This report draws on 17 years of data from the National Assessment Program – Literacy and Numeracy (NAPLAN) to understand the extent of the learning gaps by student socioeconomic background across Australia and in each state and territory. It also examines what has been happening over time.

Rather than looking at raw scores, the study used an approach called ‘Equivalent Years of Learning’ which shows learning outcomes in years and months compared to the Australian average. This paints a picture of how far apart students from different backgrounds are as they progress through school. The research shows clear, consistent and growing gaps between advantaged and disadvantaged students in Australia. 

Key findings

• Australia is not tracking well in meeting its educational goals of equity and excellence.
• Between 2008 and 2022, advantaged students outperformed disadvantaged students at every year level in the reading and numeracy NAPLAN domains.
• Learning gaps between advantaged and disadvantaged students are generally larger in reading than in numeracy, especially in the primary school years.
• Learning gaps in numeracy are smaller in the primary school years and larger in the secondary school years.
• These learning gaps begin in Year 3 and widen as students progress through school, such that the largest gap is observed in Year 9. 

The report points to a number of opportunities to address this growing education divide, including:

• address double-disadvantage some students face by revisiting the funding model
• more wrap-around services like Full-service schools to help disadvantaged students, schools, and communities
• address inequality early – such as through early education so children start primary school set up for success.