In this section of our website you'll find our education system evaluations, effective practice reports, resources and guides. These are produced by Te Ihuwaka | Education Evaluation Centre and Te Pou Mataaho | Evaluation and Research Māori.
Read more about Te Ihuwaka | Education Evaluation Centre.
Read more about Te Pou Mataaho | Evaluation and Research Māori.
This ERO qualitative case study report undertaken on behalf of Oranga Tamariki captures the voices of children and their whanau who were recipients of the Social Workers in Schools (SWiS) service. SWiS is a government funded, community social work service provided in most English and Māori medium, decile 1-3 primary and intermediate schools.
New Zealand schools have one of the highest rates of bullying among OECD member countries. In this evaluation, ERO looked at the extent to which schools were effectively working towards an environment in which students feel safe and free from bullying.
A companion report to this one, Bullying Prevention and Response: Student Voice focuses on ERO’s survey of students on their experience and understandings of bullying and effective bullying prevention and response.
High quality assessment and evaluation allows us to focus on student progress and outcomes at classroom, school and system levels. It helps teachers, schools and systems to report on student achievement across points in time, and provide information for parents, trustees and the public about the quality of education.
The report examines how well 15 of New Zealand's Secondary-Tertiary Programmes (STPs or Trades Academies) are meeting the needs of students at risk of not staying or succeeding in education.
This report presents the findings of ERO’s evaluation of the Ministry of Education's initiative, Achievement 2013-2017.
This national report is ERO’s seventh report about international students. This evaluation included 95 schools (both primary and secondary) and focused on five aspects in relation to international students – integration, progress and achievement, education programme, pastoral care, overall approach and self review.
This national report presents the findings of ERO’s recent evaluation about the extent to which primary schools were using effective strategies to improve outcomes for priority groups of learners. In this report ‘priority learners’ refers to Māori, Pacific, special needs, and students from low income families, who are not achieving at or above National Standards.
This national report combines current research with findings from recent ERO reports about students' transitions between and through schools. The report discusses the important pastoral care and learning support processes needed for successful transitions.
The evaluation looked at four aspects of international education (schools' self review, pastoral care, quality of education and social integration) and concluded that most schools were highly effective or generally effective in all four aspects.
This Education Review Office report provides schools and policy makers with examples of how 10 New Zealand secondary schools successfuly support boys' education. The schools in this study were selected on the basis of their good overall levels of student achievement, previous positive ERO reports and their well-developed pastoral care and support strategies. Five boys' schools and five coeducational schools are used as case studies
