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PIRLS 2010/11 Reading literacy in New Zealand: A summary of findings Publications

Publication Details

This summary presents an overview of information from the 2010/11 PIRLS national report, which describes the reading literacy achievement of New Zealand’s Year 5 students in both an international and national context. A selection of key findings for 2010/11 along with trend information for 2001 and 2005/06 is presented.

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

Date Published: July 2013

Summary

What is PIRLS?

The Progress in International Reading Literacy Study, PIRLS, is an international research study designed to measure trends in reading literacy achievement. It is administered every five years, with the first study in 2001 and the second during 2005 and 2006. The third cycle was conducted during 2010 and 2011, and is hereafter referred to as PIRLS-2010/11. It involved about 300,000 students from 48 countries and nine benchmarking participants. The information in this brochure relates to this most recent cycle undertaken in 2010/11, with some comparisons made with the earlier cycles.

What is the focus of PIRLS?

PIRLS looks at the two main reasons why middle primary students read. They read for literary experience and to acquire and use information. As well as looking at the reasons for reading, the study looks at the processes and skills of reading comprehension. For example, when students read they often need to interpret and integrate ideas in order to understand the underlying message of a story. In other situations they are required to locate a specific piece of information from part of a text to answer a question that they bring to a reading task or to be able to check their understanding of some specifics of a text's meaning.

As well as comprehensive assessment information, a rich array of contextual background information is collected from students, teachers, parents/caregivers, and school principals. Each country also provided national educational policy information to aid the interpretation of results.

prePIRLS

To meet the needs of the increasing number of developing countries wanting to participate in PIRLS, a less difficult reading comprehension assessment was introduced in 2010/11. This assessment referred to as prePIRLS uses shorter stories and articles, with easier vocabulary and simpler grammar structure.

Which countries took part?

Forty-eight countries from around the world took part in the 2010/11 study. The majority of the countries (42) were in the Northern Hemisphere-Asia, the Caribbean, Europe, North Africa, the Middle East, and North America. These countries administered PIRLS in early 2011. New Zealand along with five other Southern Hemisphere countries-Australia, Botswana, Honduras, Colombia, and Singapore-administered the study in late 2010. The countries taking part in PIRLS and prePIRLS are listed at the end of this brochure.

Which students took part?

Middle primary school is an important transition point in a child's reading development; most children would have learned to read and are now reading to learn. The study focuses on Grade 4 students around the world, or the fourth year of formal schooling. However, to ensure comparability across countries, the minimum average age of children in a country's Grade 4 (or equivalent) needed to be at least 9.5 years old. In New Zealand, like England, Malta, and Trinidad and Tobago where students start school at age 5 years, the average age of children in the fourth year of formal schooling is about 9 years. So children in their fifth year of schooling-Year 5 in New Zealand's case-took part. New Zealand students in PIRLS were on average about 10 years-old.

New feature for 2005/06

Countries that have found the PIRLS assessment too difficult for the majority of their Grade 4 students in previous PIRLS cycles, could administer the assessment to students in Grades 5 or 6.

What did the students have to do in PIRLS?

Each student was given a booklet that contained either two literary (story) texts, two information texts, or one of each. There were five different literary texts and five different information texts so that students did not all have the same material. Each passage (story or information text) was followed by a series of questions that were designed to assess the student's reading comprehension. Some questions were closed (i.e., students selected an answer from those provided) and some questions were open (i.e., students had to write their own response to the question).

What other information was collected in PIRLS?

Students, parents and caregivers, teachers, and school principals were each asked to complete a questionnaire. Their responses to a range of questions were used to better understand the context of students' reading achievement. The questionnaires covered topics such as students' views about reading and school, the availability of educational resources at home, early literacy activities in the home, and teachers' organisational and instructional practice for teaching reading.

In which language were students assessed?

All countries that took part in PIRLS assessed students according to the language in which they received their instruction. Many countries tested in more than one language because more than one language was used for instruction in their country. In New Zealand schools were given the option of testing students in English or in te reo Māori. When reporting at the national/country level, countries combine the results for the different languages and so does New Zealand. The reading literacy achievement results described relate to all Year 5 New Zealand students.

How did New Zealand Year 5 students fare in the international context?

The results for New Zealand in an international context are reported in PIRLS 2011 International Results in Reading, published in December 2012 and referenced at the end of this summary. The mean reading score (531) for New Zealand Year 5 students was significantly higher than the international PIRLS Scale Centrepoint (500);  32 countries including New Zealand were significantly higher than the PIRLS Scale Centrepoint.

