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Two female students and one male student from different cultural backgrounds reading together in a classroom.

Does background determine student achievement?

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.

3 male students happily conducting a science experiment wearing lab cots and goggles.

There is no such thing as an ‘average’ school

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.

Catching up: How to close equity gaps in education

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?

Three adults sitting in a professional setting in discussion

Narrowing the gap between research, policy and practice: The challenge of implementation

How does a national agency support the effective implementation of evidence, particularly at scale? Learn how the Australian Education Research Organisation (AERO) plans to address the implementation challenge.

Two female teachers have a conversation while viewing a laptop in the school yard.

Evidence use in schools and early childhood settings – how do practitioners say they are supported?

Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on evidence.

Young pupil watching another pupil paint on an easel

The science behind fostering children’s early learning and development

AERO’s ‘science of learning and development’ project will support teachers and educators to incorporate knowledge about how brains and bodies develop into their practice, beginning with early childhood education and care (ECEC) services.

Using evidence to improve children’s outcomes

Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.

A group of 5 adults sitting and standing in front of a computer screen in discussion. Over the image are two logos: The Australian Education Research Organisation and Ochre Education

AERO and Ochre Education announce new partnership and free resources for teachers

AERO and Ochre Education have entered into a new partnership agreement to provide Australian teachers with engaging, high-quality instructional resources that support effective evidence-based practices.

An early childhood educator outside with three children. The educator is kneeling down to speak to them at their level.

Evidence-informed practice – ‘What works’ for continuous quality improvement in early childhood education and care

Gabrielle Sinclair, CEO of the Australian Children's Education and Care Quality Authority (ACECQA), provides insight into 'what works' for continuous quality improvement in early childhood education and care.

A photograph from behind of a young boy counting plastic coins.

Evidence-based teaching strategies: How often are Australian teachers using them?

The Australian Education Research Organisation (AERO) recently surveyed teachers across Australia about how often they used specific teaching strategies.

Two young children, about 4 or 5 years old, sitting at a desk with a pen and book

The importance of school transitions

Children’s transitions from early childhood education and care (ECEC) to school can have lasting effects on their learning and development.

Evidence matters for quality early childhood education and care

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.