1. Introduction
As the national standard for assessing primary school achievement, the Bahamas Junior Certificate (BJC) assesses the academic and career readiness of Bahamian students, giving insight into the health and efficacy of the nation’s education system. This research report examines a comprehensive analysis of recent BJC examination results, seeking to move beyond surface-level pass rates to identify underlying trends, patterns, and disparities. By examining performance across core subject areas, this report aims to illuminate the key drivers of student outcomes. The ultimate purpose of this analysis is to provide evidence-based insights that can inform educational policy, guide targeted interventions, and foster a more equitable and successful learning environment for all students in The Bahamas.
2. Methodology
The purpose of this report is to identify and analyze the performance of examinees, by subject domain and letter grade, to present the findings in a format more accessible for gathering insights. Data is categorized primarily by subject domain and letter grades. Letter grades are categorized into grade bands, with A-C representing above-average grades and E-G representing below-average grades. Performance evaluation focuses on these grade bands.
3. Background
Examinee performance is measured using a standardized grading scale that ranges from A to G, as specified by the Ministry of Education and the Technical and Vocational Training Examination and Assessment Division. For simplification, grades are categorized into proficiency bands: A–C indicates above-average performance, while E–G signifies below-average performance. Each grade corresponds to a specific level of proficiency, as detailed below:
- Grade A: Demonstrates specific, appropriate, and comprehensive responses, with evidence of exceptional comprehension and outstanding higher-order skills, including problem-solving and critical thinking.
- Grade B: Reflects specific, appropriate, and comprehensive responses, with strong comprehension and very good higher-order skills in problem-solving and critical thinking.
- Grade C: Indicates responses that are specific and appropriate to the task, showing sound comprehension and good problem-solving skills.
- Grade D: Represents responses that are specific and appropriate, with satisfactory comprehension and adequate problem-solving/critical thinking skills.
- Grade E: Shows general basic knowledge, some comprehension of this knowledge, and limited problem-solving ability.
- Grade F: Reflects limited basic knowledge beyond recall and recognition, with minimal comprehension and notably restricted problem-solving skills.
- Grade G: Indicates very limited basic knowledge confined to recall or recognition, with no evidence of comprehension or problem-solving skills.
4. Key Findings
4.1 Overall. The analysis of the BJC 2019 examination dataset reveals distinct patterns of achievement and deficiency across subject domains. Organizing the results by subject area: S.T.E.M., Arts, Humanities, and Professional & Vocational Studies, provides a clearer understanding of where the education system is performing effectively and where targeted interventions are most urgently required.
4.1 | Table 1: Science, Technology, Engineering, and Mathematics (S.T.E.M.)
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
General Science | 47.55% | 19.63% | 32.83% |
Health Science | 45.25% | 22.56% | 32.20% |
Mathematics | 41.54% | 14.44% | 44.02% |
Technical Drawing | 79.77% | 12.73% | 7.50% |
4.1 | Table 2: The Arts
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
Art | 85.24% | 11.94% | 2.82% |
Craft Study | 81.79% | 15.86% | 2.34% |
4.1 | Table 3: The Humanities
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
English Language | 47.26% | 19.06% | 33.68% |
French | 52.81% | 25.43% | 21.76% |
Literature | 60.53% | 23.83% | 15.64% |
Religious Studies | 50.54% | 16.12% | 33.34% |
Social Studies | 59.30% | 23.34% | 17.36% |
Spanish | 63.11% | 19.95% | 16.94% |
4.1 | Table 4: Professional & Vocational Studies
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
Family & Consumer | 64.17% | 29.39% | 6.45% |
4.2 Foundational Core Subjects. The data reveals notable trends in the foundational core subjects. (Foundational core subjects are the essential disciplines, such as Mathematics, Sciences, Languages, and Humanities, that provide students with the basic knowledge, skills, and competencies needed for higher learning, workforce readiness, and informed citizenship.)
4.2 | Table 1: Performance in Foundational Core Subjects
Subject | Total Candidates | % of A–C Scores | % of E–G Scores |
Mathematics | 5,636 | 41.54% | 44.02% |
English Language | 7,158 | 47.26% | 33.68% |
Literature | 1,586 | 60.53% | 15.64% |
General Science | 3,607 | 47.55% | 32.83% |
Social Studies | 4,602 | 59.30% | 17.36% |
French | 409 | 52.81% | 21.76% |
Spanish | 1,594 | 63.11% | 16.94% |
I. Mathematics
- A–C grade range: 51.95% (BJC 2018) to 41.54% (BJC 2019)
- E–G grade range: 32.61% (BJC 2018) to 44.02% (BJC 2019)
Mathematics performance has worsened: A–C grades have decreased by 10.41%, and E–G grades have increased by 11.41% from the BJC 2018 to the BJC 2019. Overall, performance has notably declined.
II. English Language
- A–C grade range: 48.37% (BJC 2018) to 47.26% (BJC 2019)
- E–G grade range: 30.94% (BJC 2018) to 33.68% (BJC 2019)
English Language performance has worsened: A–C grades have decreased by 1.11%, and E–G grades have increased by 2.74% from the BJC 2018 to the BJC 2019. Overall, performance has declined.
III. Literature
- A–C grade range: 63.00% (BJC 2018) to 60.53% (BJC 2019)
- E–G grade range: 13.10% (BJC 2018) to 15.64% (BJC 2019)
Literature performance has worsened: A–C grades have decreased by 2.47%, and E–G grades have increased by 2.54% from the BJC 2018 to the BJC 2019. Overall, performance has declined.
