2026 NAPLAN results show literacy and numeracy gaps across Australia

Consensus Summary

The 2026 NAPLAN results, released in August after testing 1.2 million students in March, reveal a persistent decline in literacy and numeracy skills, particularly among year 3 students. Almost 40% of Western Australia’s year 3 cohort scored in the lowest tiers for numeracy, while nationally, one-third of students failed to meet benchmarks in core subjects. The data shows stagnation or regression in reading and writing across most year levels, with year 3 numeracy scores hitting their lowest point since 2023. Despite slight improvements in years 5, 7, and 9 numeracy—including 29,000 more students exceeding benchmarks since 2023—the early years remain a critical concern, as experts describe the trends as a 'national tragedy' given the foundational importance of these skills.

The decline in NAPLAN results follows years of debate over teaching methods, with federal and state governments increasingly mandating evidence-based practices like phonics and small-group tutoring. Federal Education Minister Jason Clare linked the improvements in years 5 and 9 to these interventions, while ACARA’s Stephen Gniel emphasized the need for a 'collective attention' on reading and writing. The results also highlight stark disparities: students in remote areas and from disadvantaged backgrounds consistently underperform, with only 23% of very remote students scoring 'strong' or 'exceeding' in reading and numeracy, compared to 70% in major cities. Gender gaps persist, with females outperforming males in literacy and males excelling in numeracy, prompting a parliamentary inquiry into the issue.

Western Australia’s results stood out for their mixed performance, with year 9 students outperforming the national average in every category while year 3 lagged severely. Queensland, ranked second-last among states, saw year 3 and 9 students score worse than last year in every subject, though year 5 and 7 students showed improvements in numeracy and writing. Victoria emerged as the top-performing state, with higher average scores across all disciplines, a trend attributed to its lack of remote communities and strong adoption of explicit teaching methods. The state’s Sunshine Primary School, for instance, credited phonics programs introduced in 2019 for lifting grade 5 results, demonstrating the impact of targeted interventions.

Coverage of the results diverged on specific details, such as the extent of year 3 numeracy declines and the reasons for lower participation. The Guardian noted that Tasmania’s state-level results were excluded due to poor data standards, while ABC and THEAGE focused on broader participation drops caused by industrial action and natural disasters. ABC highlighted Western Australia’s year 9 success and Queensland’s regional disparities, whereas THEAGE and Guardian emphasized Victoria’s leadership in numeracy and reading. Contradictions also arose in reporting year 9 numeracy trends, with ABC omitting comparisons to 2023 scores that THEAGE and Guardian included, and differing accounts of year 3 writing declines in WA.

Experts and policymakers agree that the results underscore the urgency of addressing early-year education, with calls for stronger phonics and numeracy checks in year 1. Federal funding tied to these reforms suggests a shift toward more standardized, evidence-based teaching, though critics caution against overhauling programs based solely on annual test data. The next steps include the rollout of mandatory year 1 numeracy checks, a review of the foundation-to-year 2 maths curriculum, and ongoing efforts to close gaps for Indigenous, regional, and disadvantaged students. As schools release individual and state-level results later this year, the focus will remain on whether targeted interventions can reverse the downward trends in literacy and numeracy.