The marks mirage: A story of high scores and hollow success

In the wake of the global pandemic, between 2020 and 2022, schools across India were forced to adapt. Exams were held in alternate formats, and the traditional idea of testing took a backseat. When things began to normalize in 2023, the initial signs were hopeful — there was a noticeable dip in top scorers, suggesting a recalibration.

But that moment was short-lived. By 2024 and again in 2025, the numbers shot back up — dramatically. Over 24,000 Class 12 students scored more than 95%, and 1.1 lakh crossed the 90% mark. Class 10 results were even more staggering: nearly 2 lakh students scored above 90%, and more than 45,000 broke into the 95%-plus club. A triumph, it seemed. But beneath the surface, something felt off, reports India Today.

For years, the Central Board of Secondary Education (CBSE) has prided itself on its structured marking system. Each answer is evaluated through a model-based, step-by-step scheme. It’s meant to ensure fairness. And it does — but fairness is not the same as depth.

In today’s classrooms, students have learned to play the game. Memorize the NCERT textbook. Reproduce the model answer. Stick to the formula. And voilà — near-perfect marks, even in subjects like English and Hindi where interpretation and expression once ruled.

Once, scoring full marks in a language paper was as rare as it was celebrated. Now, it’s routine. Have we replaced comprehension with compliance?

Consider this: in 2025, no Class 12 student achieved a perfect 100% overall. But tens of thousands sailed past the 95% mark. A remarkable feat — until you ask what those numbers really mean.

Because here’s the harsh reality: the gap between exam scores and real-world readiness is widening. India’s employability data tells the story:

Several structural flaws continue to prop up this fragile system — predictable papers based closely on NCERT textbooks make it easier to forecast and memorize; step-wise marking rewards replication over reflection and rote learning still dominates, despite efforts to encourage conceptual thinking.

Yes, CBSE has started introducing more application-based questions. But the shift is slow, inconsistent, and often lost in translation between policy and practice.

To be fair, CBSE isn’t blind to the problem. Since the pandemic, it has taken steps to reduce the pressure cooker environment — merit lists and public toppers have been scrapped to curb toxic competition; harsh labels like “Fail” have been replaced with “Essential Repeat” — a more growth-oriented term and merit certificates now go only to the top 0.1% in each subject, not entire top scorers.

These changes aim to humanize the system, ease student anxiety, and shift focus away from pure numbers. But they stop short of addressing the root issue: the illusion of learning masked by high scores.

If marks are to mean anything, they must reflect real academic mastery. That requires systemic change, not surface-level tweaks — curriculum updates must prioritize real-world skills, adaptability, and digital literacy; teachers must be trained to foster discussion, curiosity, and critical thinking — not just deliver notes and assessments must test understanding, analysis, and creativity — not just memory.

The National Education Policy (NEP) has laid the groundwork for this vision. But policy is only the beginning. Implementation will take time, training, and transformation at every level.

There’s nothing wrong with celebrating academic achievement. A 95% score still reflects discipline, effort, and focus. But when tens of thousands achieve it and yet struggle to write emails, solve problems, or communicate ideas — we must stop and reflect.

Maybe real success isn’t when 25,000 students score above 95%; maybe it’s when 95% of our students feel ready for the future — to think, to question, to adapt, and to lead.