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The review was administered by the Australian Education Research Organisation (Â鶹Éç) and conducted by the Centre for International Research on Education Systems (CIRES) at Victoria University. 

This paper is the first in a series of Analytical Insights papers, which provide accessible, up-to-date analysis of educational datasets.

By examining literacy and numeracy results across assessments, we can better understand the performance of Australian students over time; we can pinpoint areas of national strength and weakness and improve Australia’s educational outcomes.

Survey findings and practical guidance from an Â鶹Éç and Monash Q Project collaboration

Using evidence-based practices (EBPs), and using them well, is a critical way to improve student outcomes. Evidence-based practices are educational approaches that are backed up by research evidence.

This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. We examine attitudes towards evidence, and challenges and enablers in using evidence.

This report discusses Â鶹Éç’s 2022 analysis of NAPLAN student writing data – the most extensive investigation into this area ever conducted in Australia. 

This project aims to use research to help schools and school systems support students struggling with literacy and numeracy.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

This report summarises available evidence on writing and writing instruction.

Literacy and numeracy are critical foundations, equipping students to access learning in all other parts of the curriculum.