NAPLAN participation - who is missing the tests and why it matters
Our paper draws on the latest NAPLAN data to investigate declining participation rates and what that means for teachers, schools and education systems.
Writing development: what does a decade of NAPLAN data reveal?
The largest and most comprehensive study ever undertaken on this subject in Australia.
Have your say
If you’d like to be involved in shaping our research, resources and future work, please register your interest for our panel of educators, teachers and leaders (PETL)
Family engagement support guides
Guides for engaging with families from culturally and linguistically diverse backgrounds and families of children who are in out-of-home care.
The Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) test
This new worksheet helps teachers and educators to reflect on a piece of research and help educators and teachers to make decisions about what could be used in practice.
Research reflection guide worksheet
We have developed a new worksheet to support educators in reflecting on a piece of research and explore how relevant the research is to your context, whether you should implement the approach and what you can do to ensure the approach is used effectively.
Analytical insights
Analytical insights papers provide accessible, up-to-date analysis of educational datasets, such as the National Assessment Program Literacy and Numeracy (NAPLAN) dataset.
Evidence use in schools
Our national snapshot on evidence provides a picture of the current state of evidence use and the use of evidence-based practices in schools across Australia, and where we need to know more.
Professional learning
We have established our first professional learning collaboration, partnering with the Australian Literacy and Numeracy Foundation (ALNF).
Introduction to the science of reading
An easy-to-read summary that aims to support educators and policymakers to understand the cognitive science behind how students learn to read and the research on effective instruction.
