MANILA, Philippines — The ability of Filipino students to learn lessons taught in school has plunged dramatically, falling from an already low 30.5% in Grade 3 to just 0.40% in Grade 12. 

This was revealed in the latest findings of the Second Congressional Commission on Education (EDCOM 2), which cited results from the Department of Education’s Early Language, Literacy, and Numeracy Assessment (ELLNA) and the National Achievement Test (NAT) conducted between 2023 and 2025.

The report underscores a crisis in the country’s education system, showing that while students are advancing through the K to 12 program, they are not necessarily mastering the subjects they are taking. EDCOM 2 flagged “worrying declines in proficiency” across key stages, including Grades 3, 6, 10, and 12. The commission emphasized that these results reflect whether students are meeting the learning standards set by the national curriculum.

According to the data, only 30.5% of Grade 3 students demonstrated proficiency in lessons taught in school. By Grade 6, this figure dropped further, and by Grade 10, the decline became more pronounced. The most alarming figure was recorded in Grade 12, where less than 1% of students — specifically 0.40% — were found proficient. “Not even 1% of Grade 12 students are proficient in their subjects,” the report stated.

Education officials and lawmakers have expressed grave concern over the findings. EDCOM 2 noted that these results highlight systemic issues in teaching quality, curriculum delivery, and student support. The commission stressed that urgent reforms are needed to address the learning gaps, particularly in foundational skills such as literacy and numeracy, which are critical for higher-level learning.

The Department of Education explained that the ELLNA and NAT are designed to monitor the performance of students and determine if they are meeting the expected learning standards. These assessments are part of the government’s effort to evaluate the effectiveness of the K to 12 program and identify areas that require intervention.

The results have sparked debate among educators, parents, and policymakers about the future of Philippine education. Many argue that the figures reflect not only classroom challenges but also broader socio-economic factors, including poverty, lack of resources, and limited access to quality learning materials.

Calls for reform have intensified, with education advocates urging the government to invest more in teacher training, curriculum development, and school facilities. They argue that without significant changes, the country risks producing graduates who are ill-prepared for higher education, employment, and global competitiveness.

The findings of EDCOM 2 serve as a wake-up call for the nation. With proficiency levels dropping to near zero by the end of senior high school, stakeholders agree that the Philippines must urgently address its learning crisis to secure a brighter future for its students.

This education crisis has now become a national priority, with policymakers expected to propose measures aimed at reversing the decline and ensuring that Filipino learners not only advance through grade levels but also acquire the knowledge and skills necessary to thrive in the modern world.

Not a Student Failure, a System Failure

When only 0.40 percent of Grade 12 students are proficient, blaming learners is dishonest. Students did not design the curriculum, overcrowd classrooms, or strip teachers of support. They showed up. The system failed to meet them halfway.

Teachers face overloaded lessons, thin training, and impossible expectations. Schools juggle paperwork over pedagogy. Curriculum keeps expanding while mastery shrinks. Year after year, gaps are passed upward instead of fixed early.

Some call this a learning crisis. It is deeper than that. It is a governance failure measured in lost skills and wasted time. If almost no senior high graduate is proficient, who exactly is the system designed to serve, and why has accountability stopped everywhere except the classroom?