Our research

This report serves to shine some light on the experiences of teachers who have come from overseas to teach in New Zealand. It is based on data collected from a voluntary survey of teachers and principals of the school where they are employed.

ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.

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.

This case study report features experiences of three Kāhui Ako and includes the strategies and approaches used to create, build, and strengthen collaboration between schools and early learning services to improve outcomes for learners.

This case study report features experiences of three Kāhui Ako and includes the strategies and approaches used to create, build, and strengthen collaboration between schools and early learning services to improve outcomes for learners.

New Zealand’s early childhood curriculum, Te Whāriki, was updated in April, 2017. Te Whāriki (2017) reflects the changes in theory, practice and early learning contexts that have occurred over the last 20 years. ERO is undertaking a series of evaluations focused on the implementation of Te Whāriki in early learning services from mid-2017 until the end of 2019.

Improvement in Action brings to life ERO’s School Evaluation Indicators and illustrates what works to achieve successful outcomes for all children and young people in the education system.

The case studies complement the video sequences in Improvement in Action.

The findings of this evaluation highlight improvements to the quality and consistency of the RTLB service, especially in overall governance and management. 

This publication is designed to support Communities of Learning | Kāhui Ako by bringing together research findings about effective collaboration in education communities. It is supported by the publication Communities of Learning | Kāhui Ako: working towards collaborative practice.

An additional resource to Communities of Learning | Kāhui Ako: Collaboration to Improve Learner Outcomes. This resource is designed to support CoL | Kāhui Ako as they work towards effective collaborative practice. It is framed around key questions in each of the seven effective practice areas and is able to be used both as evidence-based progressions and as a useful internal evaluation tool.

This is the first of a series of iterative reports which draw together what ERO knows about CoL | Kāhui Ako, as they move from establishment to implementation.

This guide describes how children can be supported to become confident and capable mathematical learners in the early years.

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 looks at how well New Zealand early childhood services and schools are supporting transitions to school and highlights what's important and examples of good practice.

This report presents the findings of ERO’s evaluation of the Ministry of Education's initiative, Achievement 2013-2017.

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 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 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.

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.