Authors: Shuyan Huo, Stephen Lamb
Evaluator company/business: Centre for International Research in Education Systems (CIRES)
URL or PDF: Download the report on Effective strategies for improving student learning: results from the low SES NP evaluation (PDF, 1.41MB)
Summary: This report was prepared by CIRES at Victoria University and is part of the evaluation of the National Partnership reform initiatives in low socio-economic status school communities (Low SES NP).The report focuses on student performance in the low SES schools in NSW that participated in the National Partnership (NP) agreements, and the extent to which changes in student performance are related to NP initiatives or other factors; and the initiatives that may be identified as making the strongest contributions to changes in student outcomes.
Authors: Alison Wallace, Benita Power, Lee Holloway, Chloe Harkness
Evaluator Company/Business: Urbis Pty Ltd
URL or PDF: Download the External evaluation of the selected NPLN NSW Programs: Evaluation of Focus on Reading 3-6 final report (PDF, 1.5MB)
Summary: The evaluation aimed to assess the effectiveness of the Focus on Reading 3-6 program, to identify the extent to which the program was operating as intended and to assess whether the program had improved the educational outcomes of Aboriginal students. Focus on Reading 3-6 was designed to provide professional learning support to classroom teachers in a school or community of schools. The main goals of the program were to increase teacher knowledge about how to develop fluent readers and to develop comprehension and vocabulary skills based on effective evidence-based practices. The evaluation methodology comprised a knowledge review, scoping of data sets, site visits, and stakeholder interviews and surveys. In both the quantitative and qualitative research, the great majority of teachers and school staff reported increased knowledge and skills in teaching reading. Gains in mean reading scores were also observed for all student cohorts at Focus on Reading 3-6 schools.
On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
You can view the slides from the presentation:
Authors: Alison Wallace, Ania Wilczynski, Chloe Harkness, Amanda McAtamney
Evaluator company/business: Urbis Pty Ltd
URL or PDF: Download the National Partnership on Literacy and Numeracy - External Evaluation of the Selected NPLN NSW Programs: Taking Off With Numeracy (TOWN) final report (PDF, 1.97MB)
Summary: This evaluation set out to determine the effectiveness of the numeracy program, TOWN and the extent to which it met the goals of delivering evidence based teaching strategies in numeracy, strong school leadership and whole school engagement. TOWN was implemented in 41 schools around NSW for Years 3-6 students. The evaluation involved school visits, an online survey of teachers, stakeholder interviews, and an analysis of student outcome data. The evaluation clearly demonstrated that TOWN had a positive impact on schools and delivered numeracy outcomes for teachers and, in some cases, students.
Authors: Alison Wallace, Rohan Pigott, Chloe Harkness and Amanda McAtamney
Evaluator company/business: Urbis Pty Ltd
URL or PDF: Download the National Partnership on Literacy and Numeracy - External Evaluation of the Selected NPLN NSW Programs: MULTILIT final report (PDF, 2MB)
Summary: This report presents evaluation findings on the effectiveness of the Making Up Lost Time in Literacy Reading Tutor Program (MULTILIT). Data collection included site visits to nine schools, an online survey, stakeholder interviews and National Assessment Program - Literacy and Numeracy assessment data. Findings from the evaluation revealed there was considerable variation in the implementation of the program approach across the schools with only 16 per cent of schools implementing the recommended number of sessions. Nevertheless, gains were observed in some students assessment data and the majority of survey respondents believed overall the program was effective for improving reading.
Authors: Meg Dione-Rodgers, Susan Harriman, Barry Laing and Wanda Snitch
Evaluator company/business: Program Evaluation Unit, Student Engagement and Program Evaluation Bureau (SEPEB), NSW Department of Education
Summary: The aim of the evaluation was to assess the impact of The Reading to Learn program, which was one of several programs offered under the National Partnership on Literacy and Numeracy (NPLN). The Reading to Learn program promoted a cross-curricula and cross-year approach to learning to read and write. Eighteen schools were involved in the evaluation and measures included site visits, interviews with stakeholders, surveys, analysis of documentation and assessment data. Findings showed that there has been a varied benefit for students however the perceived benefit for teachers was derived from the shared experience of participating in the training, and the renewed focus on literacy learning in each school.
