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:

Effective Pedagogy in Pāngarau/Mathematics: Best Evidence Synthesis Iteration (BES) Publications

Publication Details

This best evidence synthesis in pāngarau/mathematics plays a key role in knowledge building for New Zealand education. As a capability tool, it identifies, evaluates, analyses, and synthesises what the New Zealand evidence and international research tell us about quality mathematics teaching.

Author(s): Glenda Anthony and Margaret Walshaw

Date Published: Electronic Publication: February 2007

Summary

Introduction

Mathematics1 is a powerful social entity. Arguably the most international of all curriculum subjects, mathematics plays a key role in shaping how individuals deal with the various spheres of private, social and civil life. The belief that mathematics is a key engine in the economy is widely shared by politicians and social planners, the corporate sector, parents, and the general public. Mathematical competencies and identities that make a valuable contribution to society are developed from specific beliefs and practices. Marshalling evidence about the pedagogical practices in centres/kōhanga and schools/kura that allow those competencies and identities to develop is a primary educational necessity. This best evidence synthesis describes those practices and provides a critical evidence base for effective pedagogical practice.

Mathematics in New Zealand

What do we know about mathematics in New Zealand schools and early childhood centres today?

Today, just as in past decades, many students do not succeed with mathematics; they are disaffected and continually confront obstacles to engaging with the subject. The challenge for those with an interest in mathematics education is to understand what teachers might do to break this pattern. Many of the problems associated with learning mathematics have little resemblance to those encountered in other curriculum areas. Typically the problems are domain-specific—solving them is not a straightforward matter of importing more general pedagogical cures.

If we cannot point to general education for students' lack of mathematical engagement, neither can we, today, point to exclusion practices whereby, traditionally, access to mathematics was considered the prerogative of a privileged few. In our inclusive society all students have right of access to knowledge. Precisely how teachers can enhance all students' access to powerful mathematical ideas—irrespective of socio-economic background, home language, and out-of-school affiliations—is fundamental to this best evidence synthesis.

Research has confirmed precisely what many teachers have long appreciated: that it is the classroom teacher who has a significant influence over students' learning. For example, Rowe (2004) provides evidence that when school type and the achievement and gender of students are controlled for, class/teacher effects consistently represent, on average, 59% of the residual variance in the achievements of students. Muijs and Reynolds (2001) emphasise: "All the evidence that has been generated in the school effectiveness research community shows that classrooms are far more important than schools in determining how children perform at school" (p. vii).

To a large extent, making a difference in centres and schools rests with how teachers operationalise the core dimensions of teaching. We can be sure that those core dimensions include more than the knowledge and skill that an individual teacher brings to the task. As we shall see in this synthesis, the cognitive demands of teaching, as well as the structural, organisational, management, and domain-specific choices that teachers make, are all part of the large matrix of practice. These choices include, first and foremost, the negotiation of national mathematics curriculum policy and carry over to decisions about the human, material and technological infrastructure that allow learners to achieve mathematical and social outcomes. Such infrastructural decisions involve administrators, support staff, and parents and community; they also involve the intellectual resources of curriculum materials, assessment instruments, and computational and communications technology.

Pedagogical approaches and learner outcomes

We argue throughout this synthesis for a view of pedagogy that magnifies more than what teachers know and do in centres or classrooms to support mathematical learning. And we shall look further than improved test scores. For us, 'best practice' descriptions and explanations tied to high-stakes assessment don't tell the whole story. In this synthesis, pedagogy is tied closely to interactions between people. And these interactions cannot be separated from the axes of social and material advantage or deprivation that operate to define learners. We shall see that interactions that are productive enhance not only skill and knowledge but also identity and disposition. They also add value to life and work, to the family and to the wider community of individuals (Luke, 2005).

The term 'pedagogical approaches' is taken as the unit of analysis and describes the elements of practice characterised not only by regularities but also the uncertainties of practice, both inside and beyond the centre or classroom. We link those practices to achievement outcomes as well as to a range of social and cultural outcomes, including outcomes relating to affect, behaviour, communication, and participation. In addition to what the teacher knows and does, pedagogy, so defined, takes into account the ways of knowing and thinking, language, and discursive registers made available within the physical, social, cultural, historical, and economic community of practice in which the teaching is embedded. Those characteristics extend beyond the centre or classroom to tap into the complex factors associated with family and whānau partnerships as well as those associated with institutional leadership and governance.

'Quality' or 'effective' pedagogical approaches are those that achieve their purposes. The exact nature of those purposes is, invariably, the subject of debate ─ influenced by perspectives about how things should be at a given time (Krainer, 2005). Polya (1965), for example, pressed for mathematics teachers to teach people to think: "Teaching to think means that the mathematics teachers should not merely impart information, but should try also to develop the ability of the students to use the information imparted" (p. 100). Further back in time, Ballard (1915) wrote:

"We have not yet discovered the extent to which we can trust the pupils. By adopting a general policy of mistrust, by never allowing a child to mark his own, or even another child's exercises, by making no child responsible for anybody's conduct or progress but his own, by retaining all corrective and coercive powers in the teacher's hands, we gain certain advantages; we simplify matters, we minimise the likelihood of abuse of authority, and we cultivate in the pupils the virtue of obedience. But we lose much more than we gain" (p. 19).

Times have changed. Today, as far as business and industry is concerned, the goals of mathematics relate to the intellectual capacities required for future employment and citizenship in a technologically-oriented, bicultural society. Prototypically for the general public, effective teaching is that which develops in students the skills, understandings, and numerical literacy they need for dealing confidently with the mathematics of everyday life. The current academic view in New Zealand is that the mathematics taught and learned in schools and early childhood centres should provide a foundation for working, thinking and acting like mathematicians and statisticians. In that view, "[e]ffective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well" (National Council of Teachers of Mathematics [NCTM], 2000, p. 16).

Making a difference for all

Irrespective of their differences, the various perspectives agree that mathematics teaching should make a positive difference to the life chances of students and should enhance their participation as citizens in an information- and data-driven age (Watson, 2006). Precisely because of the "gatekeeping role that mathematics plays in students' access to educational and economic opportunities" (Cobb & Hodge, 2002, p. 249), it should assist students to develop:

  • the ability to think creatively, critically, and logically;
  • the ability to structure and organise;
  • the ability to process information;
  • an enjoyment of intellectual challenge;
  • the skills to interpret and critically evaluate statistical information in a variety of contexts;
  • the skills to solve problems that help them to investigate and understand the world.

Mathematical proficiency

These are the academic outcomes that exemplify mathematical proficiency. They include more than mastery of skills and concepts: they spell out the dispositions and habits of mind that underlie what mathematicians do in their work. The National Research Council (2001) has expanded on these strands further to suggest that proficient students are those who have:

  • conceptual understanding: comprehension of mathematical concepts, operations, and relations;
  • procedural fluency: skill in carrying out procedures flexibly, accurately, efficiently, and appropriately;
  • strategic competence: the ability to formulate, represent, and solve mathematical problems;
  • adaptive reasoning: ability for logical thought, reflection, explanation, and justification;
  • productive disposition: habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy.

These are the characteristics of an apprentice user and maker of mathematics and are appropriated by the student through effective classroom processes.2 They incorporate curriculum content, classroom organisational structures, instructional and assessment strategies, and classroom discourse regarding what mathematics is, how and why it is to be learned and who can learn it. These proficiency strands, which identify the mathematical learner within communities of classroom practice and beyond, are at the core of this best evidence synthesis.

Social, affective, and participatory outcomes

We would want to add to these academic outcomes a range of other outcomes that relate to affect, behaviour, communication, and participation. Te Whāriki and The New Zealand Curriculum Framework are useful guides to identifying these social, affective and participatory outcomes, relevant to particular age groups. The outcomes include:

  • a sense of cultural identity and citizenship;
  • a sense of belonging (mana whenua);
  • contribution (mana tangata);
  • well-being (mana atua);
  • communication (mana reo);
  • exploration (mana aotūroa);
  • whānau spirit;
  • commonly held values, such as respect for others, tolerance (rangimārie), fairness, caring (aroha), diligence, non-racist behaviour, and generosity (manaakitanga); and
  • preparation for democratic and global citizenship.

Diversity

Recognising mathematics pedagogy as a key lever for increasing students' post-school and citizenship opportunities involves an important shift in thinking about students' access to learning. This changed focus is able to reveal how the development of mathematical proficiency over time is characterised by an enhanced, integrated relationship between teachers' intentions and actions on the one hand and learners' learning and development on the other. Such a focus is also able to signal how persistent inequities in students' mathematics education might be addressed, and this is crucially important in the light of recent analyses of international test data. These data reveal patterns of social inequity that cannot be read simply as a recent phenomenon but confirm a trend of systemic underachievement established over past decades (see Garden & Carpenter, 1987).

