Education Counts

Page navigation links

  • Education Counts Logo
  • Skip to Primary Navigation Menu
  • Skip to Secondary Navigation Menu
  • Skip to search
  • Skip to content

Site Search

Site Search

Site navigation menus

  • Know your Region
  • Communities of Learning
  • Find your nearest school
  • Early Learning Services
  • Directories
  • Publications
  • Indicators
  • Statistics
  • Topics
  • Data Services

Search the education counts website

Find pages with

Narrow results by:

PIRLS 2005/06 in New Zealand: A summary of national findings Publications

Publication Details

This brochure summarises some of the national level findings pertaining to Year 5 students from their participation in the 2005/2006 PIRLS assessment.

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

Date Published: October 2008

Summary

What is PIRLS?

Every five years New Zealand students take part in an international study that looks at primary school students' reading literacy achievement.  This study is the Progress in International Reading Literacy Study – PIRLS.  New Zealand took part in PIRLS in 2001 and 2005.  From this study, parents, whānau, teachers, principals, policy makers, and the public are able to compare New Zealand children's progress in reading literacy with similar age children in other countries.  It also gives information on how New Zealand students' reading literacy achievement at the system level fares as new policies are put in place. The information in this brochure relates to the study undertaken in 2005/2006.

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.  Students' attitudes towards reading, their views of themselves as readers, and what they do to develop their reading literacy are important factors which have been found to be linked to achievement and are therefore looked at in this study.

Which countries took part?

Forty countries from around the world took part in the 2005/2006 study.  The majority of the countries (37) were in the Northern Hemisphere – Europe, North Africa, the Middle East, Asia, North America, and the Caribbean.  These countries administered PIRLS in early 2006.  New Zealand along with two other Southern Hemisphere countries – Singapore and South Africa – took part in the study in late 2005.

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 typically on Grade 4 students around the world and in New Zealand this is equivalent to Year 5. New Zealand students that took part in this study were on average 10 years-old and this was about the same as the average age of students in most of the countries that participated.

Years of formal schooling and school starting age

Across the countries there was some variation in the years of formal schooling students had had.  For example in England, New Zealand, Scotland, and Trinidad and Tobago students were just completing their fifth year of formal schooling when they did the PIRLS assessment, while in most other countries students were just completing their fourth year. New Zealand children and those in England, Scotland, and Trinidad and Tobago however start school at an earlier age (5 years).  This is not the case in most other countries. In for example France and Singapore, children start school when they are at age 6 while in Sweden they start at age 7. New Zealand is also unique in that most children start on or just after their 5th birthday.  In other countries children start at specific points such as the beginning of the new school year.

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, reading 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, 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 that 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 majority of the international results are in a bigger report – 'Reading Literacy in New Zealand: an overview of New Zealand's results from the Progress in International Reading Literacy Study (PIRLS) 2005/2006', which was published in November 2007. Here are some of the key findings.

  • The average (mean) reading literacy score for New Zealand Year 5 students was 532.
  • The New Zealand average was:
    • in statistical terms, significantly higher than the PIRLS scale average of 500
    • significantly higher than the average score for students in 19 countries
    • similar to the average score for students in three countries – Chinese Taipei, Scotland, and the Slovak Republic, and
    • significantly lower than the average score for students in 17 countries including England, Hong Kong, and the United States.
  • The average reading literacy score for New Zealand in statistical terms did not change from 2001 to 2005.
  • There was a small increase in the average score for informational reading from when Year 5 students were assessed in 2001 to when they were assessed in 2005 but in statistical terms this was not a significant change.
  • Overall, New Zealand students showed relatively stronger performance on questions where they had to use reasoning skills (e.g., interpreting and integrating ideas) than 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 some other higher 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 Year 5 boys and girls typically achieved above the international averages for boys and girls. However the average difference between New Zealand girls and boys of 24 points was one of the biggest internationally.

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

The majority of the national results are in a bigger report – 'PIRLS 2005/2006 in New Zealand: an overview of national findings from the second cycle of the Progress in International Reading Literacy Study (PIRLS) 2005/2006'. Here are some of the key findings.

  • There was no significant change in the average reading literacy achievement of any of the four main ethnic groupings, or of Year 5 boys and Year 5 girls from 2001 to 2005.
  • There were both high and low-achieving students in all ethnic groupings. However, Pākehā/European (552) and Asian (550) students generally scored at a much higher level than Māori (483) and Pasifika (479) students.
  • Pākehā/European (564) and Asian (562) girls generally had the strongest achievement in PIRLS; they were also more likely to demonstrate they had advanced reading comprehension skills than other Year 5 students.
  • The weakest average achievement was found for Pasifika (471) and Māori (469) boys; along with Pasifika girls they were also more likely to be over-represented among students with weaker comprehension skills than other Year 5 students.
  • Pākehā/European, Asian, and Māori girls tended to do significantly better than their respective male counterparts. In statistical terms, the difference between the average reading literacy scores for Pasifika boys and Pasifika girls was not significant.
  • Year 5 students in all ethnic groupings tended to show better performance on the information texts they read than on the literary texts (stories). This is the opposite of what was observed in 2001.
  • Year 5 students in all ethnic groupings tended to show stronger performance on questions where they had to use reasoning skills than on questions that required them use text-based skills.

Did speaking the language of the assessment test at home make a difference?

New Zealand students were asked how frequently they spoke at home the language in which they were assessed in PIRLS.  The average score for those students who frequently spoke the language of the PIRLS assessment at home (542) was noticeably higher that those students who sometimes (or rarely) did (519).  This difference was larger than England and the United States but smaller than some western European countries like Germany.

  • When the home language data was looked at for each of New Zealand's ethnic groupings, in statistical terms, there was no difference between the average reading literacy scores of students who spoke the test language at home and those who did not.

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 are some important early-literacy activities that parents or caregivers can do with their young child that have been found to be related to higher reading achievement when children are older and in school.  These activities include reading from books to their children, telling stories, singing songs, playing with the alphabet or word games and reading labels and singing 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, about three-quarters (74%) of New Zealand Year 5 students had a high level of engagement in early literacy-related activities prior to starting school, compared with about half (54%) of students internationally.

