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This commissioned report provides an overview of the evidence underpinning a knowledge-rich curriculum and outlines the key design features and enablers to effectively enact a knowledge-rich curriculum in schools.

This project identifies trends, challenges and opportunities in education datasets and generates actionable insights that can support improved outcomes in schools and ECEC services.

Jenny Donovan discusses AERO's analysis of NAPLAN writing data and the importance of writing instruction. Originally published in The Mandarin.

This is the fourth in a series of 4 practice guides designed to help teachers, educators and leaders use research evidence to strengthen decisions about their practice. It provides advice for making decisions about implementing a new approach, as well as links to additional resources and information.

This is the third in a series of 4 practice guides designed to help teachers, educators and leaders use research evidence to strengthen decisions about their practice. It provides advice on tools and strategies for assessing research evidence.

This practice resource is designed to help teachers, educators and leaders reflect on and decide whether a piece of evidence is relevant to their context and whether the corresponding approach is likely to be effective in their school, service or learning environment.

Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?

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?

We asked the educators, teachers, education leaders and policymakers across Australia about what Australia's education evidence body should focus on.

Data is critical to AERO achieving its vision of excellent and equitable outcomes for all children and young people.

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.