That trend points to pedagogical approaches that affect learners in disproportionate ways. Findings set out by the Ministry of Education (2004) reveal that New Zealand results, compared with the results of the 32 OECD countries participating in the Programme for International Student Assessment (PISA), are widely dispersed (see also Chamberlain, 2001; Davies, 2001; McGaw, 2004). While 15-year-old New Zealand students performed significantly above the OECD average and received a placing within the second highest group of countries, this positive information is offset by the fact that a high proportion of students are at the lower levels of proficiency. Data like these, signalling low proficiency levels amongst students, provide a sobering counterpoint to claims of equitable learning opportunities for diverse students.

Issues relating to student diversity are among the most complex and challenging issues facing mathematics education today. Deficit theories have tried to explain diversity by attributing the marginal performance of particular groups to the learners themselves or their impoverished circumstances. As such, these models have blamed the learner. We do not wish to ignore the fact that a considerable number of valuable interventions have resulted from this work. We point out, however, that in organising mathematical competence around the category of learner deficiency, and measuring against a 'natural', 'neutral' benchmark, the discipline offered simplistic explanations for mathematical proficiency. It could not explain why achievement comes to some learners through a hard and painful route.

Diversity is part of the New Zealand way of life. Over the next decades, our centres and schools will cater for increasingly diverse groups of learners, and these changing demographics will require a wider understanding of diversity. Diversity, however, is "a marginalised area of research, [and] is relatively undeveloped in mathematics education" (Cobb & Hodge, 2002, p. 250). In this synthesis, diversity discounts practices that stereotype on the basis of group affiliation. Instead, diversity tries to reconcile "the identities that [students] are invited to construct in the mathematics classroom" (ibid. p. 249) with their participation in the practices of home communities, local groups and wider communities within society. Characterised in this way, diversity encompasses learner affiliations with both local and broader communities. These affiliations are revealed through ethnicity, region, gender, socio-economic status, religion, and disability as well as identifiable learning difficulties and exceptional (including special) needs.

Equity

Current efforts (e.g., Cobb & Hodge, 2002) are focused on shifting from a traditional understanding of diversity towards thinking about equity. The focus on equitable pedagogical practices in this best evidence synthesis takes issue with the ill-informed belief in New Zealand society that some, but not others, are inherently equipped to learn mathematics competently. As is emphasised in the Guidelines for Generating a Best Evidence Synthesis Iteration 2004, equity becomes a crucially important means to redress social injustices. It is not to be confused with equality. This is because equity is about interactions between contexts and people: it is not about equal outcomes and equal approaches. Neither is it about equal access to people and curriculum materials. Setting up equitable arrangements for learners requires different pedagogical strategies and paying attention to the different needs that result from different home environments, different mathematical identifications, and different perspectives (Clark, 2002).

Equity, as used in this synthesis, is defined not as a property of people but as a relation between settings and the people within those settings. Thus equity is situated rather than static and is premised on an understanding of the bicultural foundation and multicultural reality of New Zealand classrooms. Marked by fairness and justice to 'diverse realities' (Ministry of Education, 2004), it is responsive to the treaty relationship held between the Crown and Māori ─a relationship that protects te reo (Māori language) and tikanga Māori (Māori culture) and provides assurances of same educational opportunities for Māori and non-Māori. As Cobb and Hodge (2002) argue, to understand equity, the focus needs to be not only on inequitable social structures and the ideologies that prop them up but also on how such realities play out in the everyday activity within classrooms and other cultural practices.

The synthesis is also responsive to the multiple cultural heritages increasingly brought to the centre and classroom settings and to a rapidly changing demographic profile. According to the 2001 census, by 2021, Māori enrolments at centres and schools will constitute 45% of learners and by 2050, nearly 60% of all children in New Zealand will identify as either Māori or Pasifika.3 'Pasifika' is used as an umbrella term to include the cultures and ways of thinking of the Cook Islands, Fiji, Tonga, Samoa, Tuvalu, and Niue.4

This synthesis comes at an important point in time for mathematics education because, although the search for the characteristics of effective pedagogy in pāngarau/mathematics is far from new, identifying and explaining effective practice that meets the needs of all learners is substantially more urgent than at any previous time. Some statistics explain why this is so. Low-decile5 schools tend to have a greater intake of Māori and Pasifika students. In 2001, 68% of the Pasifika school population were in decile 1, 2 or 3 schools. This compares with 9.46% of the European school population. Few students from decile 1, 2, and 3 secondary schools enrol in university courses. "Middle-class students are far more likely than working-class students to experience success at school. Five times as many students with higher professional origins obtain a university entrance level bursary or better, than those from low-skilled and nonemployed families" (Nash, 1999, p. 268). These data point to the dilemmas that teachers face as they begin with the cultural and socio-economic backgrounds of their students and try to connect them to mathematics.

A few more figures drive the point home. According to Statistics New Zealand, almost one in five of all students leave school without any formal qualifications. For Māori students, the figure is one in three; for Pasifika students, it is one in four. Despite the high achievements of many Māori (see Crooks & Flockton, 2002) and Pasifika individuals, and not in any way wanting to downplay how learner performance is being raised through Māori-medium kōhanga reo (early childhood education), kura kaupapa Māori (primary schools), and wharekura (secondary schools), the harsh reality is that average achievement, as shown in PISA and other mathematics assessments (e.g., National Education Monitoring Project), is lower for these ethnic groups.6

Some promising trends have been signalled in recent analyses of the 2004 Numeracy Development Project (NDP) data for 70,000 students in years 1–8 (English-medium). For all ethnic groups, achievement, as measured by the NumPA diagnostic interview, was greater than that recorded in 2003. Although the average effect size advantage for addition/subtraction was only modest (.19), the average effect sizes for the higher stages of multiplication and proportion/ratio were .4 and .43 respectively. Of particular note in the 2004 analyses was the decrease in disparities between ethnic group performances. Analysis of the 2005 achievement data in the NDP indicates that the reduction in disparities is a continuing trend (see Young-Loveridge, 2006).

To date, mathematics has been caught up in learner access to social and economic resources and hence to future wealth and power. For mathematics education, the overriding concern is to provide equitable pedagogical access to opportunities that will develop in learners a positive mathematical disposition and enhance their life chances. Pedagogical practice that acknowledges the complexity of learners and settings allows us to move away from making gross generalisations about diverse groupings of students. Given the sociopolitical realities that shape students' constantly changing out-of-school and classroom identities, the task ahead is to change patterns of underachievement that, in the past, have been connected to a range of factors. Although there is agreement about this overarching goal, there has not been shared understanding about what pedagogy might do to achieve it.

Positioning the Best Evidence Synthesis

Against the backdrop of these statistics, the task of promoting democratic access to mathematical know-how assumes formidable proportions. How do teachers work at developing empowering approaches for learners who are polarised and disempowered by their sociocultural status?What must they do to develop an understanding of the big ideas of mathematics? How do they enhance a mathematical disposition and an appreciation of the value of mathematics in life? This synthesis, despite its best intentions, does not have ready-made practices to offer. As we shall see, the dimensions and core features of effective teaching for diverse learners are multiple. One of our most important claims is that there are no hard-and-fast rules about what methods and strategies work best. We simply do not have evidence of teaching practice that could be generalised to particular kinds of learning across all settings and across all learners. As educators, we have long known that teaching differs from one centre or classroom to another.

We caution against the tradition of identifying teacher effectiveness solely through teacher uptake of curriculum reforms or through the use of test results (Koehler & Grouws, 1992). Just as we would want to believe that reformers' visions are being realised, we have long known that teachers do not always implement them in ways that were intended by curriculum designers (Millet, Brown & Askew, 2004). We also note the limitations of craft-practice approaches to teaching that highlight teacher clarity or relative time spent on lesson components. Nor, as Alton-Lee (2005) has noted, can we say with total conviction that pedagogies customised specifically for learners with special needs produce greater achievement benefit for the learners (see Lewis & Norwich, 2000). Indeed, what we shall see is that some teaching approaches and classroom arrangements produce differential results from one setting to another. Content choices factor in too. For example, figures for NCEA results reveal that atlevel 2, students taking calculus recorded the lowest 'achieved' results (40%), and at level 3, 82% of statistics students recorded the highest 'achieved' results (Ministry of Education, 2006).

