3rd April 2026
The research, reported by the NZ Herald, tracked students over time and compared their school achievement with later income outcomes.
The findings showed that students who achieved stronger results in maths during their school years tended to earn more later in life.
What the study found
The study identified a consistent relationship between maths achievement and income, even when accounting for other factors. Higher performance in maths at school was linked to increased earnings as adults.
Researchers focused specifically on subject-level results, examining how performance in maths compared with outcomes later in life. The link remained evident across the data, pointing to a measurable connection between maths achievement and income.
New Zealand’s math performance in focus
The findings come amid ongoing concern about New Zealand’s performance in international assessments such as the Programme for International Student Assessment (PISA).
In 2022, New Zealand recorded its worst-ever PISA maths scores, highlighting a significant decline in student achievement.
More recent data also points to ongoing challenges. In 2024, only 23% of Year 8 students were at or above the expected curriculum level in mathematics, while 62% were more than a year behind.
This was similar to 2023 results, when just 22% of Year 8 students met the benchmark.
Maths performance and long-term outcomes
The research suggests that maths is a strong indicator when it comes to future earnings. Students with higher maths results were more likely to have better income outcomes as adults.
While the study does not claim that maths alone determines success, it does show a clear association between achievement in this subject and later financial outcomes.
What this means
The findings highlight the importance of maths achievement within the wider education system. They suggest that performance in this subject can have implications beyond school, extending into long-term earnings.
Alongside declining results in assessments like PISA, the study adds to the ongoing discussion about how improving maths outcomes could play a role in shaping
