NAPLAN measures five areas of students’ learning (reading, writing, spelling, grammar and punctuation, and numeracy) across four year levels (Years, 3, 5, 7 and 9), leading to 20 areas of assessed performance.
Whichever way you look at the data, Victorian students and schools have done exceptionally well.1. Victorian students lead the nation
The 2025 Victorian NAPLAN results were the best in the country. We ranked either first or second in 18 of the 20 measures, well ahead of any other jurisdiction.2. Year-on-year improvement
Average scores were higher in 17 of the 20 measures in 2025 compared to 2024, including improved results for secondary schools on every measure.
Not only did we improve, but we improved almost 3 times as much as the other jurisdictions that also showed an improvement on their 2024 results.
3. More high-performing students
More students achieved in the highest achievement levels (“strong” or “exceeding”) in 18 of 20 measures in 2025 compared to 2024, and Victoria had the largest or second largest proportion of students achieving at these levels on more measures than any other jurisdiction.
4. Fewer students needing additional support
In 2025, on 16 of 20 measures, fewer students achieved in the lowest level than was the case in 2024, and Victoria had the first or second lowest percentage of students in the lowest level on more measures than any other jurisdiction.
5. Higher student engagement
Student participation in NAPLAN improved at each year level in 2025 compared to 2024 and was the second highest participation rate ever, behind only the first year NAPLAN was conducted in 2008.
While these results are clearly very strong, there remains work to be done.The gap between average attainment levels in Reading for advantaged and disadvantaged students marginally decreased for Grade 3 students in 2025 compared to 2024 but remains unacceptably large. For Year 9 students, it increased.
And while the gap between average attainment levels for First Nations and non-First Nations students in Reading decreased at both Grade 3 and Year 9, this also remains unacceptably large.
And any student who remains in the ‘Needs Additional Support’ category for Reading, Writing or Numeracy is one student too many.
Nevertheless, these results are very strong and show that Victoria’s education reforms are working for even more schools, students and families.
We have shared the infographic below with our schools, to support their communication about Victoria’s results to their school communities.
Thank you to all parents, carers and families for your role in supporting Victorian students and schools to thrive.