Our research

The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.

ERO evaluated how well 35 secondary schools were using Vocational Pathways. While most schools knew about and were using the pathways, they were not fully realising the initiative’s potential. Vocational Pathways can be a valued part of a school’s curriculum for all students when used as more than just an add-on to careers education or course selection processes.  

In 2015, ERO investigated target setting in both primary and secondary schools. We focused on the extent to which targeted actions of schools supported accelerated progress for students at risk of not achieving.

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 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 report documents the findings of ERO’s 2013 evaluation of how well 40 secondary schools analysed and responded to their NCEA data.

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 report discusses the effectiveness of employment practices in some kindergartens and education and care services.

This report discusses secondary schools where Pacific learners are achieving at or above the national norms for all students. It includes details of initiatives and good practice and how these work together to get great results.

This national report gives an insight into what Canterbury schools and early childhood services experienced during and after the earthquakes. It tells their stories and gives good advice about emergency planning for others in the education sector.

This report is one of a series of evaluations ERO has undertaken on how schools are working with the National Standards within The New Zealand Curriculum. In this evaluation ERO used the mathematics learning area and associated standards to look at what schools were doing to raise the achievement of students in Years 4 to 8.

KiwiSport is a government initiative established in 2009 to increase opportunities for school-aged children to participate in organised sport. This report presents the findings of a questionnaire ERO gave to schools about the impact of KiwiSport funding.

This is ERO's third report on the progress of schools in promoting Pacific student achievement. It tells a similar story to ERO's two previous reports with little evidence of system-wide improvement.

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.

Kiwisport is a government initiative aimed at increasing opportunities for school-aged children to participate in organised sport.

In Terms 2 and 3, 2010, the Education Review Office evaluated the use primary and secondary schools made of Kiwisport funding, and the benefits and challenges of the initiative identified by schools.