More than 5000 teens fail NCEA numeracy test four times or more

More than 5,000 teenagers in New Zealand have failed the National Certificate of Educational Achievement (NCEA) numeracy test four or more times, according to a recent report by the New Zealand Qualifications Authority (NZQA). The findings highlight ongoing challenges faced by students attempting to meet the literacy and numeracy requirements necessary for obtaining NCEA qualifications. By the end of last year, 5,356 students had not passed the online “co-requisite” test after four or more attempts since 2023.

The report indicated that 2,508 students had failed the reading test at least four times, while 2,687 had failed the writing test under similar conditions. These tests, which are offered twice annually, are part of a set of requirements students must fulfill to earn NCEA certificates. Specifically, students must either pass all three tests—reading, writing, and numeracy—or accumulate 20 credits in approved literacy and numeracy standards.

According to the report, approximately 14 percent of students who satisfied the literacy and numeracy requirements last year did so via alternative standards instead of the standard tests. This alternative pathway, however, is only available until the end of 2027. Some schools expressed concerns about the difficulty students face in passing online assessments, emphasizing the importance of this alternative route for many learners.

Despite these challenges, the data also revealed that the online tests have increasingly become the main method for fulfilling literacy and numeracy requirements. In 2025, over 85 percent of students achieved the necessary standards through the co-requisite assessments. This suggests that the Ministry of Education’s recommended strategy for meeting NCEA co-requisite requirements has been effectively implemented.

The report noted that students typically needed an average of 1.3 attempts to pass the tests, with most students making their initial attempt in Year 10. Participation trends indicate a growing emphasis on developing foundational literacy and numeracy skills at an earlier stage in education. In 2025, 75 percent of enrolled Year 10 students participated in one or more co-requisite assessments, signaling a strategic shift toward early engagement with these fundamental subjects.

Looking ahead, significant changes are anticipated in the structure of secondary education. Starting in 2028, the government plans to phase out NCEA Level 1 and replace it with a foundation certificate focused on literacy and numeracy. This move is part of a broader initiative aimed at transitioning away from the current NCEA system entirely by 2030. The introduction of this new qualification framework is intended to provide a clearer and more structured path for students entering higher levels of education and training.

The transition period leading up to 2030 presents both opportunities and challenges for educators and policymakers. While the shift aims to streamline the educational process and better prepare students for future academic and career pursuits, it also necessitates careful planning and implementation to ensure that all students can successfully navigate the new system. Schools and teachers will need to adapt their teaching methods and support structures to accommodate the evolving requirements and expectations placed upon them.

As the educational landscape continues to evolve, the experiences of students who have repeatedly failed the co-requisite tests underscore the need for targeted interventions and additional resources. The data highlights the persistent difficulties some students encounter in mastering basic literacy and numeracy skills, even as others demonstrate progress through the established pathways. Addressing these disparities will require sustained efforts from multiple stakeholders within the education sector to ensure equitable outcomes for all learners.