Insights for teachers (May 2015)
Findings and implications from PISA for teaching and learning mathematics. Māori, Pasifika students, and students from low socioeconomic backgrounds report themselves as less confident (self-efficacy), having less belief in their abilities (selfconcept) and more anxious in relation to maths.
Raising achievement in primary schools (June 2014)
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.
Raising achievement in secondary schools (June 2014)
This report documents the findings of ERO’s 2013 evaluation of how well 40 secondary schools analysed and responded to their NCEA data.
Principal sabbatical report: Engagment and academic success of students from lower socio-economic backgrounds (September 2014)
This report investigates programmes, strategies and outcomes in dealing with the specific needs of students from lower socio-economic families, with a focus on Maurewa High School. Accessed from Educational Leaders.
16 and 17 year old learners 'at risk' of low achievement and poor outcomes. Identifying opportunities for, and barriers to, achievement of NCEA Level 2 and effective transitions (June 2013)
This research explores the achievements and transitions of 16 and 17 year old students with moderate special education needs. A strong theme is the role of high expectations from those schools who have been most successful in helping students to achieve success at and beyond school.
The New Zealand Curriculum principles: Foundations for curriculum decision-making (July 2012)
This is ERO’s second national evaluation report looking at the extent to which the principles of The New Zealand Curriculum are evident in schools’ curricula and enacted in classrooms. The report describes how the high expectations principle is evident in schools.
Evaluation at a glance: Priority learners in New Zealand schools (August 2012)
This report is a synthesis of findings from a wide range of evaluations carried out over recent years by the Education Review Office (ERO). ERO has identified three key issues which evidence indicates are acting as impediments to New Zealand schools lifting their practice and, in particular, to raising the achievement levels of priority learners.
Improving education outcomes for pacific learners (May 2012)
This is ERO’s third national evaluation report focusing on how schools engage with Pacific learners and act to improve their achievement outcomes. The report is based on information gathered from 302 schools from a range of deciles, roll sizes, and locations across the country.
Directions for learning: The New Zealand Curriculum principles, and teaching as inquiry (May 2011)
This report investigates how schools use the eight principles and the teaching as inquiry process as outlined in The New Zealand Curriculum. The report describes how the high expectations principle is evident in schools. These descriptors can be used to help you reflect on your practice.
Promoting success for Māori students: Schools’ progress (June 2010)
This 2010 ERO report evaluates how schools have promoted success for Māori students. It identifies system-wide issues and recommended steps to be taken by schools and by the Ministry of Education to promote success for Māori in education.
Journey to work: Creating pathways for young disabled people in New Zealand (March 2010)
This report discusses the critical factors for young disabled people making the journey to work, including the importance of high expectations from schools as well as employers when trying to make the transition from schooling to work or tertiary education.
Quality teaching for diverse students in schooling: Best evidence synthesis iteration (BES) (June 2003)
This report highlights the importance of having high expectations supported by quality teaching. Quality teaching is identified as a key influence on high quality outcomes for diverse students.
Teacher expectation project
This article from Te Kuaka, a magazine published by Auckland University, explores the Teacher Expectation Project. The Teacher Expectation Project measures the effects of raised expectations on student academic and social outcomes.
Education Review offers more information about the Teacher Expectation Project.
Art rooms: Sites of empowerment and success
This paper investigates the beliefs, attitudes, and practices of three highly successful teachers, working with lower socioeconomic students in secondary art classrooms. The teachers have high expectations of all students and empower students to reach their goals. The three teachers expressed the importance of communicating their expectation that all students would pass their exam.
Pedagogies of hope: Dialogical professional development
An article from Education Aotearoa magazine, discussing the implications of poverty on New Zealand educational success – including that of teacher expectation- and professional development opportunities that could help raise achievement for lower SES students.
Watch what's working: Carol Dweck talks growth mindset
This blog from Edutopia introduces the work of Carol Dweck, Stanford University's growth mindset guru and researcher.
How can teachers develop students' motivation and success?
In this article from Education World, Carol Dweck shares her thoughts about motivating students and offers ideas on how to build a growth mindset.
Educational Leaders sabbatical reports: Maree Flannery – growth mindsets
Teaching students about mindsets in a way that has a positive impact on them and the culture of the school.
The pygmalion effect: Communicating high expectations
In this blog, Ben Solomon discusses the Pygmalion Effect – where positive expectations influence student performance positively, and negative expectations influence performance negatively. Ben offers practical ideas for teachers on how to communicate high expectations to all students.