The Progress in international reading literacy study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy.

This report presents the findings from a survey and interviews with students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum in schools where most students have these skills.

To improve pathways and outcomes for disadvantaged students in the future, this report finds that demonstrating to young people the value and applicability of mathematics in early adolescence was a key determinant of students’ future persistence in STEM.

The purpose of this briefing paper is to provide evidence of the likely impact on educational outcomes for vulnerable children learning at home as a result of the COVID-19 response measures, and the merits of a range of delivery models.

This article asks whether Australian school students are sufficiently digitally literate and confident to effectively transition to online learning and whether teachers have demonstrated the capacity to use digital technologies in their teaching and learning practice to facilitate this transition.