One thing, however, that we have gleaned from landmark studies is a set of common, underlying pedagogical principles that appear to hold good across people and settings. It is the principles upon which teachers base their practice that tend to make a difference for diverse learners. The identification of effective practice across centre and classroom settings, based on common principles, provides a rare opportunity to offer creative solutions. We do have some promising guideposts in this work. From a series of landmark best evidence syntheses (Alton-Lee, 2003; Biddulph, Biddulph, & Biddulph, 2003; Farquhar, 2003; Mitchell & Cubey, 2003), we know that practices and conditions that are respectful of the experiences of learners can make a difference to learning. We read of teachers who have provided access to learning against all odds and have done so through their belief in the rights of all learners to have access to education in a broad sense. Their work provides evidence that the effects of social disadvantage can be halted when learners encounter curricula in the classroom. Biddulph et al. (2003) have identified families/whānau and communities as key figures in bringing about academic achievement for diverse learners. Particular family attributes and processes, and community factors, as well as centre/school, family, and community partnerships, can all make a difference.

From our own discipline, we have evidence of the sorts of factors and conditions in Māori-medium schools and classrooms that raise expectations for learners' progress. Te Poutama Tau, in its responsiveness to the goals of Māori language revitalisation and empowerment, has revealed a positive effect on student achievement (Christensen, 2004). We know too that numeracy reform efforts in the U.K. (Askew, Brown, Rhodes, Johnson, & Wiliam, 1997) and in this country (e.g., Thomas & Tagg, 2005; Young-Loveridge, 2005), have contributed to higher student performance.

Overview of chapters

What follows is a systematic and credible evidence base for pedagogical approaches that enhance both proficiency and equity for learners. It is drawn from research that explains the sorts of pedagogical approaches that lead to improved engagement and desirable outcomes for learners from diverse social groups. It represents a first-steps approach to providing insight into new definitions of effective mathematics teaching.

The synthesis is made up of eight chapters. Chapter 2 develops a theoretical and empirical framework for the BES. We provide an overview of seminal studies that pinpoint in unique ways how quality teaching might be characterised. These landmark investigations foreground the complexity of pedagogical practice and how difficult it is to come up with universal checklists of effective teaching. From these studies, a set of guiding principles is derived alongside the theoretical framing for our work in the body of the synthesis. In offering a theoretical basis for structuring the report, we explain the notion of 'communities of practice' and the terms that we use in the synthesis. A description of how evidence-based studies of quality teaching were located, and the standards that the studies had to meet to qualify for inclusion in this synthesis, is provided in an appendix.

Chapters 3, 4, 5, 6, and 7 form the backbone to this best evidence synthesis. Covering both the early years and school sectors, these chapters take a thematic approach and include vignettes that emphasise particular characteristics of quality teaching. In chapter 3, evidence-based practices that make a difference for young learners are illuminated. This chapter on quality mathematics education in the early years stresses the formative influences at work on young children and concludes with a section analysing the transition from centre to school. Chapter 4 focuses on people, relationships, and classroom environment and explores how teachers develop productive mathematical communities of learning. Tasks and tools are brought to centre stage in chapter 5. The activities that teachers choose and the sorts of mathematical enquiries that take place around those activities are clarified. Chapter 6 explores practices beyond the classroom. It offers insight into the roles that school-wide, institutional and home processes play in developing mathematical identities and capabilities. The principles unearthed in chapter 2 and the key themes developed in chapters 3–6 converge in chapter 7 around a discussion of teaching and learning fractions. Concluding thoughts about what makes a difference in centres and schools for New Zealand learners are set out in chapter 8.

What the authors are very keen to do is clarify how patterns of inequality can be countered within the mathematics classroom. These explanations are not intended to be read as prescriptions of how teachers in New Zealand centres and schools should teach mathematics. Rather, by making clear the principles and characteristics underpinning effective practice, the synthesis is intended to stimulate reflection on mathematics education within and across sectors and to generate productive critique of procedures current within the discipline. Reflection and critique will make visible a new sensibility towards the multiple dimensions of pedagogical practice.

Footnotes

  1. Mathematics as used in this synthesis is inclusive of the statistics component in the curriculum.
  2. By 'classroom processes' is meant the learning interactions that occur within the early learning centre and mathematics classroom.
  3. Stats NZ
  4. Included are the newly arrived to New Zealand, those descended from Pasifika peoples living in New Zealand for one or more generations, and those of multiple heritages.
  5. A school's decile indicates the extent to which the school draws its students from low socio-economic communities. Decile 1 schools are the 10% of schools with the highest proportion of students from low socio-economic communities, whereas decile 10 schools are the 10% of schools with the lowest proportion of these students.
  6. The actual difference may well be more marked. PISA cohorts represent students aged 15 years 3 months up to 16 years 2 months. 40% of Māori students leave school before the PISA upper age limit.

Downloads

  • Effective Pedagogy in Mathematics/Pāngarau:  Full Report [PDF 2.68mB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 1 [PDF 925kB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 2 [PDF 979kB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 3 [PDF 951kB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 4 [PDF 1.18mB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 5 [PDF 898kB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 6 [PDF 1.29mB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 7 [PDF 755kB]
  • Effective Pedagogy in Mathematics/Pāngarau:  Chapter 8 [PDF 757kB]

Navigation

  • Publication Series
  • BES

Downloads

  • Full Report (PDF, 2.7 MB)

Hard Copies

Free hard copies are still available for New Zealand educators via:
Orders@TheChair Mailbox.

Where to find out more

  • BES Programme

Contact Us

Best Evidence Synthesis Programme (BES)
For more information visit BES on Education Counts, or email the: Best Evidence Mailbox.

