Recently released education data has found Indigenous students continue to lag behind their non-Indigenous counterparts at critical junctures of their schooling careers.

The data, released by the Australian Curriculum, Assessment ands Reporting Authority (ACARA) this week, reported on literacy and numeracy competency of Year 3, 5, 7 and 9 students gathered through its annual National Assessment Program (NAPLAN).

Standardised tests assess each students' ability to respond to questions in reading, writing, conventions of language (spelling, grammar and punctuation) and numeracy.

Year 3

On average across all domains at the national level, a lower percentage of Indigenous Year 3 students were assessed in the developing or above proficiency levels (62.8 per cent) compared to non-Indigenous Year 3 students (88.5 per cent) — a differential of 25.7 per cent.

The Year 3 results showed non-Indigenous students' average NAPLAN scores were substantially above and significantly different from those of Indigenous students in all five testing domains.

Nationally, ACARA said participation rates nationally were lower among Indigenous students, ranging from 83.9 per cent in writing to 85.7 per cent in reading.

In comparison, the percentage of Year 3 students who participated in at least one test was 95.4 per cent.

Year 5

Assessment data indicated an equally large gap between Indigenous and non-Indigenous students at Year 5 level, with a lower percentage of Indigenous students in the developing or above proficiency levels (65.7 per cent) compared to their non-Indigenous peers (90.7 per cent) — a differential of 25 per cent.

Similar to the Year 3 cohort, non-Indigenous students' average NAPLAN scores were substantially above and significantly different from those of Indigenous students in all five testing domains.

Fewer Indigenous Year 5 students participate in at least one assessment when compared to non-Indigenous students, with 95.8 per cent of non-Indigenous Year 5 students participating compared to 84.3 per cent (numeracy) and 85.9 per cent (writing) of Indigenous students.

Year 7

At Year 7 level, a lower percentage of Indigenous students were assessed in the developing or above proficiency levels (63.2 per cent) compared to non-Indigenous students (89.2 per cent) — a differential of 26 per cent.

Overall, Indigenous Year 7 students attained NAPLAN scores which were substantially below and significantly different from those of non-Indigenous students in all five testing domains.

Indigenous Year 7 student participation ranged from 80.3 per cent in numeracy to 83.4 cent in writing, which was lower than the national Year 7 participation rate of 95.8 per cent.

Year 7 Indigenous numeracy data trended positively, with more students reaching the Exceeding benchmark.

Year 9

A lower percentage of Indigenous Year 9 students were assessed in the developing or above proficiency levels (62.9 per cent) compared to non-Indigenous students (88.4 per cent) — a differential of 25.5 per cent.

Similar to younger year levels, non-Indigenous Year 9 students' average NAPLAN scores were substantially above and significantly different from those of Indigenous Year 9 students in all five testing domains.

Indigenous Year 9 student NAPLAN participation was the lowest of all cohorts, ranging from 68.7 per cent (numeracy) to 72.1 per cent (writing), and had the largest differential in comparison to the national Year 9 average of 92.6 per cent.

Similar to the Year 7 cohort, Year 9 Indigenous numeracy data also trended positively, with more students reaching the Exceeding benchmark.

Some improvements, yet challenges remain

Despite the differential between Indigenous and non-Indigenous students, results from rural communities and towns with high Indigenous populations has improved in recent years.

That was due to increased funding and the use of explicit teaching models, Federal Minister for Education Jason Clare said in a speech at Garma Festival at the weekend.

"Over the last four years, the numeracy results of Indigenous students have gone up and up,'' Mr Clare said.

"In year 5 by, 9.5 points and in year 7 by 9.3 points. That's a good sign."

ACARA CEO Stephen Gniel said persistent attainment gaps for specific student demographics, including Indigenous students, remained the education system's biggest challenge.

"It is also disheartening to see disparities persisting over the years in the attainment of students from our regional and remote areas, Indigenous students and those from a disadvantaged background," he said.

"This needs to be a continuing focus for all in the coming years."

This year's NAPLAN data did not include Tasmania, which according to the Department for Education, Children and Young People has an Indigenous student population of 13.8 per cent in government schools, due to industrial action.