# Uplift in math results described as 'broad and encouraging' > New Zealand's math scores rise after pandemic dip, but sustainability remains uncertain. - Title: Uplift in math results described as 'broad and encouraging' - Summary: New Zealand's math scores rise after pandemic dip, but sustainability remains uncertain. New Zealand's math scores improved in 2026 but remain below 2012… - Keywords: education, math, pat, nzcer, erica stanford, curriculum, policy, reading, pandemic, politics, news, Uplift - Source: NZ Herald — https://nzherald.co.nz/nz/politics/uplift-in-math-results-described-as-broad-and-encouraging-but-can-it-be-sustained/CBO44FUUMRGY3M4ZVRVVDNNPQQ - Read time: 2 min - Topics: nz, education, math, pat, nzcer, erica stanford, curriculum, policy, reading, pandemic, politics, news ## New Zealand Council for Educational Research report The report covers 14 years of tests from 2012 to 2026 for Year 4-8 students. > The report covers 14 years of tests. Photo / NZME ## Math scores show broad improvement Math scores rose in 2025 and 2026, reaching one-third of a year ahead of 2024 levels. > The 2026 average score was 'around one-third of a year ahead of the 2024 average score'. ## Reading comprehension trends Reading comprehension declined below 2012 baseline in mid-2010s and has not fully recovered by 2026. > Reading comprehension started declining below the 2012 baseline in the mid-2010s and has never fully recovered. ## Reading vocabulary shows gains Reading vocabulary improved over time, reaching a high in 2026 after staying near baseline through mid-2010s. > For reading vocabulary, the results stuck around the baseline through the mid-2010s before improving over time, reaching a high in 2026. ## Education Minister's stance Education Minister Erica Stanford credits teachers for implementing reforms with fidelity, saying results reflect their efforts. > But, importantly, we have to give credit where it’s due to teachers. This is thanks to them. They have picked up this reform programme. They have implemented it with fidelity, and the results that we’re seeing today is a credit to them. ## Policy attribution debate Dr David Coblentz warns against attributing math improvements to any single policy, noting the need for more research on causes. > We do see that for both mathematics and reading comprehension, the bulk of the change over time is already there at Year 4, meaning these students are arriving at Year 4 with most of their achievement relative to previous years already in place. It would be illuminating to follow these cohorts over a longer period. ## Timeline of improvements Math scores rebounded in 2023 after pandemic-related decline, with 2026 results showing sustained gains but below 2012 baseline. > The maths rebound began in 2023, which was before the coalition Government’s daily hour requirement was introduced (in 2024) and before the maths action plan of 2025. ## Policy implementation timeline The government introduced daily math hour requirement in 2024 and math action plan in 2025, but these came after the 2023 math rebound. > The 2026 mathematics results are the first to follow a full school year under the revised curriculum, so later results will be more informative about whether improvement continues. ## Long-term sustainability concerns NZCER emphasizes the need for longitudinal data to track whether improvements in math and reading persist over time. > True progress requires longitudinal data tracking the same cohort over time. ## Education Minister's optimism Education Minister Erica Stanford describes current math results as 'broad and encouraging' but stresses the need for sustained improvement. > We need to see more of this over the next few years. ## Reading comprehension status Reading comprehension scores improved slightly in 2026 but remain below 2012 baseline levels after a long-term decline. > Reading comprehension started declining below the 2012 baseline in the mid-2010s and has never fully recovered. ## Policy impact uncertainty The report states that recent math improvements cannot be attributed to any single policy, requiring further research to determine causes. > The report showed when and how achievement has changed, but not why, something that 'requires significantly more research'. ## 2026 results significance 2026 results show math scores one-third of a year ahead of 2024 levels, but below 2012 baseline, indicating a complex trend. > Every assessed year level, every ethnic group and every retained region was above its refreshed reference by 2026. ## Longitudinal data need NZEI Te Riu Roa president Ripeka Lessels states that true progress requires tracking the same cohort over time to measure sustained improvements. > True progress requires longitudinal data tracking the same cohort over time. ## Sustained improvement challenge Education Minister Stanford believes current math improvements are a sign the 'tide is turning' but emphasizes the need for continued progress over years. > This is consistent with what we were seeing, but the PAT data is very respectable, very trusted by parents and it is another really important data set to show we’re heading in the right direction. ## Key takeaway New Zealand's math scores improved in 2026 but remain below 2012 levels, with Education Minister Erica Stanford crediting teachers for recent gains while NZCER warns about attributing progress to specific policies.