The 2024 NAPLAN ³Ô¹ÏÍøÕ¾ Report has been released today by the Australian Curriculum, Assessment and Reporting Authority (ACARA) and provides results from literacy and numeracy testing undertaken in March 2024 by students in years 3, 5, 7 and 9 across Australia.
2024 marks the second year since the resetting of NAPLAN testing, with 4 proficiency levels now reported; Exceeding, Strong, Developing and Needs additional support. These proficiency levels have been determined by the professional judgement of expert teachers. Prior to 2023, reported results were across 10 bands determined by a statistical process.
Each of the 4 proficiency levels have descriptors that provide clear information to parents on their child’s literacy and numeracy skills at the time of the NAPLAN testing and will inform discussions with schools on their child’s progress.
NAPLAN tests a student’s ability in numeracy, reading, writing, spelling, grammar, and punctuation. It does not represent everything a child knows or has achieved. NAPLAN results provide important data for systems, schools, and teachers to understand how education systems and students are performing and where support is required for improvement.
In 2023, as agreed by federal, state and territory education ministers, NAPLAN testing was moved to Term 1, bringing the test forward to enable provision of information to teachers sooner to support students who need it.
Snapshot of NT 2024 NAPLAN results
Whilst overall participation rates in NAPLAN testing in the NT have remained the same in 2024 as compared to 2023, at 79.4%, NT participation in NAPLAN remains below other jurisdictions and is below the ACARA technical standard of 90%.Years 3 and 5 participation rates in the NT have increased and years 7 and 9 participation rates have declined.The results show that while there were small increases and decreases across domains and year levels, the overall results were broadly stable and there were no significant changes in NT 2024 NAPLAN results at the jurisdiction level compared to 2023. There were also no significant changes in other jurisdictions.NT results compared to other jurisdictions are lower in every domain and year level. This, however, reflects the starkly different and more disadvantaged student population, and is consistent with previous years.Geolocation result comparisons are positive.Results for NT non-Aboriginal students compare well to non-Aboriginal students in the same geolocation in other jurisdictions.Results for NT Aboriginal students in outer regional locations are similar to outer regional Aboriginal students nationally.Approximately one third of NT students are categorised as Needs additional support, compared to around 1 in 10 nationally. This again reflects the significantly higher proportion of NT students in the bottom Socio-Educational Advantage quartile, 44% compared to 25% nationally.Across year levels and domains, 3 to 12% of all NT students are categorised as Exceeding. More than 50% of NT Aboriginal students in remote and very remote geolocations are at the Needs additional support proficiency.
Quotes from Department of Education Chief Executive Karen Weston
“We know there is work to do to ensure teaching in every classroom is directed to where our students’ capabilities are and where they need to grow.
“It’s important to recognise the NT context is unique, and there is a broad spectrum of challenges for many of our students to overcome so they can effectively and positively engage in education.
“We recognise that the recent federal and territory government funding announcement, of $1.1 billion to fully and fairly fund NT schools from 2025 to full funding in 2029, recognises the significant support our schools need to be well resourced so they can provide Territory students with a quality education.”
We have the right policies and funding in place to deliver engaging and culturally appropriate education to improve attendance and deliver positive long-term outcomes for all Territory students. Our focus will continue to be on making improvements in key areas of STEM and reading.”
