NAPLAN learning gap between rich and poor kids revealed in new data

An appalling learning gap of up to five years exists between some kids, NAPLAN analysis reveals, prompting calls for more funding for public schools.

A learning gap of up to five years exists between year 9 students from high and low socio-economic groups, new analysis of NAPLAN data has revealed.

The gulf between year 9 students with parents with a bachelor’s degree or higher and those whose parents completed only year 11 at school is 98 points for reading, 107 points for writing and 111 points for numeracy, the report from Save Our Schools shows.

“The latest NAPLAN results reveal the enormity of the challenges facing Australia’s school system,” Save Our Schools convener Trevor Cobbold said.

“They show vast achievement gaps between rich and poor, a huge proportion of equity group cohorts not achieving national proficiency standards and a very large proportion in need of additional support in their learning.”

Students Indiana Thompson, Azalea Hacking and Henry Rindfleish from Mendooran Central School, which performed well in the most recent NAPLAN results. Picture: Dean Marzolla

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In the report from the public schooling lobby group, Mr Cobbold argued there was “little prospect” the gaps could be reduced despite education equity targets and new funding agreements.

A four-year learning gap was also visible when comparing the NAPLAN results of year 9 students with parents from the highest occupational group – managers and qualified professionals – and the lowest, which are machine operators, hospitality staff and sales assistants.

“Students from the highest occupation group achieved 83-96 points more than those of parents not in paid work and which represent over four years of learning,” Mr Cobbold said.

The results also show a very large proportion – half to two-thirds – of disadvantaged students are not achieving national proficiency standards in reading, writing and numeracy.

By contrast, only 16-23 per cent of students of highly educated parents and 18-24 per cent of parents in the highest occupation group are did not achieve the standards.

“The proportion of disadvantaged students not achieving the standards is about three times that of more advantaged students,” Mr Cobbold said.

Trevor Cobbold has done a new analysis of NAPLAN results for Save Our Schools lobby group.

His analysis shows that in 2023, 81 per cent of all low socio-economic students attended public schools and 91 per cent of all schools with over 50 per cent of their students in the lowest SEA quartile were public schools.

The latest NAPLAN results were released in July, with a new gender analysis showing twice as many boys as girls seriously failing in writing at every year level and one third of children overall still failing to meet national benchmarks.

Minister for Education Jason Clare said: “If you are a child from a poor family today, you are less likely to make it to university. You are less likely to finish high school. You are more likely to start school behind or fall behind. And you are less likely to go pre-school or child care.”

“It’s all connected. That’s why we need to reform the entire education system. The agreements we have now signed with every State and Territory to fix the funding of our public schools are part of that.”

Yorkeys Knob state school principal Michelle Erwin with year 5 students Christal Ayling, Qade Trout and Laya Guedes. Her school posted excellent NAPLAN results in 2025. Picture: Peter Carruthers

Opposition education spokesman Jonno Duniam said the education system is “failing too many children, particularly those from disadvantaged backgrounds”.

“A five-year learning gap between students based on their parents’ education is simply unacceptable in a country like Australia,” he said.

“We must do whatever it takes to lift standards. That means a laser focus on foundational skills like reading, writing and maths, and giving teachers the tools and time they need to do their jobs properly.”

“No child’s future should be limited by their postcode or their parents’ education level.”

Announcing the release of the July NAPLAN results, the CEO of the Australian Curriculum, Assessment and Reporting Authority, Stephen Gniel said the results overall were “broadly stable”.

“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,” he said.

Originally published as NAPLAN learning gap between rich and poor kids revealed in new data