The number of Latvian lower secondary school students who failed at least one centralised exam increased this year compared with the previous academic year, according to preliminary examination results.
The number of students failing one exam more than doubled, rising from 376 to 818, while the number failing two exams increased from 53 to 82.
In the centralised mathematics exam, 750 students, or 4.7% of all candidates, failed to reach the minimum passing score. In the Latvian language exam, 150 students, or 0.95% of candidates, did not achieve the minimum required result.
Overall, 818 lower secondary school students failed at least one centralised exam. This year, the minimum passing threshold for Grade 9 examinations was raised from 10% to 15%. However, even if the previous 10% threshold had remained in place, the number of students failing at least one exam would still have increased from 441 to 487.
In mathematics, 314 students scored below 10%, while another 436 scored between 10% and 15%. In the Latvian language exam, 56 students scored below 10%, and 94 achieved results between 10% and 15%.
At upper secondary level, the greatest challenge once again was the optimal-level mathematics exam, which was failed by 16.44% of candidates. By comparison, 0.93% failed the Latvian language exam and 2.15% failed the English language exam.
A total of 2,591 students failed to reach the 20% minimum passing threshold in the optimal-level mathematics exam. Of these, 1,599 were Grade 11 students and vocational education students, 660 were Grade 12 distance-learning students, and 332 were Grade 12 students from general secondary schools and gymnasiums.
This year also marked the first time that students who had not passed the natural sciences monitoring test and had not chosen an advanced-level science exam were required to take one of the centralised science examinations. Altogether, 4,375 students took a science exam, with 124 failing to reach the minimum passing score. Of these, 89 were enrolled in distance-learning programmes.
Minister for Education and Science Ilze Indriksone (National Alliance) said on Tuesday that centralised exams provide a transparent and uniform system for assessing students’ knowledge while serving as an important prerequisite for further education. She said the examination system is moving in the right direction but stressed that solutions are needed to ensure exams do not become a barrier to young people’s educational and professional development.
Indriksone said particular attention should be paid to Grade 9 graduates who fail the exams. In her view, vocational education opportunities for these students remain limited, making it necessary to expand access to vocational training and reduce the risk of students repeating a school year.
The State Education Development Agency (VIAA) described this year’s examination results as showing a generally positive trend. However, it noted that changes in lower and upper secondary exam results are not statistically significant overall, making it too early to draw conclusions about long-term trends.
The agency highlighted an interesting development in the Grade 9 mathematics exam. Although more students failed to reach the minimum passing score, the number achieving very high results also increased, raising the overall average score by one percentage point. VIAA attributed this to more targeted preparation for the examinations.
Regarding distance-learning students at upper secondary level, VIAA expressed concern that some students were insufficiently informed about examination procedures or formats. In some cases, students attended only one part of the examination or failed to complete it altogether. At the same time, the agency stressed that it cannot be concluded that results are poor across all distance-learning schools, noting that several institutions achieved very strong outcomes and should therefore be assessed individually.
The Ministry of Education and Science is currently developing more detailed quality criteria and accreditation requirements for distance-learning programmes.
A more detailed analysis of examination results by school type and education programme is expected in the autumn, after the appeals process has concluded. Appeals regarding lower secondary examination results may be submitted until 27 July, while appeals concerning upper secondary examinations may be filed until 4 August.
Certificates for lower secondary centralised examinations have been issued since 26 June, while upper secondary examination certificates have been available since 3 July.
This year, 47,647 lower secondary centralised examinations and monitoring tests were assessed, along with 74,646 upper secondary centralised examination papers.
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