Kohima, January 29: The State Council of Educational Research & Training, Nagaland (SCERT) has released findings from the PARAKH Rashtriya Sarvekshan (PRS) Report 2024, revealing persistent gaps in Mathematics learning outcomes among students in Nagaland across Grades 3, 6 and 9.
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The large-scale assessment - earlier known as the National Achievement Survey - was conducted by PARAKH NCERT under the Ministry of Education on December 4, 2024. It assessed competencies in Language, Mathematics, Science and Social Science, covering 22,220 students and over 3,335 teachers from 724 schools across the State. Performance was analysed by gender, location, school management type and social group.
Foundational Stage (Grade 3):
Nagaland’s overall performance fell below the national average, with Mathematics emerging as a major concern. Phek and Mokokchung were the top-performing districts, while Kiphire and Tuensang ranked at the bottom. Notably, Kiphire also featured among the 50 lowest-performing districts nationally, underscoring acute early numeracy challenges.
Preparatory Stage (Grade 6):
Students again performed below the national score, particularly in Mathematics, placing Nagaland among the bottom 10 states nationwide in this grade. Mokokchung and Phek led within the State, whereas Noklak, Mon, Shamator, Tuensang and Kiphire lagged. Noklak, Shamator and Kiphire were listed among the 50 lowest-performing districts in the country.
Middle Stage (Grade 9):
While students scored above the national average in Language, performance continued to lag in Mathematics, along with Science and Social Science. Kohima, Mokokchung and Dimapur emerged as top districts, while Shamator, Kiphire, Noklak and Mon remained at the lower end. Shamator and Kiphire again appeared among the 50 lowest-performing districts nationally.
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Importantly, no district from Nagaland featured among the top-performing districts nationally at any grade level, highlighting the need for targeted interventions - especially in Mathematics.
SCERT officials said the PRS 2024 provides a crucial evidence base for data-driven reforms, calling for focused strategies to strengthen foundational numeracy, teacher support, district-specific remediation, and sustained monitoring to improve the quality, equity and relevance of school education in Nagaland.