  • There was no difference between New Zealand boys' and girls' levels of engagement in the activities.
  • Pākehā/European students were the most likely to have a high level of engagement (90%) while Asian students were the least (52%).

Most (90%) New Zealand Year 5 students had attended an early childhood education (ECE) facility for more than 1 year before starting school. These tended to be Pākehā/European students (93%) while Asian students (82%) 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 1 year, had lower reading literacy achievement than other Year 5 students.

Students' love of reading

Compared with students in other countries, New Zealand Year 5 students were positive towards reading.  However, they were less sure about their reading ability than many of their international counterparts and less sure about their reading ability than they were in 2001. The change in their level of certainty was found across the New Zealand sub-groups: boys and girls and three out of the four main ethnic groupings. The one exception was Asian students: they tended to be more positive in 2005 than in 2001.

Year 5 students who reported reading for fun at least once or twice a week generally achieved higher reading scores (551) than those who rarely (518) or never (488) did.  About one in five Year 5 students never read for fun.  Year 5 boys were more likely to say they never read for fun (27%), and in particular, Māori and Pasifika boys (both 32%).

In school

The reading literacy achievement of New Zealand Year 5 students was about the same regardless of the urban-rural locality of the school they attended.

The achievement information was also looked at by the decile of the school students attended. State and state-integrated schools were grouped into three groups: deciles 1–3, deciles 4–7, and deciles 8–10. Because the sample of independent schools was very small it was not possible to report the average achievement for Year 5 students attending these schools.

  • There were high-achieving and low-achieving students in all three school decile band categories.
  • The average reading literacy scores for the students in mid-range (538) and higher decile schools (560) were higher than the average reading literacy score for students in lower decile schools (485).

New Zealand principals' reports indicate that resource shortages or inadequacies had little or no impact on reading instruction in schools.  However, principals of both lower and higher deciles schools in 2005 tended to be a little less sure about the impact compared with their 2001 counterparts.

The climate for learning in New Zealand primary schools was on the whole viewed positively. However, principals of state and state-integrated schools with a lower decile were more likely to express some concerns about negative student behaviours than principals of mid-range or higher decile schools.

Some New Zealand Year 5 students had experienced a few negative behaviours at school, however on the whole they were very positive about their school life, including what they felt about their teachers and their fellow students.

  • Of some concern was the fact that about one in four boys said they did not like being at schools. Pākehā/European boys were more likely to have this view than other Year 5 students.

Literacy in New Zealand

New Zealand has a Literacy Strategy. The goal of this strategy is to raise literacy achievement for all New Zealand students. To realise this goal, a number of policies and initiatives which aim to improve literacy achievement have been put in place.  For example, the 'Effective Literacy Practice in Years 1 to 4' is a handbook for teachers of students in the first four years of their schooling was distributed to all primary schools in August 2003. Building on the success of this guide, 'Effective Literacy Practice in Years 5 to 8' was also made available to schools in 2006, while 'Literacy Learning Progressions' a (draft) tool for teachers that sets out the expectations for students in their literacy learning was released in late 2007.

As well as the guides, a number of teacher professional development initiatives are in place such as the Literacy Professional Development Project which began in 2004.  What is known is that there have been significant shifts in students' literacy achievement in the schools where the professional development has been held.  As PIRLS was conducted in New Zealand at the end of 2005 it was unlikely that the positive outcomes of this relatively small-scale professional development activity would have been reflected in a large-scale assessment like PIRLS.

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.

Would you like more information?

You will find the New Zealand reports on PIRLS-05/06 on www.educationcounts.govt.nz.

The international report and a companion encyclopaedia on reading education are on the PIRLS web site: www.pirls.org.

Table 1: Countries and Canadian provinces participating in PIRLS 2005/06
  Austria * Hong Kong SAR †   Luxembourg * Russian Federation
  Belgium (Flemish) * Hungary * Macedonia, Rep. of * Scotland
  Belgium (French) * Iceland * Moldova, Rep. of * Singapore
* Bulgaria   Indonesia * Morocco * Slovak Republic
  Chinese Taipei * Iran, Islamic Rep. of * Netherlands, the * Slovenia
  Denmark * Israel * New Zealand   South Africa
* England * Italy * Norway   Spain
* France   Kuwait   Poland * Sweden
  Georgia * Latvia   Qatar   Trinidad and Tobago
* Germany * Lithuania * Romania * United States

Table 2: Benchmarking participants
Notes:
  1. c The Canadian provinces took part separately. Their information was not used in any of the international calculations. They are referred to as benchmarking participants.
  2. * Countries participated in PIRLS-01.
  3. † Hong Kong Special Administrative Region.
c Canadian Provinces
  Alberta   Nova Scotia * Quebec   
  British Columbia * Ontario   

Navigation

  • Schooling
  • Large Scale International Assessments

Downloads

  • Summary (PDF, 812.4 KB)
  • Summary (DOC, 87.0 KB)

Contact Us

Education Data Requests
If you have any questions about education data then please contact us at:
Email:      Requests EDK
Phone:    +64 4 463 8065

