Our research

In 2008 the Education Review Office evaluated schools’ provision for gifted and talented students.

The Education Review Office (ERO) has released the latest in its Teaching Strategies that Work series. “Keeping children engaged and achieving in reading” is a description of strategies used by primary schools which have significantly improved their students’ achievement in reading.

In this report, the Education Review Office (ERO) evaluated how well 256 schools worked with parents and whanau to respond to students at risk of underachievement. We looked for examples where schools had specifically worked with parents and whānau to accelerate and support progress and improve achievement.

The report focuses on good practice and showcases 10 secondary schools with high quality careers education. It identifies factors that contribute to high quality careers education and guidance in New Zealand secondary schools.

This national report presents the findings of how well a sample of primary schools were taking actions to increase the number of students achieving 'at' or 'above' national standards.The findings show that half of the schools in the evaluation had used deliberate actions to support students to accelerate progress and sustain achievement.

This national report is a companion report to Raising achievement in primary schools. It presents further findings of how some of the primary schools were using the Ministry-funded support projects - Accelerated Learning in Mathematics (ALiM) and Accelerated Learninig in Literacy (ALL) to accelerate progress and raise achievement.

This ERO report is part of a series of reports being published over three years about aspects of the implementation of the National Standards in English-medium schools, with students in Years 1 to 8. The report focuses on schools’ progress with reporting to parents in relation to the National Standards.

This is ERO’s first national report on CIAGE since The Quality of Career Education and Guidance in Schools in 2006. In this evaluation ERO examined the approach of 44 secondary schools to CIAGE.

ERO has released a series of reports about the National Standards since their introduction in 2010. This latest report focuses on eight schools that are working well with the standards. 

This report is part of a series ERO is publishing over three years about National Standards. A consistent theme in all the reports to date is the need for strong professional leadership to effectively implement and work with the standards. 

This is the latest report in the series of ERO's national evaluation reports about the implementation of the National Standards in English-medium schools with students in Years 1 to 8.The evaluation involved 237 schools reviewed by ERO in Terms 3 and 4, 2010. The report indicates that schools are still at varying stages of working with the National Standards.

This Education Review Office (ERO) evaluation focused on how effectively reading and writing was taught in the first two years of schooling, and on how well teachers used assessment information to plan and evaluate their teaching.

In 2008 the Education Review Office evaluated schools’ provision for gifted and talented students.

School boards of trustees, through their principals and staff, are required to use good quality assessment information to identify students who have special needs (including gifted and talented), and to develop and implement teaching and learning strategies to meet the needs of these students.

A group of schools was particularly effective in providing for gifted and talented students and ERO has set out their good practice in this report.