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How do we bridge the gap between knowing and doing? Schools are increasingly aware that evidence-based teaching practices will improve students’ outcomes. But, of course, knowing about evidence-based approaches isn't enough. Schools need to know how to adopt these practices successfully to gain the improvements they want to see. The 'how' is just as important as the 'what'. In this article, we explore the concept of implementation and share the key implementation components we’re using with schools.

We found less than 1 in 5 students who perform below the national minimum standards in literacy and numeracy in the Year 3 NAPLAN tests catch up and stay caught up.

New research from the Australian Education Research Organisation (AERO) and Monash University has identified a potential solution that could dramatically improve learning for those students who are significantly behind their peers.

We look at who is not sitting the tests and why that matters.

A new analysis of NAPLAN data reconfirms that while students’ backgrounds influence their literacy and numeracy achievement, their results are not wholly determined by socio-economic background.

We might associate ‘top schools’ with having the lion's share of academic high-achievers. However, when we look at the distribution of achievement across all students within schools and compare it to average differences between schools, the story is not so straightforward.