Home Close Menu
  • Know your Region Show submenu
  • Communities of Learning Show submenu
  • Find your nearest school Show submenu
    • Find Your Nearest SchoolShow submenu
  • Early Learning Services Show submenu
  • Directories Show submenu
    • API Early Childhood & SchoolsShow submenu
      • School Directory APIShow submenu
    • Early Childhood ServicesShow submenu
    • Māori Medium SchoolsShow submenu
    • New Zealand SchoolsShow submenu
    • Tertiary ProvidersShow submenu
      • Careers NZShow submenu
    • School Mergers, Closures & NewShow submenu
      • Directories HomepageShow submenu
    • Kura Arareo MāoriShow submenu
    • Enrolling at your local schoolShow submenu
  • Publications Show submenu
    • Early Childhood EducationShow submenu
      • OECD's Education at a GlanceShow submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
        • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
        • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
      • Annual ECE Census 2020: Fact SheetsShow submenu
      • Early childhood education centre-based parent support & development: Final reportShow submenu
      • Effective learning in early childhood education?Show submenu
      • Evaluation of the sustainability of ECE services during the implementation of Pathways to the Future: Ngā Huarahi AratakiShow submenu
      • Impact of 20 Hours ECE on playcentres 2008Show submenu
      • He Whakaaro: How participation in early learning is affected by COVID-19Show submenu
      • He Whakaaro: What affects how often mothers read books to their pre-schoolers?Show submenu
      • Literature review: Transition from early childhood education to schoolShow submenu
      • Outcomes of early childhood education: Literature reviewShow submenu
      • Quality early childhood education for under 2-year-oldsShow submenu
    • MāoriShow submenu
      • Māori-medium EducationShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • Ngā Tamariki o Te KupengaShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • Te piko o te māhuri, tērā te tupu o te rākau: language & literacy in marae-based programmesShow submenu
        • Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa MāoriShow submenu
        • Te Piko o te Māhuri: Ngā āhuatanga matua o te Kura Kaupapa Māori whai angituShow submenu
        • Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu & Eke PanukuShow submenu
      • English medium EducationShow submenu
        • Evaluation of Te Kotahitanga: 2004-2008Show submenu
        • Hangaia te mātāpuna o te mōhia: learning foundations for Māori adultsShow submenu
        • Hei titiro anō i te whāinga: Māori achievement in bachelors degrees revisitedShow submenu
        • Mā te huruhuru ka rere te manu: how can language & literacy be optimised for Māori learner success?Show submenu
        • Summary of the Evaluation of Te Kotahitanga: 2004-2008Show submenu
      • Māori & English mediumShow submenu
        • Te pakeke hei ākonga: Māori adult learnersShow submenu
    • SchoolingShow submenu
      • LearnersShow submenu
      • Learning Support & WellbeingShow submenu
        • Learning Support Coordinators Evaluation: Phase 1Show submenu
        • He Whakaaro: The educational experiences of disabled learnersShow submenu
        • An evaluation of three programmes in the Innovations Funding PoolShow submenu
        • An examination of the links between parental educational qualifications, family structure & family wellbeing 1981-2006Show submenu
        • Evaluation of the Introductory Professional Development Programme for Teacher Aides/KaiāwhinaShow submenu
        • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
        • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
        • He Whakaaro: What do we know about bullying behaviours in New Zealand?Show submenu
        • Learning Support Client Satisfaction SurveyShow submenu
          • 2011 Client Satisfaction SurveyShow submenu
          • 2012 Client Satisfaction SurveyShow submenu
          • 2013 Client Satisfaction SurveyShow submenu
          • 2015 Client Satisfaction SurveyShow submenu
          • 2016 Client Satisfaction SurveyShow submenu
          • 2017 Learning Support Client Satisfaction SurveyShow submenu
          • 2018 Learning Support Satisfaction SurveyShow submenu
        • Annual Monitoring of Reading RecoveryShow submenu
          • Annual Monitoring of Reading Recovery: 2015 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2014 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2013 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2012 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2011 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2010 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2009 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2008 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2007 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2006 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2005 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2004 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2003 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2002 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2001 DataShow submenu
        • Patterns of student progress in the Intensive Wraparound ServiceShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Promoting positive race relations in New Zealand schools: Me Mahi TātouShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of the literature on individual education plansShow submenu
        • Resource teachers literacy: Operational & Policy ReviewShow submenu
        • Integrated effective service provision for children & young people with physical disabilities: SummaryShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national survey 2007Show submenu
        • Thinking outside the square: Innovative ways to raise achievement for at risk studentsShow submenu
      • WorkforceShow submenu
        • Te Puni Rumaki: Strengthening the preparation, capability & retention of Māori-medium teacher trainees (2014)Show submenu
        • Report of the Māori-medium Workforce Reference Group into strengthening the Māori-medium Education workforce (2012)Show submenu
        • He Whakaaro: School principals in New ZealandShow submenu
        • A study of in-school facilitation in two Teacher Professional Development ProgrammesShow submenu
        • An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the CAS Pilot ProjectShow submenu
        • An Evaluation of the CAS Pilot Project 2006-2007Show submenu
        • An Evaluation of the Language & Culture Immersion Experiences for Teachers ProgrammesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Analysis & use of student achievement dataShow submenu
        • Annual Evaluation Report for the Teach First NZ ProgrammeShow submenu
          • Final Evaluation Report for the Teach First NZ Programme PilotShow submenu
        • Beginning teachers 2000-2004Show submenu
        • Communities of Learning | Kāhui Ako 2017 SurveyShow submenu
        • Education for sustainability in NZ schoolsShow submenu
        • Effective professional learning in physical activityShow submenu
        • Enhancing & igniting talent development initiativesShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of teacher professional development languages (TPDL)Show submenu
        • Evaluation of Te Kōtahitanga Phase 5 (2010-2012)Show submenu
        • Evaluation of the Inservice Teacher Education Practice Project (INSTEP)Show submenu
