ERO investigated how well schools were setting targets for achievement and implementing actions that make the expected difference for learners, particularly for those learners at risk of underachieving. The study focused on how well school plans for improvement in achievement linked to actions that made a difference for targeted learners. The three evaluation questions were:
To what extent did the school meet the selected 2014 achievement target?How well were the planned 2014 actions implemented and monitored?How well was the 2015 target set?
All schools 1 reviewed in Terms 1 and 2, 2015 were involved in the national evaluation. The evaluation included 41 secondary schools and 296 primary schools.
In each school ERO investigated the impact of one 2014 board achievement target that focused on those students at risk of poor educational outcomes. ERO also investigated the quality of the 2015 achievement target.
ERO evaluated the resulting shifts in achievement for students in the target group and the factors involved. ERO reviewers explored whether:
Key domains from ERO’s 2015 School Evaluation Indicators 2 were used as follows in the final stage of the synthesis to:
The key domains from ERO’s 2015 School Evaluation Indicators referred to in figures in this report are: