Research reports

School strategic plans are multi-year and annual plans produced through regular school review cycles to communicate a school’s intentions for improvement. AERO conducted a literature review to understand the features of effective school strategic plans.

This national research snapshot collects evidence on the use of evidence-based practices in Australian ECEC services using Q4 2021 National Quality Standards data.

This national research snapshot collects evidence on evidence use in Australian early childhood education and care (ECEC) services.

This methodology outlines the processes AERO used to collect and analyse data for national research snapshots on evidence use and use of evidence-based practices in early childhood education and care.

AERO is collaborating with Murdoch Children’s Research Institute (MCRI) to examine readiness for change.

Explains the domains of children’s learning and development that are covered by the early childhood learning trajectories.

The Australian Council for Educational Research (ACER) conducted an online survey and a series of interviews as part of a project commissioned by the AERO. The survey and interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum.

This review aimed to identify gaps in knowledge about supporting students behind their peers in Years 7 and 9.

The review was administered by the Australian Education Research Organisation (AERO) and conducted by the Centre for International Research on Education Systems (CIRES) at Victoria University. 

By examining literacy and numeracy results across assessments, we can better understand the performance of Australian students over time; we can pinpoint areas of national strength and weakness and improve Australia’s educational outcomes.

This paper is the first in a series of analytical insights papers, which provide accessible, up-to-date analysis of educational datasets.

This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. We examine attitudes towards evidence, and challenges and enablers in using evidence.