School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.

There is a well-established way of thinking about schooling. But is there another way? Professor Geoff Masters AO discusses.

One of the biggest challenges we face in improving quality and equity in our schools is to better address the learning needs of the many children who, on entry to school, are at risk of being locked into trajectories of long-term low achievement, writes Professor Geoff Masters AO.

One of the biggest challenges educators face is to find better ways to meet the learning needs of the many students who fall behind in our schools, fail to meet year-level expectations (often year after year) and, as a consequence, become increasingly disengaged, writes Professor Geoff Masters AO.

According to Professor Geoff Masters AO, one of the biggest challenges we face in school education is to reduce current disparities in the schooling experiences of students in Australia’s most and least advantaged schools

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

Professor Geoff Masters discusses recent developments in assessing student learning and how they will shape the future of assessment.

Is there a ‘best’ way to establish the levels of knowledge, understanding and skill that students have attained in a subject by the end of Year 12?

By the turn of the century, the observation had been made in many countries that substantial increases in expenditure on schools had failed to deliver measurable improvements in student performance. But just how effective are incentives as an improvement strategy?

It’s important to keep in mind that there are three central uses of data in school education. Professor Geoff Masters AO discusses.