Our research

In 2020, Auckland students were particularly affected by Covid-19 and extra support was provided to them. Following this, ERO undertook an evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students. This report outlines the findings of this evaluation - including the reach and impact of the programmes, and lessons for future responses.

This short summary accompanies the full report Responding to the Covid-19 crisis: Supporting Auckland NCEA students. It outlines the key findings from ERO’s evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students following the lockdowns in 2020. This summary briefly lists who these targeted programmes reached, their impact, and lessons for responding to future lockdowns.  

ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.

This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice.  It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.

This case study explores the impact of the 2020 Covid-19 events on Māori learners in English-medium schools, and the response of leaders, schools and communities in the Bay of Plenty and East Coast regions.

This report provides a snapshot of student and whānau perspectives on the teaching of te reo Māori. It follows the June publication of Te Tāmata Huaroa, which provides a review of the current status of te reo Māori in English medium school settings.

This report gives a snapshot of the current provision of te reo Māori teaching and learning in a representative sample of English-medium primary and secondary schools. The education sector is seen as an important lever in the Government’s Maihi Karauna strategy for language revitalisation.

An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.

This guide to using internal evaluation for improvement purposes is published jointly by ERO and the Ministry of Education as a companion to School Evaluation Indicators: Effective Practice for Improvement and Learner Success and is supported by Internal Evaluation: Good Practice.

This resource can be used with the School Evaluation Indicators. It brings together findings from ERO’s recent national reports to outline what works to accelerate progress for Māori students at-risk of underachieving in primary schools. We share approaches schools have taken where progress was accelerated and schools were able to extend their practices to help more students succeed. Innovative schools focus on inequity within their student population, resulting in improved outcomes for Māori students.

This is ERO’s second national evaluation report on the extent to which schools have processes in place to support teaching as inquiry. It also looks at the specific inquiry approaches teachers use in classrooms.

This cluster evaluation highlights improvements in the overall performance of the six kura kaupapa Māori and 12 English-medium schools on the North Island’s East Coast. This report highlights some significant changes in these schools over the last 14 years.