        • Evaluation of the Introductory Professional Development Programme for Teacher Aides/KaiāwhinaShow submenu
        • Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001Show submenu
        • Evaluation of the Literacy Professional Development ProjectShow submenu
        • Evaluation of the Retention Pilot Programmes for Māori Medium Beginning TeachersShow submenu
        • Evaluation of the Te Kauhua Māori Mainstream Pilot ProjectShow submenu
        • Evaluations of the 2006 Secondary Numeracy ProjectShow submenu
        • Findings from the New Zealand Numeracy Development Projects 2006Show submenu
        • Formative evaluation of the Principal Recruitment AllowanceShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • High level executive summary: Quality teaching, research & development English medium settingsShow submenu
        • High level executive summary: Quality teaching, research & development Māori-mediumShow submenu
        • High level executive summary: Quality teaching, research & development Samoan bilingual hubShow submenu
        • How effective is the current Resource Teacher Learning & Behaviour cluster model?Show submenu
        • Human resource issues in education: A literature reviewShow submenu
        • ICTPD Cluster ProgrammeShow submenu
          • National trends in the ICTPD School Clusters Programme 2003-2005Show submenu
          • National trends in the ICTPD School Clusters Programme 2004-2006Show submenu
          • National trends in teacher participation in ICTPD Clusters Programmes 1999-2006Show submenu
          • ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003Show submenu
          • ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003: SupplementShow submenu
        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
        • Improving english language outcomes for students receiving ESOL services in NZ SchoolsShow submenu
        • Incredible Years Teacher (IYT)Show submenu
          • Incredible Years-Teacher Evaluation SummaryShow submenu
          • Incredible Years-Teacher NZCER Evaluation Report 3Show submenu
          • Incredible Years-Teacher NZCER Evaluation Report 2Show submenu
          • Incredible Years-Teacher NZCER Evaluation Report 1Show submenu
        • Initial Teacher EducationShow submenu
          • Employment Based Initial Teacher Education Literature ReviewsShow submenu
          • Evaluation of exemplary post-graduate initial teacher education programmesShow submenu
          • Exemplary features & early outcomes: Second Interim ReportShow submenu
          • Dispositions to teach: Review & synthesis of current components & applications, & evidence of impactShow submenu
          • Initial Teacher Education: A summary of four studiesShow submenu
          • Initial Teacher Education: Policy & practiceShow submenu
          • Initial Teacher Education Outcomes: Standards for graduating teachersShow submenu
          • Learning to practiseShow submenu
          • Preliminary insights on Employment based initial teacher education in Māori-mediumShow submenu
          • Research on Initial Teacher Education in NZ 1993-2004Show submenu
          • Review of evidence: Features of effective Associate Teachers in programmes of initial teacher educationShow submenu
          • Review of evidence: Features of effective Associate Teachers in programmes of initial teacher education (Summary Report)Show submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
        • Insights for Teachers: How teachers & principals of Year 7-10 students use their timeShow submenu
        • Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • Instructed second language acquisition: A literature reviewShow submenu
        • Intercultural communicative language teaching: Implications for effective teaching & learningShow submenu
        • Ki te Aotūroa: Improving inservice teacher educator learning & practiceShow submenu
        • Learning from the QTR&D ProgrammeShow submenu
        • Learning more about support staff in schoolsShow submenu
        • Literacy Professional Development Project: Identifying effective teaching & professional development practices for enhanced student learningShow submenu
        • Making a difference in the classroom: Effective teaching practice in low decile, multicultural schoolsShow submenu
        • Massey University Early Literacy Research ProjectShow submenu
        • Monitoring Teacher SupplyShow submenu
          • Monitoring Teacher Supply 2014Show submenu
          • Monitoring Teacher Supply 2013Show submenu
          • Monitoring Teacher Supply 2012Show submenu
          • Monitoring Teacher Supply 2011Show submenu
          • Monitoring Teacher Supply 2010Show submenu
          • Monitoring Teacher Supply 2009Show submenu
          • Monitoring Teacher Supply 2008Show submenu
          • Monitoring Teacher Supply 2007Show submenu
          • Monitoring Teacher Supply 2006Show submenu
          • Monitoring Teacher Supply 2005Show submenu
          • Monitoring Teacher Supply 2004Show submenu
          • Monitoring Teacher Supply 2003Show submenu
          • Monitoring Teacher Supply 2002Show submenu
          • Monitoring Teacher Supply 2001Show submenu
        • National Education Findings of Assess to Learn (AtoL) ReportShow submenu
        • Paraprofessional practice in ESOL programmes: Part 1Show submenu
        • Paraprofessional practice in ESOL programmes: Part 2Show submenu
        • Picking up the PaceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • Provision of school support servicesShow submenu
        • Raising Māori students' achievement in Te TaitokerauShow submenu
        • Recruitment & retention in New Zealand secondary schoolsShow submenu
        • Report on secondary teacher workload studyShow submenu
        • Review of secondary school's use of NCEA professional development resources 2005-06Show submenu
        • Review of the Specialist Classroom Teacher Pilot Full Report (2006)Show submenu
        • Review of the Specialist Classroom Teacher Pilot Summary Report (2006)Show submenu
        • School support staff: Collectively making resources countShow submenu
        • Shifting the Focus: Achievement information for professional learning: SummaryShow submenu
        • Status of Teachers ResearchShow submenu
          • Identifying Teacher Status, Its Impact & Recent Teacher Status InitiativesShow submenu
          • Perceptions of teachers & teaching: A focus on ECEShow submenu
          • Perceptions of Teachers & TeachingShow submenu
          • Perceptions of the Status of TeachersShow submenu
        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te KōtahitangaShow submenu
        • Te Reo Māori in the Mainstream Professional Development (PD) Pilot Programmes for primary school teachers: An evaluationShow submenu
        • Te Toi HuarewaShow submenu
        • Teacher Census 2004Show submenu
        • Teacher-led Innovation FundShow submenu
        • Teaching, School & Principal Leadership Practices Survey 2018Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • The education of Years 7 to 10 students: Full ReportShow submenu
        • The education of Years 7 to 10 students: Summary ReportShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The sustainability of professional development in literacy: Part 1Show submenu
        • The sustainability of professional development in literacy: Part 2Show submenu
        • Using e-Learning to build workforce capability: A review of activitiesShow submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • Parents & WhānauShow submenu