Evaluator company/business: University of Melbourne
URL or Pdf: Download the Low SES School Communities Smarter Schools National Partnership - Evaluation of staffing, management and accountability initiatives: Results from 2012 principal survey, Progress Report 3 (PDF, 973kB)
Summary: The aim of this report was to identify the extent to which Staffing, Management and Accountability reforms had been implemented as part of the Low Socio-economic Status School Communities National Partnership and the perceived effectiveness of these reforms. The evaluators surveyed school principals from participating schools, with a response rate of 59 per cent across government and non-government schools. Most schools (97 per cent) reported implementing at least one initiative from one of the five reform areas under investigation. A very high proportion of principals (97 per cent) reported implementing reforms that provided innovative and tailored learning opportunities. While still high, principals were less likely to report implementing incentives to attract high performing teachers and principals (77 per cent) and adopting best practice performance management and staffing arrangements (75 per cent). Principals reported that the reforms were effective. The reforms that were less likely to be implemented were also viewed as the most effective initiatives to bring about school improvements.
Evaluator Company/Business: The University of Melbourne’s Centre for Research on Education Systems (CRES)
URL or PDF: Download the Low SES School Communities Smarter Schools National Partnership - Evaluation of school staffing, management and accountability initiatives: Case studies, progress report 2 (PDF, 1.25MB)
Summary: This is the second progress report on the Staffing, Management and Accountability components of the Low Socio-economic School Communities National Partnership (Low SES NP). The report presents seven case studies of schools that have implemented initiatives related to staffing, management and accountability. The case studies revealed that schools had focused on five key areas: investing in teacher quality, building leadership capacity, staffing flexibility and sustainability, implementing innovative teaching and learning approaches and building organisational capacity and a culture of accountability.
Authors: Tim Wyatt and Robert Carbines
Evaluator Company/Business: Erebus International
URL or PDF: Download the Literacy and Numeracy Smarter Schools National Partnership - Evaluation of the take-up and sustainability of new literacy and numeracy practices in NSW schools: Phase 3 final report (PDF, 671kB)
Summary: This report examines the sustainability of the impact of the National Partnership for Literacy and Numeracy (NPLN) in NSW, two years after the cessation of funding for the initiative. The report analyses data from a principal survey, 20 case studies and student achievement data. The evaluation found that sustained positive impact was evident where schools experienced continuity of key staff; where there was a strong understanding of the goals of the NPLN within the school and where staff possessed a strong commitment to improve student outcomes. Despite positive anecdotal evidence, the evaluation found that there was no significant change in student outcomes in SSNP schools as measured by average NAPLAN reading and numeracy scores.
Authors: Fiona Christian, Wendy Hodge, Jade Maloney, Liesbeth Geerligs, Narelle Ong, Ofir Thaler, Miriam Motha, Rob Herbert
Evaluator Company/Business: ARTD Consultants
URL or PDF: Download the Phase 1 final report (PDF, 3.5MB)
Summary: This report presents the findings of the 2011 cross-sectoral impact survey, which gauged staff perceptions of the effectiveness of Smarter Schools National Partnerships (SSNP) reforms in NSW. The 2011 survey was administered to teachers, executives and principals from SSNP schools and responses were received from 662 of 936 SSNP schools . Analysis of survey results show, at the broadest level, SSNPs are driving reform however, no one clear coherent picture has arisen from the study.
Authors: Fiona Christian, Wendy Hodge, Liesbeth Geerligs, Ioana Ramia, Narelle Ong and Jade Maloney
Evaluator Company/Business: ARTD Consultants
Summary: These reports present the findings of the 2012 cross-sectoral impact survey, which aimed to capture responses from 247 of the 936 NSW schools participating in one or more Smarter School National Partnership (SSNP) initiatives. Responses were received from 178 schools and 829 individuals: 123 principals, 296 executives and 410 teachers. The findings are based on observational and self-reported data. Most schools were participating in the Low Socio-economic School Community National Partnership (61 per cent), the Improving Teacher Quality National Partnership (23 per cent) or a combination of Partnerships (15 per cent). The authors report that many strategies have been successfully implemented under the SSNP and in combination, these are leading both directly and indirectly to significant educational changes within schools, particularly improvements in teacher capacity and professional collaboration within the school.