IV. General Science
- A–C grade range: 56.57% (BJC 2018) to 47.55% (BJC 2019)
- E–G grade range: 24.47% (BJC 2018) to 32.83% (BJC 2019)
General Science performance has worsened: A–C grades have decreased by 9.02%, and E–G grades have increased by 8.36% from the BJC 2018 to the BJC 2019. Overall, performance has declined.
V. Social Studies
- A–C grade range: 61.27% (BJC 2018) to 59.30% (BJC 2019)
- E–G grade range: 17.25% (BJC 2018) to 17.36% (BJC 2019)
Social Studies performance has worsened: A–C grades have decreased by 1.97%, and E–G grades have increased by 0.11% from the BJC 2018 to the BJC 2019. Overall, performance has slightly declined.
VI. French
- A–C grade range: 47.63% (BJC 2018) to 52.81% (BJC 2019)
- E–G grade range: 29.21% (BJC 2018) to 21.76% (BJC 2019)
French performance has improved: A–C grades have increased by 5.18%, and E–G grades have decreased by 7.45% from the BJC 2018 to the BJC 2019. Overall, performance has strengthened.
VII. Spanish
- A–C grade range: 62.61% (BJC 2018) to 63.11% (BJC 2019)
- E–G grade range: 18.63% (BJC 2018) to 16.94% (BJC 2019)
Spanish performance has improved: A–C grades have increased by 0.5%, and E–G grades have decreased by 1.69% from the BJC 2018 to the BJC 2019. Overall, performance has slightly strengthened.
4.3 Disparate Performance Across Subject Domains. A comparative analysis shows significant differences in student success rates, categorizing subjects into high-performing and low-performing classifications. High-performing subjects have a concentration of A–C grades scored within the 70% or greater range; in contrast, low-performing subjects have a concentration of over 30% of examinees scoring in the E–G range.
4.3 | Table 1: High-Performing Subjects
High-Performing Subjects | Total Candidates | % of A–C Scores | % of E–G Scores |
Art | 603 | 85.24% | 2.82% |
Craft Study | 725 | 81.79% | 2.34% |
Technical Drawing | 440 | 79.77% | 7.50% |
4.3 | Table 2: Low-Performing Subjects
Low-Performing Subjects | Total Candidates | % of A–C Scores | % of E–G Scores |
English Language | 7,158 | 47.26% | 33.68% |
General Science | 3,607 | 47.55% | 32.83% |
Health Science | 5,839 | 45.25% | 32.20% |
Mathematics | 5,636 | 41.54% | 44.02% |
Religious Studies | 4,838 | 50.54% | 33.34% |
5. Analysis
The analysis of the BJC 2019 examination results reveals a year of significant regression in core academic subjects, effectively erasing the gains made in 2018 and underscoring a persistent cycle of volatility. The most alarming finding is the severe and simultaneous deterioration in Mathematics and General Science. Mathematics performance collapsed to a critical low, with only 41.54% of students achieving above-average grades and a troubling 44.02% scoring in the below-average (E-G) band. This represents one of the weakest performances in the observed period. Similarly, General Science experienced a dramatic reversal, with its A-C rate falling by 9.02 percentage points to 47.55%. This indicates a systemic failure to sustain improvements in foundational STEM subjects, pointing to deep-rooted instabilities in curriculum delivery, student preparedness, or instructional consistency.
This decline extends across the core curriculum, with English Language and most other humanities subjects also showing slight but concerning regression. The gains in English proficiency observed in 2018 were partially lost, and subjects like Literature and Social Studies saw small declines. This broad-based downturn suggests the presence of cross-cutting factors that negatively impacted student performance across multiple academic domains in 2019.
In stark contrast, the high-performing applied and creative subjects remained exceptionally strong and stable. Art, Craft Study, and Technical Drawing continued to excel, with over 79% of students achieving A-C grades and minimal failure rates. Furthermore, modern foreign languages (French and Spanish) emerged as consistent areas of strength, with Spanish being a particular standout. This reinforces the entrenched structural pattern: the education system delivers consistently superior and stable outcomes in practical, performance-based, and language acquisition subjects, while core academic subjects, especially Mathematics, remain prone to severe fluctuation and underperformance.
6. Conclusion
In conclusion, the 2019 BJC results highlight a system in distress, characterized by an inability to consolidate prior gains and a return to crisis-level performance in essential STEM subjects. The dramatic collapse in Mathematics and the significant regression in Science represent a severe setback for national efforts to improve foundational numeracy and scientific literacy.
The consistent excellence in the Arts, vocational studies, and modern languages proves that high-quality, stable student outcomes are achievable within the system. This enduring disparity suggests that the challenges in core academic subjects are not inevitable but are instead reflective of specific, addressable weaknesses in pedagogy, support, or resource allocation for those areas. Policymakers must treat the 2019 results as an urgent call to action. Moving forward, efforts must focus on diagnosing the root causes of this extreme volatility, implementing sustainable, evidence-based reforms in Mathematics and Science instruction, and building system-wide resilience to ensure that student achievement in foundational subjects is no longer subject to drastic annual declines.
7. Citation
- Ministry of Education & Technical & Vocational Training Examination and Assessment Division. National Examinations Report BJC & BGCSE 2025. August 2025.
- Department of Statistics. Labour Market Information Newsletter, Volume 32, No. 43. Ministry of Finance, The Bahamas, December 2019.