Our vision is an Australia where evidence-informed approaches improve learning for 5-18 year olds, so that all children, regardless of background, make the best possible progress.
We seek to help break the strong link between family income and student outcomes.
Our purpose is to support educators to improve the learning impact they have on student outcomes increasing the evidence of what works and why, and by making it more widely available and actively used in classrooms, schools and systems.
We operate as a non-profit entity. Any profit generated from our work will be re-invested to further our mission.
We work with, but are separate from all Governments (Federal, State and Territory levels) so we can give unbiased, apolitical and approach-agnostic advice.
Educators around Australia can be confident that we will only promote the best evidence-based approaches to support better learning.
We believe in the power of evidence to help lift educational outcomes for young people, and we know the only place it can make a difference is in the hands of practicing educators.
We also understand the realities of budget limitations. It is not enough to know an approach is effective; it must also be cost effective.
We want to support the great leaders and teachers already working in every school across Australia with evidence about what really works to help them make better decisions in their classrooms.
The accurate and appropriate use of data and evidence can help turn great practice into common practice. When great practice becomes common practice, the whole system can grow and improve.
Special attention on disadvantage
As education is one of the key drivers to break the cycle of disadvantage, Evidence for Learning wants every child to have the chance to make the best possible progress at school, regardless of their background.
Evidence for Learning supports this in three ways:
- We actively look to run trials on programs in Low SES contexts to better understand what makes the biggest difference to learning outcomes.
- We call out and highlight different effects of the researched approaches on students in low SES contexts.
- We privilege or subsidise low SES schools in our fee based services.