Junior Cycle Grading System Revamped Ahead of June Exams to Better Reflect Student Performance

 Dublin, April 22, 2025 – In a significant reform aimed at ensuring fairness and greater recognition of student achievement, Education Minister Helen McEntee has announced a comprehensive overhaul of the Junior Cycle grading system, set to take effect in time for this June’s examinations.

The revised structure introduces evenly distributed grading bands across key performance categories, a move designed to enhance clarity and reward student effort more proportionately. Under the new scheme, grade bands for "Distinction", "Higher Merit", "Merit", and "Achieved" will each span a 15-percentage-point range.

The updated grading framework is as follows:

• Distinction: 90–100%

• Higher Merit: 75–89%

• Merit: 55–74%

• Achieved: 40–54%

• Partially Achieved: 20–39%

• Not Graded: Below 20%

This adjustment replaces the previous model, which was criticised for its imbalance — particularly the narrow scope for "Distinction" and the broader "Merit" band, which stakeholders felt did not adequately reflect students' efforts and learning outcomes.

The revised grade bands will apply to the more than 73,000 students preparing to sit the Junior Cycle exams in the coming weeks.

“I am pleased to confirm that the Junior Cycle grade bands will be amended,” said Minister McEntee. “These changes are not only timely but also essential to ensure that student results genuinely reflect their effort, understanding, and the dedication of our teachers.”

She added, “With the top four grade bands now equally weighted, we anticipate a greater number of students earning ‘Distinction’ and ‘Higher Merit’ classifications. This reform will serve to boost morale and better recognise the achievements of our young learners.”

According to sources within the Department of Education, the updated grading criteria have been well-received among educational stakeholders and are expected to result in a more equitable distribution of results. The reform aligns with broader educational goals of inclusivity, transparency, and academic motivation.

The changes signal a renewed commitment by the Department to support student development and to ensure grading practices evolve in line with pedagogical best practices and societal expectations.