How kids’ gender and location impacted NAPLAN results

KEY TAKEAWAYS

* Almost one-in-three Indigenous students not meeting basic education standards and classified as needing extra support, compared to just under one-in-ten non-Indigenous students

* Two thirds of students classified as ‘strong’ or ‘exceeding expectations’ levels in literacy and numeracy, with results relatively stable

* Location, family background and socio-economic status continue to be factors in students’ scores

RESULTS

* Year 3 and 5 students recorded better literacy and numeracy results compared to 2024

* A jump in year 7 and 9 students classified as needing extra support

* Small improvement to numeracy skills for year 5, 7 and 9 but results generally relatively stable

GEOGRAPHIC AND BACKGROUND DIVIDES

* One-in-five students in very remote areas were considered strong or exceeding expectations, compared to 70 per cent of students in major cities

* High percentage of Indigenous students classified as needing additional support compared to overall student population

* Small increase in Indigenous students in years 7 and 9 achieving ‘exceeding results’ in writing and numeracy

* Students from highest socio-educational background, classified by parental education or occupation, scored higher than other students

GENDER

* Girls performed better on literacy testing and boys performed better on numeracy testing

* The literacy gap emerged in early secondary school, with 71.1 per cent of year 7 female students achieving strong or exceeding writing results, compared to 57 per cent of males

* The numeracy gap began in primary school, already by year 3 some 6.1 per cent fewer female students achieved exceeding results than male students

PARTICIPATION

* 1.3 million students sat the tests and participation is back up to pre-pandemic levels, with 93.8 per cent sitting at least one test

* Highest participation in Queensland notable as testing happened in the days after Cyclone Alfred struck

QUOTES

* “The latest results also continue to highlight areas that need collective attention, such as supporting students from our regional and remote areas, those from a disadvantaged background, and Indigenous students” – Australian Curriculum Assessment and Reporting Authority chief executive Stephen Gniel

Rachael Ward
(Australian Associated Press)