Home Close Menu
  • Know your Region Show submenu
  • Communities of Learning Show submenu
  • Find your nearest school Show submenu
    • Find Your Nearest SchoolShow submenu
  • Early Learning Services Show submenu
  • Directories Show submenu
    • API Early Childhood & SchoolsShow submenu
      • School Directory APIShow submenu
    • Early Childhood ServicesShow submenu
    • Māori Medium SchoolsShow submenu
    • New Zealand SchoolsShow submenu
    • Tertiary ProvidersShow submenu
      • Careers NZShow submenu
    • School Mergers, Closures & NewShow submenu
      • Directories HomepageShow submenu
    • Enrolling at your local schoolShow submenu
  • Publications Show submenu
    • Early Childhood EducationShow submenu
      • Annual ECE Census 2020: Fact SheetsShow submenu
      • He Whakaaro: How participation in early learning is affected by COVID-19Show submenu
      • OECD's Education at a GlanceShow submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
        • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
        • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
        • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
      • Early childhood education centre-based parent support & development: Final reportShow submenu
      • Effective learning in early childhood education?Show submenu
      • Evaluation of the sustainability of ECE services during the implementation of Pathways to the Future: Ngā Huarahi AratakiShow submenu
      • Impact of 20 Hours ECE on playcentres 2008Show submenu
      • Literature review: Transition from early childhood education to schoolShow submenu
      • Outcomes of early childhood education: Literature reviewShow submenu
      • Quality early childhood education for under 2-year-oldsShow submenu
    • MāoriShow submenu
      • Māori-medium EducationShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • Te piko o te māhuri, tērā te tupu o te rākau: language & literacy in marae-based programmesShow submenu
        • Te Piko o te Māhuri: The key attributes of successful Kura Kaupapa MāoriShow submenu
        • Te Piko o te Māhuri: Ngā āhuatanga matua o te Kura Kaupapa Māori whai angituShow submenu
        • Toitū te Reo: Evaluation of Tāiki E!, Haumi E!, Toi te Kupu & Eke PanukuShow submenu
      • English medium EducationShow submenu
        • Hangaia te mātāpuna o te mōhia: learning foundations for Māori adultsShow submenu
        • Evaluation of Te Kotahitanga: 2004-2008Show submenu
        • Hei titiro anō i te whāinga: Māori achievement in bachelors degrees revisitedShow submenu
        • Mā te huruhuru ka rere te manu: how can language & literacy be optimised for Māori learner success?Show submenu
        • Summary of the Evaluation of Te Kotahitanga: 2004-2008Show submenu
      • Māori & English mediumShow submenu
        • Te pakeke hei ākonga: Māori adult learnersShow submenu
    • SchoolingShow submenu
      • LearnersShow submenu
      • Learning Support & WellbeingShow submenu
        • An evaluation of three programmes in the Innovations Funding PoolShow submenu
        • An examination of the links between parental educational qualifications, family structure & family wellbeing 1981-2006Show submenu
        • Evaluation of the Introductory Professional Development Programme for Teacher Aides/KaiāwhinaShow submenu
        • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
        • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
        • He Whakaaro: What do we know about bullying behaviours in New Zealand?Show submenu
        • Learning Support Client Satisfaction SurveyShow submenu
          • 2011 Client Satisfaction SurveyShow submenu
          • 2012 Client Satisfaction SurveyShow submenu
          • 2013 Client Satisfaction SurveyShow submenu
          • 2015 Client Satisfaction SurveyShow submenu
          • 2016 Client Satisfaction SurveyShow submenu
          • 2017 Learning Support Client Satisfaction SurveyShow submenu
          • 2018 Learning Support Satisfaction SurveyShow submenu
        • Annual Monitoring of Reading RecoveryShow submenu
          • Annual Monitoring of Reading Recovery: 2015 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2014 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2013 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2012 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2011 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2010 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2009 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2008 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2007 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2006 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2005 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2004 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2003 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2002 DataShow submenu
          • Annual Monitoring of Reading Recovery: 2001 DataShow submenu
        • Patterns of student progress in the Intensive Wraparound ServiceShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Promoting positive race relations in New Zealand schools: Me Mahi TātouShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of the literature on individual education plansShow submenu
        • Resource teachers literacy: Operational & Policy ReviewShow submenu
        • Integrated effective service provision for children & young people with physical disabilities: SummaryShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national survey 2007Show submenu
        • Thinking outside the square: Innovative ways to raise achievement for at risk studentsShow submenu
      • WorkforceShow submenu
        • A study of in-school facilitation in two Teacher Professional Development ProgrammesShow submenu
        • An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the CAS Pilot ProjectShow submenu
        • An Evaluation of the CAS Pilot Project 2006-2007Show submenu
        • An Evaluation of the Language & Culture Immersion Experiences for Teachers ProgrammesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Analysis & Use of Student Achievement DataShow submenu
        • Annual Evaluation Report for the Teach First NZ ProgrammeShow submenu
          • Final Evaluation Report for the Teach First NZ Programme PilotShow submenu
        • Beginning teachers 2000-2004Show submenu
        • Communities of Learning | Kāhui Ako 2017 SurveyShow submenu
        • Education for sustainability in NZ schoolsShow submenu
        • Effective professional learning in physical activityShow submenu
        • Enhancing & igniting talent development initiativesShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of teacher professional development languages (TPDL)Show submenu
        • Evaluation of Te Kōtahitanga Phase 5 (2010-2012)Show submenu
        • Evaluation of the Inservice Teacher Education Practice Project (INSTEP)Show submenu
        • Evaluation of the Introductory Professional Development Programme for Teacher Aides/KaiāwhinaShow submenu
        • Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001Show submenu
        • Evaluation of the Literacy Professional Development ProjectShow submenu
        • Evaluation of the Retention Pilot Programmes for Māori Medium Beginning TeachersShow submenu
        • Evaluation of the Te Kauhua Māori Mainstream Pilot ProjectShow submenu
        • Evaluations of the 2006 Secondary Numeracy ProjectShow submenu
        • Findings from the New Zealand Numeracy Development Projects 2006Show submenu
        • Formative evaluation of the Principal Recruitment AllowanceShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • High level executive summary: Quality teaching, research & development English medium settingsShow submenu
        • High level executive summary: Quality teaching, research & development Māori-mediumShow submenu
        • High level executive summary: Quality teaching, research & development Samoan bilingual hubShow submenu
        • How effective is the current Resource Teacher Learning & Behaviour cluster model?Show submenu
        • Human resource issues in education: A literature reviewShow submenu
        • ICTPD Cluster ProgrammeShow submenu
          • National trends in the ICTPD School Clusters Programme 2003-2005Show submenu
          • National trends in the ICTPD School Clusters Programme 2004-2006Show submenu
          • National trends in teacher participation in ICTPD Clusters Programmes 1999-2006Show submenu
          • ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003Show submenu
          • ICTPD through three lenses: An Evaluation of the ICTPD School Clusters Programme 2001-2003: SupplementShow submenu
        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
        • Improving english language outcomes for students receiving ESOL services in NZ SchoolsShow submenu
        • Incredible Years Teacher (IYT)Show submenu
          • Incredible Years-Teacher Evaluation SummaryShow submenu
          • Incredible Years-Teacher NZCER Evaluation Report 3Show submenu
          • Incredible Years-Teacher NZCER Evaluation Report 2Show submenu
          • Incredible Years-Teacher NZCER Evaluation Report 1Show submenu
        • Initial Teacher EducationShow submenu
          • Employment Based Initial Teacher Education Literature ReviewsShow submenu
          • Evaluation of exemplary post-graduate initial teacher education programmesShow submenu
          • Exemplary features & early outcomes: Second Interim ReportShow submenu
          • Dispositions to teach: Review & synthesis of current components & applications, & evidence of impactShow submenu
          • Initial Teacher Education: A summary of four studiesShow submenu
          • Initial Teacher Education: Policy & practiceShow submenu
          • Initial Teacher Education Outcomes: Standards for graduating teachersShow submenu
          • Learning to practiseShow submenu
          • Preliminary insights on Employment based initial teacher education in Māori-mediumShow submenu
          • Research on Initial Teacher Education in NZ 1993-2004Show submenu
          • Review of evidence: Features of effective Associate Teachers in programmes of initial teacher educationShow submenu
          • Review of evidence: Features of effective Associate Teachers in programmes of initial teacher education (Summary Report)Show submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
        • Insights for Teachers: How teachers & principals of Year 7-10 students use their timeShow submenu
        • Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • Instructed second language acquisition: A literature reviewShow submenu
        • Intercultural communicative language teaching: Implications for effective teaching & learningShow submenu
