Questions we are asking

We are building the evidence base through asking questions about:

  • The performance of the education system
  • How well initiatives work
  • What is good practice

Understanding system performance

Why are learners in New Zealand not going to school?

Attendance at New Zealand schools has been declining across all demographic groups for several years. This report will delve into what is driving this decline in attendance by understanding why students miss school, and reasons why students go to school.  

This report will support the Government, schools, parents and students to consider the various drivers of non-attendance, and to use this information to inform a differentiated and tailored set of strategies to improve regular attendance.  

How can New Zealand schools prepare for increased ethnic diversity and how can they meet the needs of learners from diverse backgrounds?

New Zealand society is changing. Demographic change and immigration are increasing our ethnic and cultural diversity. To ensure education meets the needs of all children in Aotearoa, New Zealand schools will need their practices to respond to increased diversity. 

This work will look at how diversity has changed in schools and how it might change going forward. It will shine a light on the education experience of diverse students and will provide examples of good practice in meeting the needs of these learners. This is ERO’s Long Term Insights Briefing. 

What is the ongoing impact of the Covid-19 pandemic on education?

Since the start of the pandemic, ERO has been undertaking work to understand the impact of Covid-19 on education in New Zealand. This report will look at the impact of the pandemic on learners and schooling two years into the pandemic. It is part of our Learning in a Covid-19 World series. 

How well does alternative education support students to achieve?

Some students who are not thriving in education receive alternative education from a range of providers. Many of these students are at risk of disengaging from education and poor outcomes. This study will look in depth at how well alternative education supports students to achieve and what are the key elements of good practice. 

How is the ECE system performing for children and whānau and how is this changing over time and across settings?

ERO is working with the Ministry of Education to monitor how overtime changes in early childhood education are raising quality, improving equity and enabling choice. This report will be the first report to bring together a wide range of indicators to provide a comprehensive picture.

How well is the education system performing?

We are undertaking long term research that explores the performance of the education system and how it is delivering for different children over time. This project provides an opportunity for schools to help us explore how education can be improved for New Zealand learners. It is also designed to help participating schools by providing them with insights into their schools.

Initiatives – building our understanding of what works

How does the counselling in primary schools programme support student outcomes?

Government has funded a new programme that aims to help students with wellbeing needs access counselling from community providers.  Over the next three years we will be looking at how this programme gets support to the students who are most in need and the impact it has on their outcomes.

How well prepared for teaching are first-time teachers, and how well supported are they?

Newly qualified teachers are a key part of the education workforce. How well prepared they are and the support they receive to enable them to succeed is important for all schools and students. 

Shining a light on good practice 

What does good use of Teacher Aides in schools look like?

Teacher Aides play a major part in our school system. They work closely with teachers and learners, and provide a range of support. We are looking at research and real-life examples on the ways that schools can make the most of the teacher aide role, to make the best possible difference for learners.