        • Whānau Advisory Group Research ProjectShow submenu
        • An examination of the links between parental educational qualifications, family structure & family wellbeing 1981-2006Show submenu
        • Evaluation of the Flaxmere Project: When families learn the language of schoolShow submenu
        • Evaluation of the Home-School Partnership: Literacy ProgrammeShow submenu
        • Final report for the evaluation of the Parent Mentoring Project in ManukauShow submenu
        • National Standards: Survey of parents & whānau 2011Show submenu
        • Parents, families & whānau & their information needsShow submenu
        • Pacific Islands School Community Parent Liaison Project Case StudyShow submenu
        • Parent Mentoring Initiative EvaluationShow submenu
        • Raising Māori students' achievement in Te TaitokerauShow submenu
        • Successful Home-School PartnershipsShow submenu
        • The impact of family & community resources on student outcomesShow submenu
        • Whanau Toko I Te Ora: A Parenting Skills ProgrammeShow submenu
      • School Networks | SystemShow submenu
        • A census of providers of ESOL Programmes for international studentsShow submenu
        • A study of students’ transition from primary to secondary schoolingShow submenu
        • Alternative education: Literature review & report on key informants' experiencesShow submenu
        • An evaluation of three programmes in the Innovations Funding PoolShow submenu
        • Bilingual education in Aotearoa | New ZealandShow submenu
        • Communities of Learning | Kāhui Ako 2017 SurveyShow submenu
        • Easing the transition from primary to secondary schoolingShow submenu
        • Evaluation of Partnership Schools | Kura Hourua PolicyShow submenu
        • Evaluation of Schools SupportShow submenu
        • Evaluation of the Home-School Partnership: Literacy ProgrammeShow submenu
        • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
        • Evaluative study of co-located schoolsShow submenu
        • Export education in New Zealand: A strategic approach to developing the sector: An overviewShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • High level executive summary: Quality teaching, research & development English medium settingsShow submenu
        • High level executive summary: Quality teaching, research & development Māori-mediumShow submenu
        • High level executive summary: Quality teaching, research & development Samoan bilingual hubShow submenu
        • How effective is the current Resource Teacher Learning & Behaviour cluster model?Show submenu
        • How much difference does it make? Notes on understanding, using, & calculating effect sizes for schoolsShow submenu
        • Improving english language outcomes for students receiving ESOL services in NZ SchoolsShow submenu
        • Innovations in Partnership Schools Kura HouruaShow submenu
        • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
        • Integrated effective service provision for children & young people with physical disabilities: SummaryShow submenu
        • Involving children & young people in research in educational settingsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Ministry of Education: Computer census reportShow submenu
        • Ngā Haeata o AotearoaShow submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2001/02 & Direction for 2003Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2000/01 & Direction for 2002Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2002/03Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2004Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2005Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2006/07Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2007/08Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2015/16Show submenu
          • Ngā Haeata o Aotearoa 2019Show submenu
        • Ngā Kura o AotearoaShow submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (1999)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2000)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2001)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2002)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2003)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2004)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2005)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2006)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2007)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2008)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2009)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2010)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2011)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2012)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2013)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2014)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2015)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2016)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2017)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2018)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2019)Show submenu
        • OECD's Education at a GlanceShow submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
          • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
          • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
        • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Review of the Export Education LevyShow submenu
        • Review of the International Student LevyShow submenu
        • School staffing improvements: Evaluation of the impact of additional teaching staff provided through the School Staffing ReviewShow submenu
        • Staying at school consultation reportShow submenu
        • State of Education in NZShow submenu
          • State of Education in New Zealand 2008Show submenu
          • State of Education in New Zealand: 2006Show submenu
          • State of Education in New Zealand: 2007Show submenu
        • Strategic Research Initiative: The effects of school governance, ownership, organisation & management on educational outcomesShow submenu
        • Strategic Research Initiative Literature Review: The effect of school resourcing on educational outcomesShow submenu
        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Strengthening education in Mangere & OtaraShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • Students' transition between school & tertiary education: 2nd editionShow submenu
        • Successful Home-School PartnershipsShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • Te Rāngai Kāhui Ako ā-IwiShow submenu
        • The Case of EmilyShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
        • The impact of international students on domestic students & host institutionsShow submenu
        • The economic impact of export educationShow submenu
        • The economic impact of foreign fee -paying studentsShow submenu
        • The education of Years 7 to 10 students: Full ReportShow submenu
        • The education of Years 7 to 10 students: Summary ReportShow submenu
        • Transition to secondary school: A literature reviewShow submenu
        • Uptake & early implementation: Communities of Learning | Kāhui AkoShow submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • CurriculumShow submenu
        • All NMSSAShow submenu
          • NMSSA 2019 English: Creating MeaningShow submenu
          • NMSSA 2019 English: Making meaningShow submenu
