Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

Education Review Office reports


A series of reports published by the Education Review Office (ERO) in 2008 investigated the relationship between parent engagement and student success.

In one of these reports Partners in learning: Good practice, ERO discusses some of the research supporting the contention that relationships of partnership can result in school improvement and student achievement.

This research is consistent with ERO’s own evaluations. ERO’s summary of the research findings is grouped into the lists below.


Family/whānau and engagement with school

The majority of parents care about their children’s education and, with encouragement, will enter into productive partnerships with schools to raise achievement levels.

Parents, whānau and families initially become involved in activities that directly affect their own children but can be drawn into wider school activities.

 Parents from economically disadvantaged and/or ethnic minority groups are the least likely to become involved in school activities.

The extent to which parents become involved is influenced by their own schooling experiences and their perception of the school’s culture and willingness to accept their contributions non-judgementally.

Parental involvement in school activities lessens as students progress through the school system.


Educational success and family/whānau engagement

Effective partnerships between parents, whānau and families, communities, and schools lead to improved educational, social, and behavioural outcomes.

Programmes that engage whānau and families in supporting learning at home are linked to higher student achievement.

Schools that set goals with a focus on student achievement and regularly share student data with students, parents and the wider community are more successful in achieving their goals.

Teachers and parents who set high, but attainable expectations in a supportive, reflective learning environment increase student success, regardless of students’ socio-economic status or ethnicity.

Whānau/families and communities that engage in and support children’s learning profoundly shape children’s aspirations and expectations.

The involvement of parents, whānau and families strengthens adult and family literacy and ongoing participation in education and work.

Leadership and partnership for engagement

The most effective partnerships are where all parties construct and share common visions and goals.

School leadership is a strong factor in enabling schools to develop a strong cohesive vision which is central to parent-school partnerships.

May 2008, pages 5-6

Despite these findings, a recent ERO report (June 2010) indicates that many educators are yet to recognise their professional responsibility to provide a learning environment that promotes success for Māori students. This report is one of a series, with the previous report having been published in 2006. The reports show that in many schools, the opportunity to enhance student achievement through building effective partnerships is not being realised.

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