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This explainer provides an introduction to the multi-tiered system of supports framework (MTSS) for secondary school leaders and teachers looking to support students in improving their literacy and numeracy skills.

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.

In this article, Adam Inder shares findings from AERO’s Implementing Effective Tiered Interventions in Secondary Schools' project.

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.

How do we close equity gaps in learning and development, and best support children from disadvantaged backgrounds to catch up to their more advantaged peers?