        • Ki te Aotūroa: Improving inservice teacher educator learning & practiceShow submenu
        • Learning from the Quality Teaching Research & Development Programme (QTR&D)Show submenu
        • Learning more about support staff in schoolsShow submenu
        • Literacy Professional Development Project: Identifying effective teaching & professional development practices for enhanced student learningShow submenu
        • Making a difference in the classroom: Effective teaching practice in low decile, multicultural schoolsShow submenu
        • Massey University Early Literacy Research ProjectShow submenu
        • Monitoring Teacher SupplyShow submenu
          • Monitoring Teacher Supply 2014Show submenu
          • Monitoring Teacher Supply 2013Show submenu
          • Monitoring Teacher Supply 2012Show submenu
          • Monitoring Teacher Supply 2011Show submenu
          • Monitoring Teacher Supply 2010Show submenu
          • Monitoring Teacher Supply 2009Show submenu
          • Monitoring Teacher Supply 2008Show submenu
          • Monitoring Teacher Supply 2007Show submenu
          • Monitoring Teacher Supply 2006Show submenu
          • Monitoring Teacher Supply 2005Show submenu
          • Monitoring Teacher Supply 2004Show submenu
          • Monitoring Teacher Supply 2003Show submenu
          • Monitoring Teacher Supply 2002Show submenu
          • Monitoring Teacher Supply 2001Show submenu
        • National Education Findings of Assess to Learn (AtoL) ReportShow submenu
        • Paraprofessional practice in ESOL programmes: Part 1Show submenu
        • Paraprofessional practice in ESOL programmes: Part 2Show submenu
        • Picking up the PaceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • Provision of school support servicesShow submenu
        • Raising Māori students' achievement in Te TaitokerauShow submenu
        • Recruitment & retention in New Zealand secondary schoolsShow submenu
        • Report on secondary teacher workload studyShow submenu
        • Review of secondary school's use of NCEA professional development resources 2005-06Show submenu
        • Review of the Specialist Classroom Teacher Pilot Full Report (2006)Show submenu
        • Review of the Specialist Classroom Teacher Pilot Summary Report (2006)Show submenu
        • School support staff: Collectively making resources countShow submenu
        • Shifting the Focus: Achievement information for professional learning: SummaryShow submenu
        • Status of Teachers ResearchShow submenu
          • Identifying Teacher Status, Its Impact & Recent Teacher Status InitiativesShow submenu
          • Perceptions of teachers & teaching: A focus on ECEShow submenu
          • Perceptions of Teachers & TeachingShow submenu
          • Perceptions of the Status of TeachersShow submenu
        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te KōtahitangaShow submenu
        • Te Reo Māori in the Mainstream Professional Development (PD) Pilot Programmes for primary school teachers: An evaluationShow submenu
        • Te Toi HuarewaShow submenu
        • Teacher Census 2004Show submenu
        • Teacher-led Innovation FundShow submenu
        • Teaching, School & Principal Leadership Practices Survey 2018Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • The education of Years 7 to 10 students: Full ReportShow submenu
        • The education of Years 7 to 10 students: Summary ReportShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The sustainability of professional development in literacy: Part 1Show submenu
        • The sustainability of professional development in literacy: Part 2Show submenu
        • Using e-Learning to build workforce capability: A review of activitiesShow submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • Parents & WhānauShow submenu
        • An examination of the links between parental educational qualifications, family structure & family wellbeing 1981-2006Show submenu
        • Evaluation of the Flaxmere Project: When families learn the language of schoolShow submenu
        • Evaluation of the Home-School Partnership: Literacy ProgrammeShow submenu
        • Final report for the evaluation of the Parent Mentoring Project in ManukauShow submenu
        • National Standards: Survey of parents & whānau 2011Show submenu
        • Parents, families & whānau & their information needsShow submenu
        • Pacific Islands School Community Parent Liaison Project Case StudyShow submenu
        • Parent Mentoring Initiative EvaluationShow submenu
        • Raising Māori students' achievement in Te TaitokerauShow submenu
        • Successful Home-School PartnershipsShow submenu
        • The impact of family & community resources on student outcomesShow submenu
        • Whanau Toko I Te Ora: A Parenting Skills ProgrammeShow submenu
      • School Networks | SystemShow submenu
        • A census of providers of ESOL Programmes for international studentsShow submenu
        • A study of students’ transition from primary to secondary schoolingShow submenu
        • Alternative education: Literature review & report on key informants' experiencesShow submenu
        • An evaluation of three programmes in the Innovations Funding PoolShow submenu
        • Bilingual education in Aotearoa | New ZealandShow submenu
        • Communities of Learning | Kāhui Ako 2017 SurveyShow submenu
        • Easing the transition from primary to secondary schoolingShow submenu
        • Evaluation of Partnership Schools | Kura Hourua PolicyShow submenu
        • Evaluation of Schools SupportShow submenu
        • Evaluation of the Home-School Partnership: Literacy ProgrammeShow submenu
        • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
        • Evaluative study of co-located schoolsShow submenu
        • Export education in New Zealand: A strategic approach to developing the sector: An overviewShow submenu
        • From Targeting Problems to Tailoring PotentialShow submenu
        • High level executive summary: Quality teaching, research & development English medium settingsShow submenu
        • High level executive summary: Quality teaching, research & development Māori-mediumShow submenu
        • High level executive summary: Quality teaching, research & development Samoan bilingual hubShow submenu
        • How effective is the current Resource Teacher Learning & Behaviour cluster model?Show submenu
        • How much difference does it make? Notes on understanding, using, & calculating effect sizes for schoolsShow submenu
        • Improving english language outcomes for students receiving ESOL services in NZ SchoolsShow submenu
        • Innovations in Partnership Schools Kura HouruaShow submenu
        • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
        • Integrated effective service provision for children & young people with physical disabilities: SummaryShow submenu
        • Involving children & young people in research in educational settingsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Ministry of Education: Computer census reportShow submenu
        • Ngā Haeata o AotearoaShow submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2001/02 & Direction for 2003Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2000/01 & Direction for 2002Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2002/03Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2004Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2005Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2006/07Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2007/08Show submenu
          • Ngā Haeata Mātauranga: Annual Report on Māori Education 2015/16Show submenu
          • Ngā Haeata o Aotearoa 2019Show submenu
        • Ngā Kura o AotearoaShow submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (1999)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2000)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2001)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2002)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2003)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2004)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2005)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2006)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2007)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2008)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2009)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2010)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2011)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2012)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2013)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2014)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2015)Show submenu
          • New Zealand Schools: Ngā Kura o Aotearoa (2016)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2017)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2018)Show submenu
          • Ngā Kura o Aotearoa: New Zealand Schools (2019)Show submenu
        • OECD's Education at a GlanceShow submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2020Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2019Show submenu
          • How does New Zealand's education system compare? OECD's Education at a Glance 2010Show submenu
          • Indicators Live: Education at a Glance 2009: Results for New ZealandShow submenu
          • Measuring up: How does New Zealand’s tertiary education system compare? OECD's Education at a Glance 2008Show submenu
        • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
        • Report on research into the circumstances of very young international students in New ZealandShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Review of the Export Education LevyShow submenu
        • Review of the International Student LevyShow submenu
        • School staffing improvements: Evaluation of the impact of additional teaching staff provided through the School Staffing ReviewShow submenu
        • Staying at school consultation reportShow submenu
        • State of Education in NZShow submenu
          • State of Education in New Zealand 2008Show submenu
          • State of Education in New Zealand: 2006Show submenu
          • State of Education in New Zealand: 2007Show submenu
        • Strategic Research Initiative: The effects of school governance, ownership, organisation & management on educational outcomesShow submenu
        • Strategic Research Initiative Literature Review: The effect of school resourcing on educational outcomesShow submenu
        • Strategic Research Initiative Literature Review: Enterprised-based education & trainingShow submenu
        • Strengthening education in Mangere & OtaraShow submenu