          • NMSSA 2019: Technical InformationShow submenu
          • NMSSA 2019 English: Key FindingsShow submenu
          • NMSSA 2018: Technical InformationShow submenu
          • NMSSA 2018: Social StudiesShow submenu
          • NMSSA 2018: Maths & StatisticsShow submenu
          • NMSSA 2017: Technical InformationShow submenu
          • NMSSA 2017: ScienceShow submenu
          • NMSSA 2017: Health & Physical EducationShow submenu
          • NMSSA 2015: The Arts - Key FindingsShow submenu
          • NMSSA 2015: Music - Key FindingsShow submenu
          • NMSSA 2015: Dance - Key FindingsShow submenu
          • NMSSA 2015: Drama - Key FindingsShow submenu
          • NMSSA 2015: Visual Arts - Key FindingsShow submenu
          • NMSSA 2015 English: Listening - Key FindingsShow submenu
          • NMSSA 2015 English: Viewing - Key FindingsShow submenu
          • NMSSA 2015: Technical InformationShow submenu
          • NMSSA 2012: ScienceShow submenu
          • NMSSA 2012 English: WritingShow submenu
          • NMSSA 2013: Health & Physical EducationShow submenu
          • NMSSA 2013 Mathematics & StatisticsShow submenu
          • NMSSA 2014 English: Reading OverviewShow submenu
          • NMSSA 2014 English: Reading ContextualShow submenu
          • NMSSA 2014 English: Māori ReadingShow submenu
          • NMSSA 2014 English: Pasifika ReadingShow submenu
          • NMSSA 2014 English: Special Needs ReadingShow submenu
          • NMSSA 2014 Social Studies: OverviewShow submenu
          • NMSSA 2014 Social Studies: ContextualShow submenu
          • NMSSA 2014 Social Studies: MāoriShow submenu
          • NMSSA 2014 Social Studies: PasifikaShow submenu
          • NMSSA 2014 Social Studies: Special NeedsShow submenu
          • NMSSA 2014 Technical InformationShow submenu
          • NMSSA 2016: Using Digital Technologies for Teaching & LearningShow submenu
          • NMSSA 2016: Technical InformationShow submenu
          • NMSSA 2016: Learning LanguagesShow submenu
          • NMSSA 2016: TechnologyShow submenu
          • NMSSA 2017 Insights for Teachers: ScienceShow submenu
          • NMSSA 2017 Insights for Teachers: Health & Physical EducationShow submenu
          • NMSSA 2018 Insights for Teachers: Maths & StatisticsShow submenu
          • NMSSA 2018 Insights for Teachers: Social StudiesShow submenu
        • 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
        • An evaluation of Network Learning Communities: Technical ReportShow submenu
        • An evaluation of Network Learning Communities: Summary ReportShow submenu
        • An evaluation of professional development to support the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the use & integration of readymade commercial literacy packages into classroom programmesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Assessing student swimming & aquatic skillsShow submenu
        • Bilingual | Immersion education: Indicators of good practiceShow submenu
        • Case studies of schools: Implementation of National CurriculumShow submenu
        • Curriculum implementation exploratory studies 2Show submenu
        • Curriculum implementation exploratory studies: Final ReportShow submenu
        • Curriculum, learning & effective pedagogy: A literature review in science educationShow submenu
        • Curriculum Stocktake: National School Sampling Study: Teachers' experiences in curriculum implementationShow submenu
        • Curriculum Stocktake: Report to Minister of Education September 2002Show submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Effective professional learning in physical activityShow submenu
        • Environmental education in New Zealand schoolsShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of the Second Language Learning Funding Pool (1999-2003)Show submenu
        • Evaluation of the Secondary Schools Arts Co-ordinators Project to support the Arts in the New Zealand curriculumShow submenu
        • Explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Feedback from schools on the draft document German in the New Zealand curriculum: A research reportShow submenu
        • Feedback from schools on the draft document French in the New Zealand curriculum: A research reportShow submenu
        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
        • Implementation of the New Zealand curriculum: Synthesis of research & evaluationShow submenu
        • Instructed second language acquisition: A literature reviewShow submenu
        • Intercultural communicative language teaching: Implications for effective teaching & learningShow submenu
        • Language Acquisition ResearchShow submenu
        • New Zealand Stocktake: An international critiqueShow submenu
        • Monitoring & evaluating curriculum implementationShow submenu
        • Non-English-Speaking background students: A study of programmes & support in New Zealand schoolsShow submenu
        • Preventing negative Matthew effects in at-risk readers: A retrospective studyShow submenu
        • Questioning gender: Snapshots from explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Report on the New Zealand National Curriculum, 2002: Australian Council of Educational ResearchShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Shifting balances: The impact of Level 1 NCEA on the teaching of Mathematics & ScienceShow submenu
        • Shifting Balances 2: The impact of the NCEA Implementation on the Teaching of Geography & Home EconomicsShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te Rau Awhina: Good practice examples of Māori & Pasifika private training establishmentsShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The structure of relationships between language-related factors, achievement-related beliefs, gender & beginning...Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
        • Teachers' experiences in curriculum implementation: General curriculum, mathematics & technologyShow submenu
        • Teachers' experiences in curriculum implementation: English, languages, science & social studiesShow submenu
        • 'Walking the talk' matters in the use of evidence for transformative educationShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
      • Digital TechnologyShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • A Review of the literature on computer-assisted learning, particularly integrated learning systems...Show submenu
        • An Investigation into current e-learning activities in New Zealand Industry Training OrganisationsShow submenu
        • An investigation into factors that influence NZ Polytechnic | Institute of Technology tutors' uptake of e-LearningShow submenu
        • Approaches & implications of e-learning adoption on academic staff efficacy & working practiceShow submenu
        • Creating digital age learners through school ICT projects:Show submenu
        • Critical success factors for effective use of e-learning with Māori learnersShow submenu
        • Critical success factors for effective use of e-learning by Pacific learnersShow submenu
        • Critical success factors & effective pedagogy for e-learning in tertiary educationShow submenu
        • e-learning & implications for New Zealand schools: A literature reviewShow submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Equitable digital access to the internet beyond school: A literature reviewShow submenu
        • Evaluation of Kaupapa Ara Whakawhiti Mātauranga (KAWM)Show submenu
        • Evaluations of student facing web-based servicesShow submenu