  • The New Zealand mean was statistically similar to the means for seven countries, including Australia and four other OECD countries-Austria, Poland, the Slovak Republic, and Slovenia.
  • It was significantly lower than the means for 20 countries or education systems, including 14 OECD countries. Five of these jurisdictions with achievement higher than New Zealand assessed in English: Canada, England, Ireland, Northern Ireland, and the United States.
  • The New Zealand mean was also significantly higher than the means for 17 countries, including France, Norway, and Spain, and higher than two countries that tested in English-Malta and Trinidad and Tobago.
  • The mean reading score for New Zealand in statistical terms did not change from 2001 to 2010/11.
  • There were no statistical changes in New Zealand Year 5 students' achievement in either literary reading or informational reading from 2001 to 2010/11. New Zealand Year 5 students were found to have a significant strength in literary reading compared to their overall reading performance.
  • Compared to their overall performance, New Zealand students were generally stronger on questions where they had to use reasoning skills (e.g., interpreting and integrating ideas) and weaker on questions that required them to use text-based skills (e.g., focus on and retrieving explicitly stated information). Because of the features of the different reading texts, the questions assessing the text-based processes were not necessarily less difficult than the questions assessing the reasoning processes.
  • Compared with many other countries participating in this study, New Zealand had a relatively large group of students who demonstrated very advanced reading comprehension skills.
  • New Zealand also had a slightly bigger group of weaker readers than many of the high-performing countries. These students were likely to have difficulties in locating a specific part of a story, or locating and reproducing information actually stated in a text.
  • New Zealand's Year 5 boys and girls typically achieved above the international means for boys and girls. Although the difference between New Zealand girls and boys, favouring girls, has decreased since 2001, the average difference between them (20 points) remained one of the biggest internationally.
  • There was no significant change in the mean reading scores of Year 5 boys and Year 5 girls from 2001 to 2010/11.

How did New Zealand Year 5 sub-populations fare in PIRLS?

The majority of the national results, along with some of the international results, are in the full national report – PIRLS 2010/11 in New Zealand: an overview of findings from the third cycle of the Progress in International Reading Literacy Study (PIRLS) , referenced at the end of this brochure.

  • There were both high and low-achieving students in all ethnic groupings. However, Pākehā/European (558) and Asian (542) students generally scored at a higher level than Māori (488) and Pasifika (473) students.
  • There was no significant change in the mean reading scores for students in any of the four main ethnic groupings from 2001 to 2010/11.
  • Pākehā/European girls (570) generally had the highest achievement in PIRLS; they were also more likely to demonstrate they had advanced reading comprehension skills than other Year 5 students.
  • The lowest achievement was observed for Pasifika boys (464), and to a lesser extent, Māori boys (478) and Pasifika girls (482); these students tended to be over-represented among students with weaker comprehension skills compared with other groups of Year 5 students.
  • Compared to their overall performance, Year 5 girls and boys, and Māori students tended to show stronger performance in their reasoning; Year 5 girls, Pākehā/European, and Māori students tended to be weaker when using text-based skills.
  • Year 5 girls in the four main ethnic groupings tended to do significantly better than their respective male counterparts.
  • In all ethnic groupings the differences between the mean achievement of girls and boys were greater in literary reading than informational reading.
  • Did speaking the language of the assessment test at home make a difference?
  • Students were asked how frequently they spoke at home the language in which they were assessed in PIRLS.
  • The average score for those New Zealand students who frequently spoke the language of the PIRLS assessment at home (543) was significantly higher that those students who sometimes or rarely did (499).
  • This difference for New Zealand (43) was larger than in most of the countries that assessed in English – for example, Australia (18), England (18), and Ireland (25), but similar to the United States (40).
  • This difference for New Zealand had increased markedly from 2005/06 (24) to 2010/11 (43).
  • When the home language data was looked at for Year 5 students assessed in English, the difference between the mean reading scores for students in the two home language categories was larger for Pasifika students than students in other ethnic groupings. The difference between means for Pasifika students had also increased from 9 scale score points in 2005/06 to 26 in 2010/11.
  • Are there things about the home environment that made a difference to students' reading achievement?
  • The home has an important role in fostering literacy. There were some important early-literacy activities that parents or caregivers did with their children when they were pre-schoolers that were found to be related to higher reading achievement when children were older and in school. These activities include reading from books to their children, telling stories, singing songs, playing with alphabet toys or word games, and reading labels and signs aloud. A child's views about reading can also be enhanced through access to home educational resources such as books, and having parents or caregivers who themselves have positive attitudes to reading.
  • Starting early makes a difference
  • According to their parents' responses, prior to starting school, more than half (55%) of New Zealand Year 5 students often had a high level of engagement in early literacy-related activities compared with less than two-fifths (37%) of students on average internationally.
  • Most (92%) New Zealand Year 5 students in 2010/11 had attended an early childhood education (ECE) facility for more than one year before starting school. These tended to be Pākehā/European students (95%) while Pasifika students (79%) were the least likely. On average, the Year 5 students who had not attended an ECE facility, or who had attended for up to and including one year, had lower reading literacy achievement than other Year 5 students.
  • Overall attendance at an ECE facility (as measured in PIRLS) was higher in 2010/11 than in either 2005/06 (91%) or 2001 (83%).
  • Students' attitudes towards reading
  • Compared with students in other countries, New Zealand Year 5 students liked reading more; they were mostly motivated, but were much less confident as readers.
  • New Zealand's Asian students tended to like reading more, and be the most confident and motivated readers than students in other ethnic groupings.
  • Māori and Pasifika students were less positive about liking reading, Pasifika students the least confident, and Pākehā/European students, the least motivated.
  • Schools and school climate
  • The reading achievement of New Zealand Year 5 students was about the same regardless of the urban-rural locality or size of the population centre in which their schools were located. Compared with many other countries, New Zealand principals' reports indicate that resource shortages or inadequacies had little or no impact on reading instruction in schools. This finding is consistent with previous cycles of PIRLS.
  • New Zealand's Year 5 students' reading achievement was generally lower in schools where proportionately few of the student body had the early literacy skills at school entry than in schools where more of the student body had these skills. These schools also tended to be those with higher proportions of students from lower socio-economic backgrounds. Moreover, there tended to be large differences in achievement between Year 5 students in schools where the student body was drawn from economically disadvantaged communities and those Year 5 students where the student body were drawn from economically advantaged communities, compared to many other countries.
    • There was a strong relationship between the international measure of school composition and the decile of New Zealand's state and state-integrated schools. That is, New Zealand's deciles 1 and 2 schools and to a lesser extent deciles 3 and 4 schools had the greatest concentration of students from economically disadvantaged backgrounds, while decile 9 and 10 schools had the greatest concentration of students from economically advantaged backgrounds.
    • Although there were high-performing and low-performing students across all deciles, Year 5 students in deciles 1 and 2 and to a lesser extent decile 3 and 4 schools tended to have the weakest performance.
    • There was no significant change in Year 5 students' reading achievement for any of the school deciles from 2001 to 2010/11.

