Our results

We promote programs and practices that have been scientifically proven to be the most effective. Our education model is based on results from our Academies, school network and international evidence.

Internal reports          External evaluations of our work

Flexible Literacy in Remote Primary Schools Interim Report Impaxsia 2016

In 2016 Good to Great Schools Australia (GGSA) commissioned Dr Annie Holden of ImpaxSIA Consulting to undertake an interim evaluation of the impacts to date of the implementation of the Flexible Literacy for Remote Primary Schools Program (FLRPS).

Jack Keating Memorial Lecture transcript John Hattie 2016

This paper argues that we must intentionally change the narrative that frames our definition of ‘success’ in education and our priorities for reform. The narrative of choice and autonomy has impeded and undermined our focus on enhancing achievement for every student.

CYAAA Teaching and Learning Report, Department of Education, Training and Employment, Queensland Government 2014

The school leadership team has established and is driving a strong improvement agenda for the school.

Evaluation of the Academic Progress of Children Served by the Cape York Aboriginal Australian Academy, Bonnie Grossen 2013

The purpose of this analysis is to evaluate the DIBELS data in order to gain any insights these data may offer in regard to the academic effects of the CYAAA project.

John Hattie NAPLAN Analysis CYAAA 2012

Some preliminary analyses of the three Cape York schools on NAPLAN.

John Hattie NAPLAN Analysis CYAAA 2009-2013

Cape York Aboriginal Australia Academy NAPLAN results analysis 2009 – 2013. By Professor John Hattie, University of Melbourne.

CYAAA Teaching and Learning Audit, Department of Education, Training and Employment, Queensland Government, 2011

Cape York Aboriginal Australia Academy NAPLAN results analysis 2009 – 2013. By Professor John Hattie, University of Melbourne.

‘How the World’s Most Improved School Systems Keep Getting Better’ McKinsey 2010

There is a recent and rapidly growing appetite for figuring out and accomplishing what is called “whole system reform”—how to improve all schools in a district, a region, a state, province of country.

“There is still much to do. We have to keep striving. We can’t say our schools are good until every single child is at grade level in literacy and numeracy. Every child who wants to play music should be able to do so from Kindergarten into secondary school.
We want every child to be able to formally learn their languages and cultures. And every child needs to be succeeding in a high expectation, high quality boarding school.
That is when we will have truly succeeded. That is when we will have Great schools — when our children have the ‘best of both worlds’ and can choose fulfilling lives.”
Noel Pearson, Chairman – Good to Great Schools
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