Israeli Education Ministry Releases Exam Results Showing Widespread Learning Gaps

Israeli Education Minister Yoav Kisch released the "Meitzav" (School Effectiveness and Development Index) exam results on Tuesday evening, September 8, after a months-long dispute with the National Institute for Testing and Evaluation (NITE). The standardized tests assess student knowledge and school climate. The newly published data reveals low proficiency in science, math, and English, with significant disparities across socioeconomic groups and educational systems.

Science and technology results for ninth graders were particularly concerning, with only 3% achieving a high level of knowledge and 16% reaching a medium to high level. A substantial 81% fell into the two lowest proficiency levels, with over half at the very bottom. Even among students from high socioeconomic backgrounds in Hebrew-speaking schools, nearly half were at a low level. Hebrew and Arabic-speaking students showed similar weaknesses, while the Druze sector and Arab students from middle-income families achieved the highest science scores. Hebrew-speaking students from low-income families had the lowest scores.

In public schools, 3% scored high in science, 18% medium to high, and 53% low. State-religious schools saw 2% high and 57% low. The gap between socioeconomic groups was stark: 3% high and 47% low among affluent students, compared to 1% high and 66% low among disadvantaged students. Gender differences in science proficiency were minimal.

Math exams in May 2025 showed 37% of sixth graders fully met curriculum requirements, with another 26% close. Hebrew-speaking students from low-income families, ultra-Orthodox schools, and Bedouin communities in the south performed poorly. Affluent Hebrew-speaking students averaged 309 points, while disadvantaged students averaged 285. In public schools, 40% of sixth graders achieved a high math level, compared to 37% in state-religious and 23% in ultra-Orthodox schools. English exam results indicated 36% of sixth graders met requirements, with 15% approaching that level. Low proficiency was noted in 34% of students. Public schools, along with Arab and Druze sectors, showed the highest English scores, while ultra-Orthodox and Bedouin students in the south lagged.

The release followed a conflict where Kisch initially blocked the data, citing inaccuracies and blaming NITE's director. The Attorney General ruled against the minister's obstruction. Kisch eventually released the data independently, reportedly an unfinalized version, without NITE's coordination. The Ministry of Education stated the reports were published as received from NITE, despite professional disagreements and an ongoing external review. The Movement for Freedom of Information criticized the lack of school-specific data, viewing the independent release as part of an internal struggle.