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.
Key Results
ERO found that schools could be divided into four distinct groups based on the extent each school had undertaken deliberate actions that led to an increase in the number of students achieving at or above the national standards.
Effective schools that responded innovatively to underachievement
Twenty-nine percent of schools in the sample were strategic and successful in their deliberate actions to accelerate progress.
Twenty percent of schools had strategically trialled a new approach and successfully accelerated progress for the students involved.
| Twenty-nine percent of schools in the sample were strategic and successful in their deliberate actions to accelerate progress.
Twenty percent of schools had strategically trialled a new approach and successfully accelerated progress for the students involved. |
These two groups were effective as the schools responded innovatively to underachievement |
| Thirty-two percent of schools were aware of the need to accelerate progress and increase the number of students achieving at or above national standards but were not systematic in the practices used to respond to underachievement.
Nineteen percent of schools had little sense of urgency to accelerate progress and had a minimal increase in the number of students achieving at or above national standards. |
These two groups were less effective as the schools responded with more-of-the-same to underachievement |