          • Any Questions (Nielsen/NetRatings)Show submenu
          • Any Questions (CORE Education Ltd)Show submenu
          • Studyit (Nielsen/NetRatings)Show submenu
          • Studyit (CORE Education)Show submenu
          • Final integrated report (CORE Education)Show submenu
          • Final integrated report (Nielsen/NetRatings)Show submenu
          • WickED (Nielsen/NetRatings)Show submenu
          • WickED (CORE Education)Show submenu
        • Evaluation of the Manaiakalani Digital Teaching AcademyShow submenu
        • Digital Opportunities PilotShow submenu
          • Evaluation of Digitally Boosted Study Support CentresShow submenu
          • Evaluation of Notebook ValleyShow submenu
          • Evaluation of Generation XPShow submenu
          • Evaluation of Project FarNet Learning Communities in the Far NorthShow submenu
          • Literature review for the evaluation of the Digital Opportunities ProjectsShow submenu
          • A Summary of the key findings of the Digital Opportunities Pilot ProjectsShow submenu
        • Global picture, local lessons: e-learning policy & accessibilityShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)Show submenu
        • Laptops for Teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)Show submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Otago schoolsShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Auckland schoolsShow submenu
        • Literacy teaching & learning in e-Learning contextsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Measuring the worth of e-Learner support systemsShow submenu
        • National Education Network Trial ExtensionShow submenu
        • 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
        • TIMSS 2018/19: Science Year 9 Show submenu
        • TIMSS 1994: Performance assessment in TIMSS: New Zealand resultsShow submenu
        • TIMSS 1994: Science performance of NZ form 2 & 3 studentsShow submenu
        • TIMSS 1994: Mathematics performance of New Zealand form 2 & form 3 studentsShow submenu
        • TIMSS 1994: Mathematics & science literacy in the final year of schoolingShow submenu
        • PIRLS 2005/06 in New Zealand: A summary of national findingsShow submenu
        • PIRLS 2005/06: A summary of findings for New ZealandShow submenu
        • PIRLS 2005/06 Reading literacy in New Zealand: An overview of resultsShow submenu
        • Insights for Teachers: Year 7-10 teachers' self-efficacy & job satisfactionShow submenu
        • TALIS 2018: Year 7-10 teachers' teaching & assessment practicesShow submenu
        • TALIS 2018: Year 7-10 Teaching WorkforceShow submenu
        • TALIS 2018: School climate in New Zealand Year 7-10 schoolsShow submenu
        • TALIS 2018: Year 7-10 teachers' training & professional developmentShow submenu
        • TALIS 2018: New Zealand Year 7-10 Teacher WellbeingShow submenu
        • TALIS 2018: Professional collaboration among New Zealand Year 7-10 teachersShow submenu
        • PIRLS 2006: New Zealand students' engagement with the PIRLS 2006 reading passagesShow submenu
        • ICCS: Participating & contributing? Show submenu
        • ICCS: What do New Zealand students understand about civic knowledge & citizenship?Show submenu
        • ICCS: What do our students think about New Zealand, democracy & freedom?Show submenu
        • PIRLS 2010/11 in New Zealand: An overview of findingsShow submenu
        • PIRLS 2010/11 Reading literacy in New Zealand: A summary of findingsShow submenu
        • TIMSS 2010/11 & PIRLS 2010/11 Key findings: New Zealand’s participation in PIRLS & TIMSSShow submenu
        • PIRLS 2016: New Zealand's AchievementShow submenu
        • PIRLS 2016: Reading Literacy & the ClassroomShow submenu
        • PIRLS 2016: Schools & school climate for learningShow submenu
        • PIRLS 2016: Using computers for reading activities & students' attitudes to readingShow submenu
        • PIRLS 2016: The importance of access to books & NZ students' reading confidenceShow submenu
        • PIRLS 2001: Reading Literacy in New Zealand: Final ResultsShow submenu
        • PIRLS 2001: Processes of reading comprehension: A summary of the resultsShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievement - SummaryShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievementShow submenu
        • PISA 2000: Assessing knowledge & skills for life: New Zealand summaryShow submenu
        • PISA 2000: Focus on low socio-economic status students' achievement in reading literacyShow submenu
        • PISA 2000: Focus on Māori achievement in reading literacyShow submenu
        • PISA 2000: Focus on Pacific students achievement in reading LiteracyShow submenu
        • PISA 2000: Overview of selected New Zealand findingsShow submenu
        • PISA 2000: The New Zealand contextShow submenu
        • PISA 2003: Learning for Tomorrow's World: NZ Summary ReportShow submenu
        • PISA 2003: Learning for tomorrow’s world: BrochureShow submenu
        • PISA 2003: Mathematics skills for tomorrow’s worldShow submenu
        • PISA 2003: Problem solving for tomorrows' worldShow submenu
        • PISA 2003: Reading skills for tomorrow’s worldShow submenu
        • PISA 2003: Science skills for tomorrows' worldShow submenu
        • PISA 2003: Student learning approaches for tomorrow’s worldShow submenu
        • PISA 2006: How ready are our 15-year-olds for tomorrow’s world?Show submenu
        • PISA 2006: Mathematical LiteracyShow submenu
        • PISA 2006: Reading LiteracyShow submenu
        • PISA 2006: School context of science achievementShow submenu
        • PISA 2006: Scientific LiteracyShow submenu
        • PISA 2006: Student attitudes to & engagement with scienceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • PISA 2009: Our 21st century learners at age 15Show submenu
        • PISA 2009: Māori Students Reading WorkbookShow submenu
        • PISA 2009: Pasifika Students Reading WorkbookShow submenu
        • PISA 2009: Reading WorkbookShow submenu
        • Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • PISA 2012: New Zealand financial literacy reportShow submenu
        • PISA 2012: New Zealand Summary ReportShow submenu
        • PISA 2012: Series on the Learning Environment Volume I: Opportunities to learn mathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume III: Student BehaviourShow submenu
        • PISA 2012: Series on Learners Volume I: Student confidence & beliefs about their ability to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume II: How students approach learningShow submenu
        • PISA 2012: Series on Learners Volume III: Why students are motivated to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume IV: What students think about schoolShow submenu
        • PISA 2012: Top line results for New ZealandShow submenu
        • PISA 2012: What is PISAShow submenu
        • PISA 2015: Collaborative problem solvingShow submenu
        • PISA 2015: New Zealand headline resultsShow submenu
        • PISA 2015: New Zealand summary reportShow submenu
        • PISA 2015: The science context for PISAShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Maths achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • Science achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • PISA 2018: Global competence of New Zealand 15-year-oldsShow submenu
        • PISA 2018: NZ students' wellbeingShow submenu
        • PISA 2018 Opportunities to Learn: Learning time & school support for studyShow submenu
