The literacy and numeracy strategy commits to rigorous evaluation to focus investment and effort on what works.
The next four years
As part of the strategy, an independent evaluation of the K-2 Action Plan has been commissioned. Continuous evaluations of literacy and numeracy programs used in schools will also take place, to help schools and systems make informed decisions. The Centre for Education Statistics and Evaluation (CESE) is currently evaluating the effectiveness of two literacy programs in public schools: MiniLit and Language, Learning and Literacy (L3) and a numeracy program called Targeted Early Numeracy (TEN).
An independent evaluation of the K-2 Action Plan from 2012 to 2016 has already taken place. The evaluation provided some important lessons that will inform the next four years of the K-2 Action Plan, particularly the importance of:
- targeted support from schools sectors
- school leadership
- instructional leaders
- quality teaching
- data analysis and formative assessment.
In 2015, an evaluation of a literacy intervention program called Reading Recovery in public schools found some evidence that it had a modest short-term effect on reading skills among the lowest performing students. However, it found no evidence of any positive long-term effect of this program on students’ reading performance.
School level planning and evaluation
The new national literacy and numeracy learning progressions will allow schools to track student progress over time, providing regular and reliable data to assist with decision-making.
For more information about evaluation in a school context, visit the Evaluation Resource Hub.