03/05/2026
Older students haven’t had the benefit of the investment in structured literacy and numeracy
As Year 11 students nationwide prepare for the NCEA Literacy and Numeracy Common Assessment Activities (CAAs), attention must also be given to the broader factors influencing student success, particularly students who struggle. These assessments are conducted online during regular school hours, with schools typically providing digital devices for each student. Many secondary schools have reported that students who undertake additional preparation outside the classroom are more likely to achieve success on their first attempt, and a range of online study resources are made available to support this process. Consequently, schools often encourage caregivers to assist with home-based revision by engaging with study materials alongside their children.
While this expectation may appear straightforward, evidence suggests that such support cannot be assumed to be equally accessible across all households. RNZ reported that Aotearoa/New Zealand has experienced a significant decline in international adult literacy and numeracy rankings. According to the OECD, although many countries recorded lower scores compared with the previous assessment cycle, Aotearoa/New Zealand’s declines were among the most substantial. This is particularly concerning, as students requiring the greatest academic support are often those whose caregivers may themselves experience difficulties with reading, writing, comprehension, and mathematical proficiency.
In addition, many schools rely on digital platforms such as Google Classroom to distribute learning materials. Although these systems are efficient for many families, they may present considerable barriers for caregivers with literacy, numeracy, or digital capability challenges. As a result, inequities in access to effective support may widen, further entrenching disparities in achievement outcomes.
It is also important to recognise that many of the students currently in secondary school did not benefit from the widespread implementation of structured literacy and evidence-informed literacy approaches in their earlier years of schooling and therefore may have entered high school significantly behind their peers. Despite these challenges, many continue to persevere with determination. We extend our best wishes to all students undertaking their NCEA Literacy and Numeracy Common Assessment Activities (CAAs).
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