        • PISA 2018: Reading in New ZealandShow submenu
        • PISA 2018: Resources for learning: Access, quality & capacityShow submenu
        • PISA 2018: Selecting & sorting studentsShow submenu
        • PISA 2018: Summary ReportShow submenu
        • PISA 2018: Uses of assessment, school accountability, & quality assuranceShow submenu
        • Reading achievement in NZ in 1990 & 2001: Results from IEA's Reading Literacy StudyShow submenu
        • TIMSS 1998/99: Preliminary achievement result Show submenu
        • TIMSS 1998/99: Trends in year 9 students' mathematics & science achievementShow submenu
        • TIMSS 1998/99: The school & classroom context for year 9 students' mathematics & science achievementShow submenu
        • TIMSS 2002/03: Maths & science achievement in NZ: Year 9Show submenu
        • TIMSS 2002/03: An overview of some key national year 5 & 9 student achievement resultsShow submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
    • PacificShow submenu
      • 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
        • NavigationShow submenu
      • Ta’ovala Learning from Pacific expertise in educationShow submenu
        • Teacher PreparationShow submenu
        • The Lesson LaunchShow submenu
        • Low Floor, High CeilingShow submenu
        • Deeper LearningShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
        • Deeper ThinkingShow submenu
        • Equity, ExcellenceShow submenu
        • School Leadership MattersShow submenu
      • Ambitious mathematics for young Pacific learners: IntroShow submenu
        • The LaunchShow submenu
        • Group WorkShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
      • School leadership for improvement in primary mathematics education:Show submenu
        • 1. Pedagogical Leadership – Preparation Year 0Show submenu
        • 2. Teachers Responding to the ChallengeShow submenu
        • 3. Building Social Competencies for Accelerated ImprovementShow submenu
        • 4. The Mathematics Communication & Participation Framework: Integrated ProgressionsShow submenu
        • 5. In-class mentoring for accelerated pedagogical improvementShow submenu
        • 6. Deep Change: Applied post-graduate studyShow submenu
        • 7. Collaborative lesson study for sustainabilityShow submenu
        • 8. Towards Kāhui Ako: Building learning communityShow submenu
        • 9. Family & community: Partners in changeShow submenu
        • 10. Russell School: The DifferenceShow submenu
      • Reading Together®Show submenu
        • Fairhaven SchoolShow submenu
        • St Joseph's School OtahuhuShow submenu
        • Manurewa Central SchoolShow submenu
        • ReadingTogether NavigationShow submenu
      • Using evidence for a step upShow submenu
      • Developing Mathematical Inquiry CommunitiesShow submenu
        • 01 Developing Mathematical Inquiry CommunitiesShow submenu
        • 02 A parent’s perspectiveShow submenu
        • 03 Strategic change leadership meetingShow submenu
        • 04 Mixed ability groupingShow submenu
        • 05 Problem & launchShow submenu
        • 06 Learning to listenShow submenu
        • 07 Teacher developmentShow submenu
        • 08 ImpactsShow submenu
        • 09 Group normsShow submenu
        • 10 Learning for lifeShow submenu
        • 11 Learning togetherShow submenu
        • 12 PerspectivesShow submenu
        • 13 It’s a journeyShow submenu
        • 14 Culturally responsive pedagogyShow submenu
        • 15 Fundamental shiftsShow submenu
        • DMIC NavigationShow submenu
      • ResourcesShow submenu
        • BES ExemplarsShow submenu
        • BESs & BES CasesShow submenu
          • Full List of BES CasesShow submenu
          • BES ExemplarsShow submenu
        • Summaries of BESsShow submenu
          • BES ExemplarsShow submenu
          • Full Set of BESsShow submenu
        • BES What Works SpotlightsShow submenu
          • Spotlight on Counter-Bullying PedagogiesShow submenu
          • Spotlight on Mathematics/PāngarauShow submenu
          • Spotlight on LeadershipShow submenu
          • The Use of Evidence in PolicyShow submenu
        • Te Kotahitanga eBook CollectionShow submenu
      • Evidence ExplainedShow submenu
        • Disciplined innovation for equity & excellence in education: Learning from Māori & Pasifika change expertiseShow submenu
          • What's NewShow submenu
        • BES ExemplarsShow submenu
      • About BESShow submenu
    • Dashboards & InfographicsShow submenu
      • DashboardsShow submenu
        • School Leavers DashboardShow submenu
        • Teacher WorkforceShow submenu
        • School Rolls DashboardShow submenu
        • Te Mataaho-a-Iwi | Education DashboardShow submenu
        • Disabled people & tertiary educationShow submenu
        • Adult Skills Regional ProfilesShow submenu
        • Tertiary Population DataShow submenu
        • Post-school labour-market outcomes of school based NCEAShow submenu
        • Post-compulsory education & trainingShow submenu
      • InfographicsShow submenu
        • School Leavers InfographicsShow submenu
        • Iwi InfographicsShow submenu
        • Employer SurveyShow submenu
        • Not Just about NEETsShow submenu
    • e-LearningShow submenu
    • International EducationShow submenu
    • Pacific EducationShow submenu
    • Māori Education & Te Reo MāoriShow submenu
    • Te Mātauranga Māori me Te Reo MāoriShow submenu
    • School Annual ReportsShow submenu
      • 2019 NZ Schools Financial ReportsShow submenu
      • 2018 NZ Schools Financial ReportsShow submenu
      • 2017 NZ Schools Financial ReportsShow submenu
      • 2016 NZ Schools Financial Annual ReportsShow submenu
    • Student LoansShow submenu
      • Education Govt: InformationShow submenu
      • Stats NZ: Student LoansShow submenu
      • StudyLink: Student LoansShow submenu
      • Inland Revenue: Student LoansShow submenu
    • Tertiary EducationShow submenu
    • WorkforceShow submenu
    • Communities of Learning | Kāhui AkoShow submenu
  • Data Services Show submenu
    • Code Sets & ClassificationsShow submenu
    • Collection FormsShow submenu
    • GuidelinesShow submenu
    • School Enrolment ZonesShow submenu
    • School SMS Roll Returns 2021Show submenu
    • SMS VendorsShow submenu
    • Glossary FilterShow submenu
    • International Data CollectionsShow submenu
      • ALLShow submenu
      • ICCSShow submenu
      • OECD's Education at a Glance & INESShow submenu
        • EAG PublicationsShow submenu
        • Education Indicators in FocusShow submenu
        • Online Education DatabaseShow submenu
        • OECD: Education GPSShow submenu
      • PIRLSShow submenu
      • PISAShow submenu
      • PIAACShow submenu
        • PIAAC Publications SummaryShow submenu
      • TALISShow submenu
      • TIMSSShow submenu
    • National Data CollectionsShow submenu
      • 18-Year-Olds with NCEA Level 2Show submenu
      • Annual ECE Child & Staff ReturnShow submenu
      • AttendanceShow submenu
      • Boards of TrusteesShow submenu
      • ECE ParticipationShow submenu
      • School FundingShow submenu
      • School LeaversShow submenu
      • School Roll ReturnShow submenu
      • School RollsShow submenu
      • Schooling WorkforceShow submenu
        • MethodologiesShow submenu
      • Suspension DataShow submenu

Site information

  • Site map
  • Contact us
  • Feedback
  • About this site
  • Glossary
  • Accessibility
  • Copyright, Legal & Privacy
  • Links
  • © Education Counts 2021
  • Ministry of Education logo.
  • New Zealand Government logo.
Scroll to top of page