New research shows gap between advantaged and disadvantaged students is growing

Drawing on 17 years of NAPLAN data, new research from the Mitchell Institute at Victoria University shows clear, consistent and growing gaps between advantaged and disadvantaged students in Australia. 

The report, Years apart: Australia’s growing educational inequality show these ‘learning gaps’ only get wider as students progress through school, from the first NAPLAN test in Year 3 until the last in Year 9.  

For example, the average reading gap over the 14-year period between advantaged and disadvantaged students was two years and three months in Year 3, which increased to four years and three months by Year 9. 

And these learning gaps widened over time. In 2008, the reading gap between Year 3 students whose parents had a degree and those whose parents did not complete school was one year and eight months. By 2022, it had expanded to two years and seven months. This was not due to improvements among advantaged students, but the declining performance of disadvantaged students over this 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. 

Researchers compared students in two ways: their parents’ education level (those whose parents had university degrees versus those with parents who did not complete school), and their parents’ reported occupation. 

Lead author, Dr Andres Molina, said the results are clear and consistent – there are significant and growing learning gaps between advantaged and disadvantaged students in Australia, nationally, and in every state and territory. Between 2008 and 2025, advantaged students consistently performed better than disadvantaged students in all NAPLAN year levels, and the gap is growing.  

“It’s clear Australia is not tracking well in helping schools meet the needs of disadvantaged students, or in reaching its overarching goals of equity and excellence,” Dr Molina said. 

“The enduring nature of these learning gaps suggests the issue is structural, rather than confined to particular years or the result of short-term factors. Educational inequality in Australia is driven by policies at the system level, and it is at the system level that we see opportunities for real change.” 

The report points to a number of opportunities to address this growing education divide. 

They include: 

• 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. 

Full report: Years apart: Australia’s growing educational inequality

Media contact: Gemma Williams, Media and Communications Manager (Research and Impact) Victoria University 
M: +61 401 664 047  E: [email protected]