership Schools | Kura Hourua Policy

  

  The Ministry of Education has a clear focus on improving student achievement, and employs a range of approaches to support the sector’s efforts, including provision of strategic leadership, resources, and targeted interventions. Partnership Schools | Kura Hourua (PSKH) is a new policy that provides an innovative addition to this mix.

  Author(s): MartinJenkins. Report prepared for the Ministry of Education.

  Date Published: May 2017

• Uptake and early implementation: Communities of Learning | Kāhui Ako

  

  This report provides an overview of the early implementation of Communities of Learning | Kāhui Ako (Communities of Learning) up to December 2016.

  Author(s): Research and Evaluation, Ministry of Education.

  Date Published: April 2017

• PISA 2015: New Zealand Students Wellbeing

  

  Students’ educational outcomes can be affected by a range of factors from inside and outside of the school grounds. For example, students who are motivated to succeed have high expectations for the future, and those who have a strong sense of belonging at school tend to have better academic outcomes. It is therefore vitally important that parents, educators and system leaders understand and act on these aspects of student wellbeing.

  In 2015, the Programme for International Student Assessment (PISA) measured these and other aspects of wellbeing among 15-year-olds across 70 countries. This report summarises the main results as they relate to New Zealand students. Where relevant, this report also triangulates information from other studies to provide a fuller understanding of student wellbeing.

  Author(s): Comparative Education Research Unit, Ministry of Education.

  Date Published: April 2017

• Te Rāngai Kāhui Ako ā-Iwi

  

  Te Rāngai Kāhui Ako ā-Iwi is a framework to support sustainable Māori medium education, recognising the diversity region by region, iwi by iwi. The Minister of Education introduced Te Rāngai Kahui Ako ā-Iwi on 10 March 2017 at the National Cross Sector Forum in Auckland.

  Author(s): Ministry of Education.

  Date Published: March 2017

• How does New Zealand's education system compare? OECD's Education at a Glance 2016

  

  This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2016 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report relates to education in the 2014 or 2015 academic year and the 2013/2014 financial year.

  Author(s): Simon Crossan and David Scott, Ministry of Education

  Date Published: September 2016

• Mathematics Support Teacher (MST) Programme 2014 School Research Overview Report

  

  The Mathematics Support Teacher (MST) programme started in 2012 as part of the Programmes for Students initiative . The MST programme provides release time for a teacher to work with groups of students with learning needs that require additional support to classroom teaching. The MST role is partly funded by the Ministry of Education.

  Author(s): Nicolette Edgar, Artemis Research. Report prepared for the Ministry of Education.

  Date Published: August 2016

• Achievement Analysis 2014 Programmes for Students: Accelerating Learning in Literacy (ALL), Accelerating Learning in, Mathematics (ALiM), Mathematics Support Teacher (MST)

  

  This report presents a summary of student achievement analysis from Programmes for Students (PfS) 2014: Accelerating Learning in Mathematics (ALiM), Mathematics Support Teacher (MST) and Accelerating Learning in Literacy (ALL). The initiatives aim to accelerate progress¹ of students below or well below the National Standards.

  Author(s): Analysis and Research, Ministry of Education.

  Date Published: August 2016

• Programmes for Students 2012: Report on Three Evaluative Studies

  

  This report presents the findings of three evaluative studies looking at the 2012 Literacy and Mathematics: Programmes for Students. Programmes for Students (PfS) is a Ministry of Education initiative providing primary schools with teacher release time to work with students who are assessed as below or well below the National Standards in mathematics, reading or writing. PfS uses the expertise within the school to accelerate the progress of these students.

  Author(s): Research Division, Ministry of Education.

  Date Published: August 2016

• 2015 Annual Evaluation Report for the Teach First NZ programme pilot

  Delivered in partnership with the University of Auckland

  

  This is the third annual evaluation report of the Teach First NZ programme pilot, delivered in partnership with the University of Auckland. It confirms that the Teach First NZ programme continues to be effectively and efficiently implemented. Teach First NZ and the University of Auckland’s Faculty of Education continue to find ways to strengthen the programme and to ensure it is well known and well supported. Participants are strong ambassadors for the programme, including the mission of reducing educational inequalities. Almost all participants have made a valued contribution in their school, have supported their students to engage and progress, and intend to stay in teaching, at least in the short-term.

  Author(s): Jo MacDonald, Jenny Whatman and Liesje Stevens, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

  Date Published: August 2016

• Patterns of student progress in the Intensive Wraparound Service

  

  Intensive Wraparound Service (IWS) is designed for the small number of children and young people with highly complex and challenging behaviour, social or education needs, including those with an intellectual difficulty. IWS in New Zealand is a relatively new and rapidly evolving service that began in 2009/2010. In 2014, IWS aimed to support up to 285 students with a further 50 students being supported through a combined IWS/Severe Behaviour Initiative. This evaluation focused on the IWS-only students and was designed to contribute to the further development of IWS. It is part of a wider evaluation designed to provide the Ministry of Education and sector stakeholders with a fuller understanding of how three of the key PB4L initiatives-School-Wide (SW), Incredible Years: Teachers (IYT) and the Intensive Wraparound Service (IWS)-are being implemented in New Zealand.

  Author(s): Jacky Burgon, Melanie Berg and Nicole Herdina, New Zealand Council for Educational Research. Report for the Ministry of Education.

  Date Published: March 2016

• Innovations in Partnership Schools Kura Hourua

  

  The Ministry of Education has a clear focus on improving student achievement, and employs a range of approaches to support the sector’s efforts, including provision of strategic leadership, resources, and targeted interventions. Partnership Schools | Kura Hourua (PSKH) is a new policy that provides an innovative addition to this mix.

  Author(s): Martin, Jenkins & Associates. Report for the Ministry of Education.

  Date Published: Ocotober 2015

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