The NAP–SL 2023 report not only analyses science literacy across Australia’s states and territories and their various subgroups, including Aboriginal and Torres Strait Islander students, but also explores the relative performance of students of different gender, geolocation and parental education/occupation.

NAP–Science Literacy is designed to ensure that student progress and achievement in science literacy are measured in meaningful ways. It contributes to both:

• assessment for learning – enabling teachers to use information about student science literacy to inform their teaching
• assessment of learning – assisting teachers, education leaders, parents/carers, the community, researchers and policy-makers to use evidence of student proficiency in science literacy to assess student achievement against recognised goals and standards, and drive improvements in student outcomes.

This report shows that results in science literacy for students across Australia has remained steady. However, it also highlights that some disparities persist depending on a student’s background.

Key findings

• Differences in science literacy between male and female students were not statistically significant in 2023 nor in any previous cycles.
• In 2023, one out of 3 Indigenous Year 6 students and one out of 4 Indigenous Year 10 students attained the proficient standard. There has been no significant change in achievement for non-Indigenous students across all cycles.
• There appears to be a positive long-term trend in science literacy for students speaking a language other than English at home.
• Students from major cities had significantly higher achievement than students in regional areas.