        • Student safety & well-being in school boarding accommodationShow submenu
        • Students' transition between school & tertiary education: 2nd editionShow submenu
        • Successful Home-School PartnershipsShow submenu
        • Teaching & learning in middle schooling: A review of the literatureShow submenu
        • Teaching of international languages in NZ schools in years 7 & 8Show submenu
        • Te Rāngai Kāhui Ako ā-IwiShow submenu
        • The Case of EmilyShow submenu
        • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
        • The impact of international students on domestic students & host institutionsShow submenu
        • The economic impact of export educationShow submenu
        • The economic impact of foreign fee -paying studentsShow submenu
        • The education of Years 7 to 10 students: Full ReportShow submenu
        • The education of Years 7 to 10 students: Summary ReportShow submenu
        • Transition to secondary school: A literature reviewShow submenu
        • Uptake & early implementation: Communities of Learning | Kāhui AkoShow submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • CurriculumShow submenu
        • All NMSSAShow submenu
          • NMSSA 2019: Technical InformationShow submenu
          • NMSSA 2019 English: Key FindingsShow submenu
          • NMSSA 2018: Technical InformationShow submenu
          • NMSSA 2018: Social StudiesShow submenu
          • NMSSA 2018: Maths & StatisticsShow submenu
          • NMSSA 2017: Technical InformationShow submenu
          • NMSSA 2017: ScienceShow submenu
          • NMSSA 2017: Health & Physical EducationShow submenu
          • NMSSA 2015: The Arts - Key FindingsShow submenu
          • NMSSA 2015: Music - Key FindingsShow submenu
          • NMSSA 2015: Dance - Key FindingsShow submenu
          • NMSSA 2015: Drama - Key FindingsShow submenu
          • NMSSA 2015: Visual Arts - Key FindingsShow submenu
          • NMSSA 2015 English: Listening - Key FindingsShow submenu
          • NMSSA 2015 English: Viewing - Key FindingsShow submenu
          • NMSSA 2015: Technical InformationShow submenu
          • NMSSA 2012: ScienceShow submenu
          • NMSSA 2012 English: WritingShow submenu
          • NMSSA 2013: Health & Physical EducationShow submenu
          • NMSSA 2013 Mathematics & StatisticsShow submenu
          • NMSSA 2014 English: Reading OverviewShow submenu
          • NMSSA 2014 English: Reading ContextualShow submenu
          • NMSSA 2014 English: Māori ReadingShow submenu
          • NMSSA 2014 English: Pasifika ReadingShow submenu
          • NMSSA 2014 English: Special Needs ReadingShow submenu
          • NMSSA 2014 Social Studies: OverviewShow submenu
          • NMSSA 2014 Social Studies: ContextualShow submenu
          • NMSSA 2014 Social Studies: MāoriShow submenu
          • NMSSA 2014 Social Studies: PasifikaShow submenu
          • NMSSA 2014 Social Studies: Special NeedsShow submenu
          • NMSSA 2014 Technical InformationShow submenu
          • NMSSA 2016: Using Digital Technologies for Teaching & LearningShow submenu
          • NMSSA 2016: Technical InformationShow submenu
          • NMSSA 2016: Learning LanguagesShow submenu
          • NMSSA 2016: TechnologyShow submenu
          • NMSSA 2017 Insights for Teachers: ScienceShow submenu
          • NMSSA 2017 Insights for Teachers: Health & Physical EducationShow submenu
          • NMSSA 2018 Insights for Teachers: Maths & StatisticsShow submenu
          • NMSSA 2018 Insights for Teachers: Social StudiesShow submenu
        • A constellation of prospects: A review of STAR (Secondary-Tertiary Alignment Resource)Show submenu
        • An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand curriculumShow submenu
        • An evaluation of Network Learning CommunitiesShow submenu
        • An evaluation of Network Learning Communities: Technical ReportShow submenu
        • An evaluation of Network Learning Communities: Summary ReportShow submenu
        • An evaluation of professional development to support the Arts in the New Zealand curriculumShow submenu
        • An evaluation of the use & integration of readymade commercial literacy packages into classroom programmesShow submenu
        • An introduction to the concept of intercultural communicative language teaching & learningShow submenu
        • Assessing student swimming & aquatic skillsShow submenu
        • Bilingual | Immersion education: Indicators of good practiceShow submenu
        • Case studies of schools: Implementation of National CurriculumShow submenu
        • Curriculum implementation exploratory studies 2Show submenu
        • Curriculum implementation exploratory studies: Final ReportShow submenu
        • Curriculum, learning & effective pedagogy: A literature review in science educationShow submenu
        • Curriculum Stocktake: National School Sampling Study: Teachers' experiences in curriculum implementationShow submenu
        • Curriculum Stocktake: Report to Minister of Education September 2002Show submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Effective professional learning in physical activityShow submenu
        • Environmental education in New Zealand schoolsShow submenu
        • Evaluation of professional development for Pacific teachers which supports the Arts in the New Zealand curriculumShow submenu
        • Evaluation of the Second Language Learning Funding Pool (1999-2003)Show submenu
        • Evaluation of the Secondary Schools Arts Co-ordinators Project to support the Arts in the New Zealand curriculumShow submenu
        • Explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Feedback from schools on the draft document German in the New Zealand curriculum: A research reportShow submenu
        • Feedback from schools on the draft document French in the New Zealand curriculum: A research reportShow submenu
        • Implementation of the Career Information & Guidance Policy in Schools: 1998 Follow-up StudyShow submenu
        • Implementation of the New Zealand curriculum: Synthesis of research & evaluationShow submenu
        • Instructed second language acquisition: A literature reviewShow submenu
        • Intercultural communicative language teaching: Implications for effective teaching & learningShow submenu
        • Language Acquisition ResearchShow submenu
        • New Zealand Stocktake: An international critiqueShow submenu
        • Monitoring & evaluating curriculum implementationShow submenu
        • Non-English-Speaking background students: A study of programmes & support in New Zealand schoolsShow submenu
        • Preventing negative Matthew effects in at-risk readers: A retrospective studyShow submenu
        • Questioning gender: Snapshots from explaining & addressing gender differences in the New Zealand compulsory school sectorShow submenu
        • Report on the New Zealand National Curriculum, 2002: Australian Council of Educational ResearchShow submenu
        • Review of future-focused research on teaching & learningShow submenu
        • Shifting balances: The impact of Level 1 NCEA on the teaching of Mathematics & ScienceShow submenu
        • Shifting Balances 2: The impact of the NCEA Implementation on the Teaching of Geography & Home EconomicsShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • Te Rau Awhina: Good practice examples of Māori & Pasifika private training establishmentsShow submenu
        • The effects of curricula & assessment on pedagogical approaches & on educational outcomesShow submenu
        • The structure of relationships between language-related factors, achievement-related beliefs, gender & beginning...Show submenu
        • Teachers' experiences in curriculum implementation: General curriculum, the arts, & health & physical educationShow submenu
        • Teachers' experiences in curriculum implementation: General curriculum, mathematics & technologyShow submenu
        • Teachers' experiences in curriculum implementation: English, languages, science & social studiesShow submenu
        • 'Walking the talk' matters in the use of evidence for transformative educationShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
      • Digital TechnologyShow submenu
        • A literature review focused on Virtual Learning Environments (VLEs)Show submenu
        • A Review of the literature on computer-assisted learning, particularly integrated learning systems...Show submenu
        • An Investigation into current e-learning activities in New Zealand Industry Training OrganisationsShow submenu
        • An investigation into factors that influence NZ Polytechnic | Institute of Technology tutors' uptake of e-LearningShow submenu
        • Approaches & implications of e-learning adoption on academic staff efficacy & working practiceShow submenu
        • Creating digital age learners through school ICT projects:Show submenu
        • Critical success factors for effective use of e-learning with Māori learnersShow submenu
        • Critical success factors for effective use of e-learning by Pacific learnersShow submenu
        • Critical success factors & effective pedagogy for e-learning in tertiary educationShow submenu
        • e-learning & implications for New Zealand schools: A literature reviewShow submenu
        • Educators' use of the Online Learning CentreShow submenu
        • Equitable digital access to the internet beyond school: A literature reviewShow submenu
        • Evaluation of Kaupapa Ara Whakawhiti Mātauranga (KAWM)Show submenu
        • Evaluations of student facing web-based servicesShow submenu
          • Any Questions (Nielsen/NetRatings)Show submenu
          • Any Questions (CORE Education Ltd)Show submenu
          • Studyit (Nielsen/NetRatings)Show submenu
          • Studyit (CORE Education)Show submenu
          • Final integrated report (CORE Education)Show submenu
          • Final integrated report (Nielsen/NetRatings)Show submenu
          • WickED (Nielsen/NetRatings)Show submenu
          • WickED (CORE Education)Show submenu
        • Evaluation of the Manaiakalani Digital Teaching AcademyShow submenu
        • Digital Opportunities PilotShow submenu
          • Evaluation of Digitally Boosted Study Support CentresShow submenu
          • Evaluation of Notebook ValleyShow submenu
          • Evaluation of Generation XPShow submenu
          • Evaluation of Project FarNet Learning Communities in the Far NorthShow submenu
          • Literature review for the evaluation of the Digital Opportunities ProjectsShow submenu
          • A Summary of the key findings of the Digital Opportunities Pilot ProjectsShow submenu
        • Global picture, local lessons: e-learning policy & accessibilityShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)Show submenu
