Our research

Ā Mātou Rangahau

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.

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There are 56 research articles.
  • Topics: Te Ihuwaka | Education Evaluation Centre
  • Published: 10 Nov 2022

    Missing Out: Why Aren’t Our Children Going to School? - Summary

    Going to school is critical for our children’s futures. The evidence is clear that every day of school matters – missing school leads to lower achievement. Aotearoa New Zealand has lower attendance than other countries and, alarmingly, attendance is falling. This short summary looks at some of the reasons why.

  • Published: 28 Sep 2022

    Thriving at school? Education for disabled learners in schools

    The Education Review Office (ERO), in partnership with the Human Rights Commission (HRC) and the Office for Disability Issues (ODI), looked at how well the education system is supporting disabled learners in schools. We found that we need to improve education for disabled learners so they can thrive. This report describes what we found and what is needed to significantly improve education for these priority learners.

  • Published: 28 Sep 2022

    Thriving at School? Education for Disabled Learners in Schools - summary

    Disabled learners have the right to enrol and receive a quality, inclusive education at their local school. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, are more likely to complete secondary schooling and to go on to further study and employment. This study looked at how well the education system is supporting disabled learners. It found we need to improve education for disabled learners so they can thrive.

  • Published: 28 Sep 2022

    Education for Disabled Learners: From Early Childhood to School - summary

    Receiving a quality education, from early childhood education (ECE) through to secondary school, positively affects how well all children and young people do at school and in life – from academic achievement and earning potential to health and wellbeing. Education is even more critical for disabled learners. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, to complete secondary schooling and to go on to further study and employment.

  • Published: 28 Sep 2022

    A Great Start? Education for Disabled Children in Early Childhood Education - summary

    Quality early childhood education (ECE) affects how well all children do at school and in life – from academic achievement and earning potential to health and wellbeing. Quality ECE supports children to develop the social, emotional, communication, cognitive, and motor skills which enable them to thrive. This is particularly critical for disabled children as it sets the foundation for their future learning.

  • Published: 02 Jun 2022

    Long-Term Insights Briefing: Summary of submissions and topic decision

    This document provides a summary of submissions and a decision on the subject matter and scope of the Education Review Office’s 2022 Long-Term Insights Briefing.

    Thank you to everyone who took the time to provide a submission. Your input will help build and strengthen our Long-Term Insights Briefing paper.

  • Published: 26 May 2022

    Starting School Together: What Do We Know?

    Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.

  • Published: 25 May 2022

    Starting School Together: What Do We Know About Cohort Entry? Summary

    Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change and can be an uncertain time. Since 2018, schools have been able to have children start in groups at certain dates during the year. This is called cohort entry. ERO found that cohort entry has a range of benefits for children’s wellbeing and learning, schools’ ability to structure transitions more easily, and for teachers due to fewer disruptions and more time to teach.

  • Published: 09 May 2022

    Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners

    The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. Auckland in particular has had many lockdowns and is where the majority of Pacific learners live.

    Pacific communities have faced the challenges of Covid-19 with resilience and schools have put in a range of responses to support Pacific learners through the disruption. This report shines a light on these challenges and shares successful strategies.

  • Published: 06 May 2022

    Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners - Summary

    The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. ERO’s new report, Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners, looks closely at the achievement, attendance, mental health and wellbeing, school contexts, and education pathways of Pacific learners over this time. The report shines a light on challenges and shares successful strategies.

  • Published: 03 Mar 2022

    Te Urupare ki ngā Ahurea Kanorau: Ngā Ritenga Mahi o ngā Kura

    Public consultation document inviting the public to provide feedback on the substance and scope of the chosen topic of the Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice”.   

    We invite your thoughts on the topic and scope of ERO’s Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice” to be published by the end of the 2022.

  • Published: 01 Mar 2022

    Embracing Diverse Cultures: Schools’ Practice

    Public consultation document inviting the public to provide feedback on the substance and scope of the chosen topic of the Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice”.   

    We invite your thoughts on the topic and scope of ERO’s Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice” to be published by the end of the 2022.

  • Published: 06 Dec 2021

    The Impact of Covid-19 on Teachers and Principals - Summary

    This short summary of our longer report Learning in a Covid-19 World: The Impact of Covid-19 on Teachers and Principals looks at the impact of Covid-19 on teachers and principals – including how Covid-19 has impacted enjoyment in work and workload. It also sets out examples of how schools can prepare for 2022 and what supports will be needed for teachers and principals.

  • Published: 24 Nov 2021

    Measuring Change in Education Systems: A Review

    This work explores global best practice for measuring education system change. It considers the variation found between different approaches to measuring education system change, looking particularly at how select individual countries and multilaterals each approach this.  This work will also consider what can support countries to monitor education performance.   

  • Published: 23 Nov 2021

    Measuring Change in Education Systems – Summary

    Measuring changes to education systems, let alone performance, is complex. With education systems consisting of many moving parts, there are multiple approaches to assessing education system performance across the world, reflecting the reality of this complexity. This summary explores global practice for measuring education system change.