In this evaluation, ERO wanted to understand the quality and outcomes of relationships parents and whanau have with schools when the focus is on improving educational outcomes.
In each school, ERO looked at:
How the school was working with parents and whanau to improve the education outcomes for students who were at risk of underachievement.
All schools 1 reviewed in Terms 3 and 4, 2014 were involved in the national evaluation.
The evaluation framework had two parts. The first explored the quality of the school's relationship with most parents. The second was the in-depth investigation associated with students who had been at risk of underachievement and were now experiencing success.
In each school, ERO looked for a group of students whose accelerated progress had been supported by building relationships with parents and whanau. Although previously at risk of underachievement, these students had made more academic progress than was expected for one year, and now experienced achievement equivalent to their peers. We investigated how engagement with the students' parents and whanau had supported their accelerated progress and improved achievement.
ERO was interested in how well parents and whanau, teachers and leaders, and students were deliberately involved in:
The details of ERO's investigation of how the school was working with these parents and whanau are included in Appendix 2: Evaluation framework and investigative questions, and shown in Figure 2.
Our judgements about the quality of the relationships were based on whether deliberate actions included:
ERO deliberately sought examples of practice where Māori and Pacific students’ progress hadaccelerated; hence a quarter of all examples included all or mostly Māori students, and an eighthincluded all or mostly Pacific students. Although not intentional, nearly half of the examples focusedon all or mostly boys.
ERO’s 2015 report Inclusive practices for students with special education needs in schools includesexamples of how schools work collaboratively with parents and whānau of students with specialeducation needs.2