A dip or plateau in students literacy learning progress is reported internationally to occur between the ages of 9 and 13. In New Zealand, concerns are raised in the media and in political debate about the underachievement of children in terms of literacy. In particular, it is frequently cited that 20 percent are failing in reading.

Investigating the impact of cross-sector collaboration to improve numeracy progress.

In 2006, schools in Kaikohe came together to talk about the new New Zealand Curriculum document and its implications. The teachers split into learning areas to talk about their particular subjects. The discussion amongst the mathematics teachers resulted in the formation of a cluster group: the Kaikohe Mathematics Cluster (KMC).

This paper is focused on a research study exploring the extent to which student-led conferences can be considered effective as an alternative reporting method. Included is a brief literature review, an overview of the study, preliminary results and a summary of key themes that are emerging from the data. Challenges for research and policy development around effective reporting practices are identified.

School transition is recognised as one of life’s major change events for children and young people (Felner et al., 1983). It is known that most children negotiate a smooth and successful move to secondary school, and that students, families, and teachers are all critical contributors to the quality of transition outcome. There is considerable understanding of theinstitutional practices that support positive transitions of the student majority.

The Johns Hopkins University Center for Talented Youth (CTY) has earned an international reputation through the model it has developed for working with students of high mathematical and/or verbal ability (Touron, Touron & Silvero, 2005). Since 1979, the institute has increased the number of provisions it offers to meet the needs of students who demonstrate high academic ability on out-of-level standardised testing (Barnett, Albert & Brody, 2005).

For years after Tomorrow's Schools instituted self-managing schools, I found myself on the map of the many visitors who came to see how New Zealand had made this radical change, and what impact it had actually had on schools and learning.

My contribution to Cognition's 20th anniversary publication focuses on schooling improvement in New Zealand since the introduction of the Tomorrow's Schools legislation. The opinions expressed in this chapter are my own and do not necessarily coincide with or represent those of the Ministry of Education.

By any measure, the degree of change faced by the New Zealand school system over the past twenty years has been huge. Tomorrow's Schools signalled a significant change in roles and relationships within the school system.

Each education minister has to relearn a lesson which their predecessors have already learnt the hard way. You can make education policy in offices in the capital, but you cannot implement it without the cooperation of teachers. Therefore in some way, the politicians and the teachers have to establish a working relationship.