Though Arunachal Pradesh has improved its performance in the recently announced Central Board of Secondary Education (CBSE) Class 10 and 12 examinations for the academic session 2024-25, its overall performance remains well below the national average. A total of 9,666 students appeared for the Class 12 exams, of which 7,477 passed.
Government-run schools in the state have shown some improvement, recording a 77.35% pass rate in Class 12 – a 5.15% increase compared to the previous year’s result of 72.21%. However, when combining the results of both government and government-aided private schools, the state recorded an overall pass percentage of 73.49%, marking an improvement of 5.91% from last year’s 67.58%.
Among the 26 districts, Kra Daadi topped with a pass percentage of 98.59%, followed by Tawang with 96.70%, and West Siang with 94.35%. On the other hand, Pakke-Kessang recorded the lowest performance with a pass percentage of 40%, while Tirap registered 57.65%, and Dibang Valley reported 70.59%.
Meanwhile, a total of 12,332 students appeared for the Class 10 examination, of whom 6,819 passed. Overall, government and private schools together recorded a 59.27% pass rate. Lower Dibang Valley district ranked highest in Class 10 results with 87.30%, followed by Kamle with 80.20% and Tirap with 77.83%. Shi-Yomi recorded the lowest pass percentage at 36.90%, followed by Upper Subansiri (39.40%) and Papum Pare (40.56%).
These statistics highlight the stark disparities in academic performance across districts. While districts like Kra Daadi, Tawang, and West Siang have pass percentages well over 90%, others like Pakke-Kessang have barely touched 40%. There is an urgent need to study, compare, and adopt the best practices from high-performing schools.
Immediate intervention is necessary. Underperforming students must be provided with additional academic support, including remedial teaching. These results also call for reflection on the quality of education at the pre-primary level. A strong foundation is crucial for better learning outcomes in later years.
Alongside student support, teachers also need to upskill. All schools must be adequately staffed, which requires rationalisation of teacher deployment. A key challenge is the reluctance of teachers and staffers to be posted in remote areas, leading to overcrowding in schools located in towns with better infrastructure. Addressing this imbalance is critical to ensuring equity in education across the state.