Review reveals growing gap between high and low performing students
There is a widening gap between high and low performing students in Bermuda’s primary and middle schools, according to international reviewers of the island’s test scores.
And overall drops in test scores require a system-wide response, the Education Minister told MPs today.
Diallo Rabain, who was recently reinstated as Minister of Education after Crystal Caesar resigned from the post, said there had been a gradual decline in scores between 2023 and 2025, but there was also a widening gap between high-performing students and those requiring additional support, especially in mathematics and science.
The review into public education exam grades was ordered by the Ministry of Education after it was revealed they were lagging behind international averages.
The Cambridge Checkpoint Report for Bermuda, 2023-2025, prepared by Cambridge International Education — the organisation that sets the assessments — was tabled in the House of Assembly today.
Mr Rabain said: “This widening distribution is most evident in mathematics and science, where a growing proportion of students are performing in the lower bands, alongside a reduction of those achieving at mid-level.
“In mathematics, performance remains uneven across strands, indicating the need for more targeted instructional approaches. In science, outcomes are mixed: Lower Secondary performance remains broadly balanced, while Primary science, particularly chemistry, requires more focused attention.
“Writing in English, while supported by strong reading foundations, requires strengthening across the system.”
He said some gaps persisted year-on-year regardless of the cohort.
“This tells us that these challenges require a system-wide response, not individual scapegoating. And that is precisely how this ministry will address them,” he said.
Findings in the report are based on the Checkpoint results from Bermudian Checkpoint entries for each series — typically around 150 to 240 candidates per subject/level from 2023 to 2025.
The report said that overall Checkpoint performance shows relatively stable proportions at the highest performance levels of “High” and “Outstanding” across all subjects.
It said: “Primary and Lower Secondary English consistently demonstrates strong outcomes, with mean scores remaining comparatively high and a greater proportion of candidates achieving strong performance bands.
“This is followed by Lower Secondary Science, which also features relatively high mean scores compared with mathematics and Primary science.
“A gradual decline in mean scores is observed in multiple subjects, with notable exceptions in Lower Secondary English, Lower Secondary mathematics and Primary science.”
An analysis of performance bands indicated that English maintains a stable proportion of high-achieving learners, particularly at Lower Secondary level, while mathematics and science have seen a growing share of candidates in lower performance bands.
The report said: “This shift is associated with an increase in candidates classified as ‘Unclassified’ or ‘Basic’, alongside relatively stable proportions at the highest performance levels, with a corresponding contraction of middle-band performance.”
The report said: “Candidates’ performance is slightly weaker in ‘Writing’ in English.
“Other patterns include uneven performance across mathematics strands over time, and comparatively lower outcomes in Primary science ‘Chemistry’.
“Lower Secondary science remains more balanced across strands but also shows a gradual reduction in the proportion of higher performance bands over time.”
The report concluded that differences between subjects may warrant further review and some strand-specific areas may benefit from targeted support.
Mr Rabain made clear that Cambridge Checkpoint assessments are internationally benchmarked diagnostic tools that measure student attainment in English, Mathematics and Science against clearly defined global standards. They focus on “areas of improvement rather than for the purposes of accountability”.
Speaking to strengths in performance, Mr Rabain said English continues to stand out as a strong area of performance across both Primary and Lower Secondary levels.
“Over 65 per cent of our Lower Secondary English students, and over 50 per cent of our Primary English students have performed at strong bands consistently across the three years covered by this report,” he said.
“Students are demonstrating solid literacy foundations, especially in reading, which remains a key pillar of academic success. This reflects the sustained efforts of our teachers, school leaders and support staff, as well as the important role of families who read with their children at home.”
Mr Rabain moved to assure teachers and principals that the report was not a poor reflection on them, pointing to the fact they are “diagnostic” but added that the fact did not mean that accountability was absent.
The full report is now available on the Ministry of Education website at www.moed.bm under public documents and reports.
Mr Rabain said: “Accountability in our public education system rests where it properly belongs, with the Ministry of Education, with the Department of Education and ultimately with the minister who stands before this House today.
“Progress and improvement are expected. Measurable outcomes are expected. This ministry accepts that expectation without qualification.”
He advised any concerned parents to speak to their child’s principal or teacher, adding that a parent guide was being prepared to help families support their children at home.
He said a clear programme of improvement was under way including strengthening maths, expanding writing across the curriculum and school improvement plans. It also speaks to leadership continuity and ensuring that principals are in substantive roles.
1. Strengthening mathematics instruction through focused instructional strategies and professional development to support teachers in addressing identified learning gaps
2. Expanding writing across the curriculum, so that students write more, more often, and receive clear feedback in every subject
3. Enhancing science teaching and learning, with particular emphasis on primary science, especially chemistry
4. Enhanced analysis of subject and strand-level performance data to inform classroom practice, targeted especially at students in the lower performance bands
5. Strengthening the Multi-Tiered System of Support, so that struggling learners are identified earlier and supported sooner
6. Data-driven school improvement plans in every school, aligned with system-wide literacy and numeracy targets
7. Leadership stability, continuing to ensure that every primary and middle school in the Bermuda public school system is led by a substantively appointed principal, ending a prolonged period of acting appointments
8. Structured, ongoing consultation with the Bermuda Union of Teachers and the BPSU [school principals] on every element of the response. Reform delivered on teachers is not reform. Reform delivered with teachers is
9. Continued use of Checkpoint assessment data as a diagnostic tool to drive ongoing school improvement
Mr Rabain said he would report back to the House on the interventions within a year.
He added: “I close with this. We do not have a broken system. We have a system with real strengths, identified challenges, dedicated educators, engaged families and children who deserve every ounce of our commitment.
“That is not brokenness. That is the honest starting point of the work ahead.”
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