There has been no improvement in maths and reading among students in a decade and the results of disadvantaged students have declined sharply, a major report obtained by the ABC reveals.

Key points: Researcher finds little change in average NAPLAN scores between 2008 and 2017

Researcher finds little change in average NAPLAN scores between 2008 and 2017 NSW Primary Principals Association calls for review of NAPLAN

NSW Primary Principals Association calls for review of NAPLAN Principal says NAPLAN data is "used as a publicity tool"

Children from poor families, regional and rural areas, and those with learning difficulties, are struggling the most in their quest to improve literacy and numeracy.

The report by researcher John Ainley drew on a review of data by the Australian Council for Educational Research, and was the most comprehensive analysis of 10 years of NAPLAN data yet undertaken.

Dr Ainley found there was little change in average NAPLAN numeracy scores at any year level in any state or territory between 2008 and 2017, apart from a brief jump in year 5 scores in 2008-09.

The results mirrored Australia's recent global ranking in mathematics and science, which slipped to 17 out of 21 countries, according to an international renowned study.

Dr Ainley's report, commissioned by the NSW Education and Standards Authority (NESA), which sets the school syllabus, found there had been modest improvements among high-performing primary school students in reading due to investments in early childhood education.

But that stopped once they reached high school.

The report also questions whether NAPLAN — an annual assessment of literacy and numeracy — should adjust its focus so critical thinking and problem-solving skills are measured, in line with international tests.

Dr Ainley presented his report to the NESA board last week but declined to make further comments to the ABC.

The report was commissioned after the NSW Government requested an assessment of the state's performance in NAPLAN and international assessments.

A spokesperson for the NSW Education Standards Authority said Dr Ainley's research was currently being assessed, and another report would be prepared for the state's Education Minister.

Principals calling for review

Now the NSW Primary Principals Association is questioning whether NAPLAN is fulfilling its purpose as a diagnostic test.

"I think it's time for a review of NAPLAN," the group's president Phil Seymour said.

"NAPLAN is a one-off shot that gives some feedback to schools and to parents about where children are going. It doesn't show how schools are performing and it really doesn't show you how children are going either, because it's just a part of what teachers are doing in schools."

The report coincides with the release of this year's NAPLAN data for individual schools that is published today on the My School website.

The Australian Curriculum and Assessment Authority has identified a number of "high gain" schools that have significantly increased their NAPLAN scores.

They include St Martha's Catholic Primary School, Glebe Public School, Cabramatta High School and Picnic Point High School in NSW, Kings Park Primary School, Maiden Gully Primary School and St Catherine's school in Victoria, Taigam State School and Coopers Plains State School in Queensland, and St Joseph's School and Kidman Park Primary in South Australia.

Kogarah High School in Sydney's south is also one of the schools that has made significant gains.

Each year the school assesses year 7 students and implements intensive learning support for those who do not meet benchmarks for their age.

Some students begin high school with a reading age of eight.

Principal Julie Ross said the school's improvement has nothing to do with NAPLAN. Rather, it was because of resources that had been poured into specialist programs.

That is in line with Dr Ainley's report, which says improvements in NAPLAN correspond with state government programs.

"We've made large gains because we've used our Gonski money to employ specialist teachers who can run specific literacy and numeracy programs," Ms Ross said.

One of the beneficiaries of such a program is 15-year-old Assem Hizaji. He had been suspended many times and was in danger of dropping out of school before receiving intensive support.

Assem Hizaji has benefited from a school program which targets literacy and numeracy. ( ABC News: Natasha Robinson )

"Last year I kept getting in trouble, not doing my work, not following instructions," he said. "I started giving up on school, I didn't really care about school anymore.

"If it wasn't for the principal and the teachers and all the support, I probably wouldn't be in the school."

Despite her school's improvement achievements, Ms Ross is not a supporter of NAPLAN.

"I think its timely that we review NAPLAN," Ms Ross said.

"It's not being used in the way it was intended. It's very narrow, it doesn't assess what we teach.

"The data that NAPLAN provides is used as a publicity tool. It's used to denigrate some schools while promoting others. I don't think that serves our students well."

Three state governments have called for a review of NAPLAN. They are critical of the way it has become a major event on the school calendar and are concerned it is negatively affecting teaching and learning.

Simple strategy behind improvements, school says

Triabunna Public School in Tasmania is another schools which has improved its results markedly.

There was nothing radical behind the strategy that helped raise its reading results in NAPLAN, principal Brodie Philip said. They simply used what was known to work.

The school, just over an hour north of Hobart, has allocated three focus groups each week to reading.

If students want to read at home they can access a special online account the school has set up to download e-books.

"Two to three years ago we identified reading as critical," Mr Philip said.

"We've just used an evidence-based approach."

The kindergarten to year 12 school has taken a "whole-of-school" approach to reading.

It had allocated more teaching hours to reading and organised more training for the teachers themselves.

The school also has a series of agreed catchwords that teachers and students use when talking about reading, so the whole school understands each other.

"The staff have seen the benefit from improved reading flow into other learning areas," Mr Philip said.

He said he was supportive of NAPLAN as a diagnostic tool.

"When it's used well you can identify learning needs in every student in every area of the Australian curriculum," he said.