        • Laptops for Teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)Show submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Otago schoolsShow submenu
        • Laptops for teachers: An evaluation of the TELA scheme in Auckland schoolsShow submenu
        • Literacy teaching & learning in e-Learning contextsShow submenu
        • Literature review & synthesis: Online Communities of PracticeShow submenu
        • Measuring the worth of e-Learner support systemsShow submenu
        • National Education Network Trial ExtensionShow submenu
        • Outcomes for teachers & students in the ICTPD School Clusters Programme 2006-2008Show submenu
        • Outcomes for teachers & students in the ICTPD School Clusters Programme 2005-2007: A national overviewShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • School ICT Infrastructure SurveyShow submenu
        • Supporting future-oriented learning & teaching: An NZ perspectiveShow submenu
        • TELA: Laptops for Teachers Evaluation: Final Report Years 7 & 8Show submenu
        • TELA: Laptops for Teachers Evaluation: Final Report Years 9-13Show submenu
        • TELA Laptops Scheme school survey 2013Show submenu
        • Towards digital enablement: A literature reviewShow submenu
        • Using e-Learning to build workforce capability: A review of activitiesShow submenu
        • What makes for effective teacher professional development in ICT?Show submenu
        • Whaia te iti Kahurangi: NZCER EvaluationShow submenu
      • Large Scale International AssessmentsShow submenu
        • ICCS: NZ students' intentions towards participation in the democratic processesShow submenu
        • PIRLS 2005/2006 in New Zealand: An overview of national findingsShow submenu
        • TIMSS 1994: Student performance on open-ended questionsShow submenu
        • TIMSS 2018/19: Mathematics Year 5Show submenu
        • TIMSS 2018/19: Mathematics Year 9Show submenu
        • TIMSS 2018/19: Science Year 5Show submenu
        • TIMSS 2018/19: Science Year 9 Show submenu
        • TIMSS 1994: Performance assessment in TIMSS: New Zealand resultsShow submenu
        • TIMSS 1994: Science performance of NZ form 2 & 3 studentsShow submenu
        • TIMSS 1994: Mathematics performance of New Zealand form 2 & form 3 studentsShow submenu
        • TIMSS 1994: Mathematics & science literacy in the final year of schoolingShow submenu
        • PIRLS 2005/06 in New Zealand: A summary of national findingsShow submenu
        • PIRLS 2005/06: A summary of findings for New ZealandShow submenu
        • PIRLS 2005/06 Reading literacy in New Zealand: An overview of resultsShow submenu
        • Insights for Teachers: Year 7-10 teachers' self-efficacy & job satisfactionShow submenu
        • TALIS 2018: Year 7-10 teachers' teaching & assessment practicesShow submenu
        • TALIS 2018: Year 7-10 Teaching WorkforceShow submenu
        • TALIS 2018: School climate in New Zealand Year 7-10 schoolsShow submenu
        • TALIS 2018: Year 7-10 teachers' training & professional developmentShow submenu
        • TALIS 2018: New Zealand Year 7-10 Teacher WellbeingShow submenu
        • TALIS 2018: Professional collaboration among New Zealand Year 7-10 teachersShow submenu
        • PIRLS 2006: New Zealand students' engagement with the PIRLS 2006 reading passagesShow submenu
        • ICCS: Participating & contributing? Show submenu
        • ICCS: What do New Zealand students understand about civic knowledge & citizenship?Show submenu
        • ICCS: What do our students think about New Zealand, democracy & freedom?Show submenu
        • PIRLS 2010/11 in New Zealand: An overview of findingsShow submenu
        • PIRLS 2010/11 Reading literacy in New Zealand: A summary of findingsShow submenu
        • TIMSS 2010/11 & PIRLS 2010/11 Key findings: New Zealand’s participation in PIRLS & TIMSSShow submenu
        • PIRLS 2016: New Zealand's AchievementShow submenu
        • PIRLS 2016: Reading Literacy & the ClassroomShow submenu
        • PIRLS 2016: Schools & school climate for learningShow submenu
        • PIRLS 2016: Using computers for reading activities & students' attitudes to readingShow submenu
        • PIRLS 2016: The importance of access to books & NZ students' reading confidenceShow submenu
        • PIRLS 2001: Reading Literacy in New Zealand: Final ResultsShow submenu
        • PIRLS 2001: Processes of reading comprehension: A summary of the resultsShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievement - SummaryShow submenu
        • PIRLS 2001: New Zealand's year 5 student achievementShow submenu
        • PISA 2000: Assessing knowledge & skills for life: New Zealand summaryShow submenu
        • PISA 2000: Focus on low socio-economic status students' achievement in reading literacyShow submenu
        • PISA 2000: Focus on Māori achievement in reading literacyShow submenu
        • PISA 2000: Focus on Pacific students achievement in reading LiteracyShow submenu
        • PISA 2000: Overview of selected New Zealand findingsShow submenu
        • PISA 2000: The New Zealand contextShow submenu
        • PISA 2003: Learning for Tomorrow's World: NZ Summary ReportShow submenu
        • PISA 2003: Learning for tomorrow’s world: BrochureShow submenu
        • PISA 2003: Mathematics skills for tomorrow’s worldShow submenu
        • PISA 2003: Problem solving for tomorrows' worldShow submenu
        • PISA 2003: Reading skills for tomorrow’s worldShow submenu
        • PISA 2003: Science skills for tomorrows' worldShow submenu
        • PISA 2003: Student learning approaches for tomorrow’s worldShow submenu
        • PISA 2006: How ready are our 15-year-olds for tomorrow’s world?Show submenu
        • PISA 2006: Mathematical LiteracyShow submenu
        • PISA 2006: Reading LiteracyShow submenu
        • PISA 2006: School context of science achievementShow submenu
        • PISA 2006: Scientific LiteracyShow submenu
        • PISA 2006: Student attitudes to & engagement with scienceShow submenu
        • PISA 2009: Reading to LearnShow submenu
        • PISA 2009: Digital readers at age 15Show submenu
        • PISA 2009: Our 21st century learners at age 15Show submenu
        • PISA 2009: Māori Students Reading WorkbookShow submenu
        • PISA 2009: Pasifika Students Reading WorkbookShow submenu
        • PISA 2009: Reading WorkbookShow submenu
        • Insights for Teachers: New Zealand student self-belief & confidence, & implications for achievementShow submenu
        • PISA 2012: New Zealand financial literacy reportShow submenu
        • PISA 2012: New Zealand Summary ReportShow submenu
        • PISA 2012: Series on the Learning Environment Volume I: Opportunities to learn mathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume II: Delivery of MathsShow submenu
        • PISA 2012: Series on the Learning Environment Volume III: Student BehaviourShow submenu
        • PISA 2012: Series on Learners Volume I: Student confidence & beliefs about their ability to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume II: How students approach learningShow submenu
        • PISA 2012: Series on Learners Volume III: Why students are motivated to learn mathsShow submenu
        • PISA 2012: Series on Learners Volume IV: What students think about schoolShow submenu
        • PISA 2012: Top line results for New ZealandShow submenu
        • PISA 2012: What is PISAShow submenu
        • PISA 2015: Collaborative problem solvingShow submenu
        • PISA 2015: New Zealand headline resultsShow submenu
        • PISA 2015: New Zealand summary reportShow submenu
        • PISA 2015: The science context for PISAShow submenu
        • PISA 2015: New Zealand Students WellbeingShow submenu
        • Maths achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • Science achievement: What we know from NZ's participation in TIMSS 2014/15 & PISA 2015Show submenu
        • PISA 2018: Global competence of New Zealand 15-year-oldsShow submenu
        • PISA 2018: NZ students' wellbeingShow submenu
        • PISA 2018 Opportunities to Learn: Learning time & school support for studyShow submenu
        • PISA 2018: Reading in New ZealandShow submenu
        • PISA 2018: Resources for learning: Access, quality & capacityShow submenu
        • PISA 2018: Selecting & sorting studentsShow submenu
        • PISA 2018: Summary ReportShow submenu
        • PISA 2018: Uses of assessment, school accountability, & quality assuranceShow submenu
        • Reading achievement in NZ in 1990 & 2001: Results from IEA's Reading Literacy StudyShow submenu
        • TIMSS 1998/99: Preliminary achievement result Show submenu
        • TIMSS 1998/99: Trends in year 9 students' mathematics & science achievementShow submenu
        • TIMSS 1998/99: The school & classroom context for year 9 students' mathematics & science achievementShow submenu
        • TIMSS 2002/03: Maths & science achievement in NZ: Year 9Show submenu
        • TIMSS 2002/03: An overview of some key national year 5 & 9 student achievement resultsShow submenu
        • Insights for Teachers: A profile of teachers who teach Year 7-10 students & their principalsShow submenu
    • PacificShow submenu
      • Literature review on the experiences of Pasifika learners in the classroomShow submenu
      • Teu Le Va: Relationships across research & policy in Pasifika educationShow submenu
      • Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Summary reportShow submenu
      • Ua Aoina le Manogi o le Lolo: Pasifika schooling improvement research - Final reportShow submenu
      • Action plan for Pacific Education 2020-2030Show submenu
      • Best practice for teaching Pacific learners: Pacific Evidence Brief 2019Show submenu
      • Research to understand the features of quality Pacific bilingual educationShow submenu
    • Tertiary EducationShow submenu
    • Learning SupportShow submenu
      • Integrated effective service provision for children & young people with physical disabilitiesShow submenu
      • Education that fits: Review of international trends in the education of students with special educational needsShow submenu
      • Scoping support for NZ Sign Language users accessing the curriculum: Part IShow submenu
      • Summary of submissions in response to the Deaf Education Discussion Paper 2010Show submenu
      • Scoping support for NZ Sign Language users accessing the curriculum: Part IIShow submenu
      • Technical review of published research on applied behaviour analysis interventions for people with ASDShow submenu
      • The effectiveness of applied behaviour analysis interventions for people with ASDShow submenu
    • InternationalShow submenu
      • Destinations & employment outcomes of young, international graduatesShow submenu