School climate

Both international and national research has shown that schools where there is a positive school environment, with few behaviour problems that could potentially impact on the safety of students or teachers, are likely to be better placed for facilitating learning than an environment where students and teachers do not feel safe. School leaders have an important role in promoting a positive school climate, and taking responsibility for improving student outcomes.

  • Compared with other countries, New Zealand Year 5 students were more likely to be attending schools where both their principals and teachers endorsed aspects of 'academic optimism'; they shared a common view of academic success through their understanding of the school's curricular goals, implementation of the school's curriculum, and expectations for student achievement.
  • New Zealand's Year 5 students were more likely to have experienced bullying behaviours than many of their international counterparts. This finding is consistent with information reported in 2001 and 2005/06.
  • Despite experiencing these negative behaviours, Year 5 students in 2010/11 reported positively that they liked school, with this cohort more positive than either their 2001 or 2005/06 counterparts.

The classroom context and practice

PIRLS gathered a lot of information from teachers and principals in order to understand the actual instructional context in which children are reading. This included information on the amount of time allocated to teaching reading, how classes were organised for reading, the range of activities in reading, and the range of materials used during reading instruction.

  • New Zealand primary schools spent, on average, the fourth highest number of hours during the school year-actual and as a proportion of total instructional hours- teaching reading. This amount of time is consistent with the situation in New Zealand in 2001 and 2005/06.
  • In 2010, a typical New Zealand teacher of Year 5 students was teaching a class of about 27 students, about the same as in 2005, but one less than in 2001. A class was often a multi-year level or composite class.
  • While teachers use a variety of approaches for organising their reading instruction, in New Zealand the single organisational approach reported to be used 'almost always' was to arrange Year 5 students into same-ability groups. Teaching reading as a whole-class activity was an approach used often in many countries but relatively infrequently used by New Zealand teachers during reading.
  • New Zealand's Year 5 students were generally less engaged during reading (instruction) than many of their international counterparts. Pākehā/European students were less likely to be engaged than other students in other ethnic groupings.
  • The majority of New Zealand teachers reported using a reading series (typically the School Journal) as a basis for their reading programmes, often as a dual approach with children's books. This finding is consistent with 2001 and 2005/06.

Who conducted PIRLS?

PIRLS is co-ordinated by the International Association for the Evaluation of Educational Achievement (IEA). The Ministry of Education's Comparative Education Research Unit is responsible for PIRLS in New Zealand

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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
          • 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
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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
          • State of Education in New Zealand 2008Show 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
        • 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
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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
        • Uptake & early implementation: Communities of Learning | Kāhui AkoShow submenu
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          • NMSSA 2014 Social Studies: OverviewShow submenu
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        • 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
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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
        • Case studies of schools: Implementation of National CurriculumShow submenu
        • Curriculum implementation exploratory studies 2Show submenu
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        • 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
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        • 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
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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
        • 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
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        • 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
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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
        • 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
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