The 2018 NAPLAN National Report has been published, confirming the initial findings of the preliminary information released in August 2018.

This national report provides further information to the August 2018 summary release: comparisons of performance by gender, Indigenous status, language background other than English, parental occupation, parental education, and school location:

Indigeneity: Since 2008, there have been some significant cumulative gains in some domains and year levels for Indigenous students, including reading (Years 3 and 5), spelling (Years 3 and 5), grammar and punctuation (Years 3, 5, 7 and 9) and numeracy (Years 3, 5 and 9).

LBOTE: Compared with 2008, there have been some significant cumulative gains in some domains and year levels for students with language background other than English (LBOTE), including reading (Years 3 and 5), grammar and punctuation (Years 3 and 7), spelling (Years 3 and 5) and numeracy (Year 5).

Gender: Compared with 2008, there have been some significant cumulative gains in some domains and year levels for female students, including reading (Years 3 and 5), spelling (Year 5), grammar and punctuation (Year 3) and numeracy (Years 5 and 9). Similarly, there have been some significant cumulative gains in some domains and year levels for male students, including reading (Years 3 and 5), spelling (Years 3 and 5), grammar and punctuation (Year 3 and 7) and numeracy (Year 5 and 9).

In confirming the preliminary results released in August, at the national level, compared with 2008:

The performance of Australian students in Years 5 and 9 – numeracy, Years 3 and 5 – reading, Years 3 and 5 – spelling, and Years 3 and 7 – grammar was significantly above the NAPLAN 2008 average.

The writing test results in Years 5, 7 and 9 were below those observed in the base year (2011).

Compared with 2017 results, there were no statistically significant changes in any of the NAPLAN test domains.