      • Evaluation Report on the Implementation of the Code of Practice for the Pastoral Care of International Students (2002/03)Show submenu
      • Export education in New Zealand: A strategic approach to developing the sector: An overviewShow submenu
      • International capabilities: A summary report for schoolsShow submenu
      • International Students TrendsShow submenu
        • Foreign Fee-Paying Students in NZ: TrendsShow submenu
        • Foreign Fee-Paying Student Statistics to 2001Show submenu
        • International student enrolments in NZ 2000-2006Show submenu
        • International student enrolments in NZ 2001-2007Show submenu
        • International student enrolments in NZ 2002-2008Show submenu
        • International student enrolments in NZ 2003-2009Show submenu
        • International student enrolments in NZ 2004-2010Show submenu
        • The NZ international education sector: Trends 1999-2004Show submenu
      • Internationalisation in New Zealand tertiary education organisationsShow submenu
      • Measuring New Zealand students' international capabilities: An exploratory studyShow submenu
      • Moving places: Destinations & earnings of international graduatesShow submenu
      • New Zealand Alumni Survey: Experiences, attitudes & engagementShow submenu
      • Prospect for international student enrolments in New Zealand: Profiles of 13 source countriesShow submenu
      • Report on research into the circumstances of very young international students in New ZealandShow submenu
      • Research project on international student exchanges: Sending our students overseas (2008)Show submenu
      • Review of the International Student LevyShow submenu
      • The experiences of international students in New Zealand: Report on the results of the national surveyShow submenu
      • The experiences of international students in New Zealand: Report on the results of the national survey 2007Show submenu
      • The economic impact of export educationShow submenu
      • The economic impact of foreign fee -paying studentsShow submenu
      • The impact of international students on domestic students & host institutionsShow submenu
      • The satisfaction of international students in NZ unis & ITPsShow submenu
    • Publication SeriesShow submenu
  • Indicators Show submenu
  • Statistics Show submenu
    • Annual Monitoring Reading Recovery: 2018 DataShow submenu
    • Attainment of 18-year-oldsShow submenu
    • Attendance under COVID-19Show submenu
    • Beyond StudyShow submenu
    • ECE FinancesShow submenu
    • ECE ParticipationShow submenu
    • ECE ServicesShow submenu
    • ECE StaffingShow submenu
    • Entering & leaving teaching (2004-2019)Show submenu
    • Fees-free Tertiary EducationShow submenu
    • Financial Support for Tertiary StudentsShow submenu
    • Funding to SchoolsShow submenu
    • HomeschoolingShow submenu
    • Initial Teacher Education StatisticsShow submenu
    • International students in NZShow submenu
    • Language use in ECEShow submenu
    • Māori Language in SchoolingShow submenu
    • NZ's Workplace-based LearnersShow submenu
    • Number of SchoolsShow submenu
    • Ongoing Resourcing SchemeShow submenu
    • Pacific Language in SchoolingShow submenu
    • Per Student Funding for SchoolsShow submenu
    • Post-compulsory education & trainingShow submenu
    • Schooling Boards of TrusteesShow submenu
    • School Leaver DestinationsShow submenu
    • School Leaver's AttainmentShow submenu
    • School RollsShow submenu
    • School Subject EnrolmentShow submenu
    • Teacher NumbersShow submenu
    • Teacher TurnoverShow submenu
    • Tertiary Financial PerformanceShow submenu
    • Tertiary ParticipationShow submenu
    • Tertiary Population DataShow submenu
    • Tertiary ResearchShow submenu
    • Tertiary ResourcingShow submenu
    • Tertiary Retention & AchievementShow submenu
    • Tertiary Summary TablesShow submenu
    • Vocational Education & TrainingShow submenu
  • Topics Show submenu
    • BES Programme: Hei Kete RaukuraShow submenu
      • What's NewShow submenu
      • Rongohia te Hau: Effective support for culturally responsive teachingShow submenu
        • 1. Using learner, whānau, & teacher feedbackShow submenu
        • 2. Different perspectives inform actionShow submenu
        • 3. Co-constructing a continuum of effective teaching practiceShow submenu
        • 4. Collecting evidence of pedagogyShow submenu
        • 5. The learning is in the conversationShow submenu
        • 6. Impacting Māori successShow submenu
        • 7. Racism: Taking those blinkers offShow submenu
      • Ta’ovala Learning from Pacific expertise in educationShow submenu
        • Teacher PreparationShow submenu
        • The Lesson LaunchShow submenu
        • Low Floor, High CeilingShow submenu
        • Deeper LearningShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
        • Deeper ThinkingShow submenu
        • Equity, ExcellenceShow submenu
        • School Leadership MattersShow submenu
      • Ambitious mathematics for young Pacific learners: Dr Jodie Hunter demonstrates algebraic thinking for tivaevaeShow submenu
        • The LaunchShow submenu
        • Group WorkShow submenu
        • Sharing BackShow submenu
        • The ConnectShow submenu
      • School leadership for improvement in primary mathematics education:Show submenu
        • 1. Pedagogical Leadership – Preparation Year 0Show submenu
        • 2. Teachers Responding to the ChallengeShow submenu
        • 3. Building Social Competencies for Accelerated ImprovementShow submenu
        • 4. The Mathematics Communication & Participation Framework: Integrated ProgressionsShow submenu
        • 5. In-class mentoring for accelerated pedagogical improvementShow submenu
        • 6. Deep Change: Applied post-graduate studyShow submenu
        • 7. Collaborative lesson study for sustainabilityShow submenu
        • 8. Towards Kāhui Ako: Building learning communityShow submenu
        • 9. Family & community: Partners in changeShow submenu
        • 10. Russell School: The DifferenceShow submenu
      • Reading Together®Show submenu
        • Fairhaven SchoolShow submenu
        • St Joseph's School OtahuhuShow submenu
        • Manurewa Central SchoolShow submenu
      • Using evidence for a step upShow submenu
      • Developing Mathematical Inquiry CommunitiesShow submenu
        • Developing Mathematical Inquiry CommunitiesShow submenu
        • A parent’s perspectiveShow submenu
        • Strategic change leadership meetingShow submenu
        • Mixed ability groupingShow submenu
        • Problem & launchShow submenu
        • Learning to listenShow submenu
        • Teacher developmentShow submenu
        • ImpactsShow submenu
        • Group normsShow submenu
        • Learning for lifeShow submenu
        • Learning togetherShow submenu
        • PerspectivesShow submenu
        • It’s a journeyShow submenu
        • Culturally responsive pedagogyShow submenu
        • Fundamental shiftsShow submenu
      • ResourcesShow submenu
        • BES ExemplarsShow submenu
        • BESs & BES CasesShow submenu
          • Full List of BES CasesShow submenu
          • BES ExemplarsShow submenu
        • Summaries of BESsShow submenu
          • BES ExemplarsShow submenu
          • Full Set of BESsShow submenu
        • BES What Works SpotlightsShow submenu
          • Spotlight on Counter-Bullying PedagogiesShow submenu
          • Spotlight on Mathematics/PāngarauShow submenu
          • Spotlight on LeadershipShow submenu
          • The Use of Evidence in PolicyShow submenu
        • Te Kotahitanga eBook CollectionShow submenu
      • Evidence ExplainedShow submenu
        • Disciplined innovation for equity & excellence in education: Learning from Māori & Pasifika change expertiseShow submenu
          • What's NewShow submenu
        • BES ExemplarsShow submenu
      • About BESShow submenu
    • Dashboards & InfographicsShow submenu
      • DashboardsShow submenu
        • School Leavers DashboardShow submenu
        • Teacher WorkforceShow submenu
        • School Rolls DashboardShow submenu
        • Te Mataaho-a-Iwi | Education DashboardShow submenu
        • Disabled people & tertiary educationShow submenu
        • Adult Skills Regional ProfilesShow submenu
        • Tertiary Population DataShow submenu
        • Post-school labour-market outcomes of school based NCEAShow submenu
        • Post-compulsory education & trainingShow submenu
      • InfographicsShow submenu
        • School Leavers InfographicsShow submenu
        • Iwi InfographicsShow submenu
        • Employer SurveyShow submenu
        • Not Just about NEETsShow submenu
    • e-LearningShow submenu
    • International EducationShow submenu
    • Pacific EducationShow submenu
    • Māori Education & Te Reo MāoriShow submenu
    • Te Mātauranga Māori me Te Reo MāoriShow submenu
    • School Annual ReportsShow submenu
      • 2019 NZ Schools Financial ReportsShow submenu
      • 2018 NZ Schools Financial ReportsShow submenu
      • 2017 NZ Schools Financial ReportsShow submenu
      • 2016 NZ Schools Financial Annual ReportsShow submenu
    • Student LoansShow submenu
      • Education Govt: InformationShow submenu
      • Stats NZ: Student LoansShow submenu
      • StudyLink: Student LoansShow submenu
      • Inland Revenue: Student LoansShow submenu
    • Tertiary EducationShow submenu
    • WorkforceShow submenu
    • Communities of Learning | Kāhui AkoShow submenu
  • Data Services Show submenu
    • Code Sets & ClassificationsShow submenu
    • Collection FormsShow submenu
    • GuidelinesShow submenu
    • School Enrolment ZonesShow submenu
    • School SMS Roll Returns 2021Show submenu
    • SMS VendorsShow submenu
    • Glossary FilterShow submenu
    • International Data CollectionsShow submenu
      • ALLShow submenu
      • ICCSShow submenu
      • OECD's Education at a Glance & INESShow submenu
        • EAG PublicationsShow submenu
        • Education Indicators in FocusShow submenu
        • Online Education DatabaseShow submenu
        • OECD: Education GPSShow submenu
      • PIRLSShow submenu
      • PISAShow submenu
      • PIAACShow submenu
        • PIAAC Publications SummaryShow submenu
      • TALISShow submenu
      • TIMSSShow submenu
    • National Data CollectionsShow submenu
      • 18-Year-Olds with NCEA Level 2Show submenu
      • Annual ECE Child & Staff ReturnShow submenu
      • AttendanceShow submenu
      • Boards of TrusteesShow submenu
      • ECE ParticipationShow submenu
      • School FundingShow submenu
      • School LeaversShow submenu
      • School Roll ReturnShow submenu
      • School RollsShow submenu
      • Schooling WorkforceShow submenu
        • MethodologiesShow submenu
      • Suspension DataShow submenu

Site information

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