Gintarė Dzindzelėtaitė-Kelmelė. Do We Really Want to Deepen the Social Divide in Lithuania?

Social inequality in Lithuania is the second highest in Europe, according to the international GINI index. By awarding additional exam points to high school graduates and proposing to exempt some applicants from the mathematics exam, policymakers likely believe they are reducing inequality and supporting young people. However, research clearly shows that this downgrading of mathematical standards is a tacit acceptance that children from socially disadvantaged backgrounds are not expected to succeed.

Quality education is one of the most powerful tools enabling children from low-income families to move up the socio-economic ladder. Strong mathematical skills, in particular, are a critical competence for reducing social exclusion and preparing young people for a successful future—not only professionally, but also in terms of essential life skills.

Unfortunately, the latest national exam results paint a bleak picture. Even after the Ministry of Education, Science and Sport added 10 extra points, more than 40% of students still failed the general-level mathematics exam. Without these added points, nearly 60% would not have passed.

While critics often point to overly difficult exam content or excessively high standards, internationally recognized studies also signal weak student performance. The PISA assessment of 15-year-olds shows that Lithuania ranks only 15th in Europe in mathematics. Latvia, Poland, and especially Estonia—all of which outperform Lithuania—also enjoy lower income inequality according to the GINI index.

So how are mathematics skills connected to social equality? Far more closely than it may seem at first glance.

Research from University College London shows that individuals with stronger mathematics skills earn 10–15% more than those with weaker performance, even when other life circumstances are similar. Mathematics opens doors to higher-paying sectors such as technology, engineering, and finance, while also supporting success across other disciplines. Students with stronger mathematical abilities are more likely to complete university studies—regardless of whether they pursue STEM or humanities. Mathematics strengthens logical thinking, creativity, and complex problem-solving skills that are essential in any profession, including the arts.

Moreover, people with weak numeracy skills are twice as likely to be unemployed and face financial hardship, according to the UK’s National Numeracy study. Without basic mathematical knowledge, it becomes difficult to assess loan terms, manage personal finances, save for retirement, or avoid financial fraud. Poor numeracy is also linked to weaker understanding of health risks, leading to decisions that can negatively affect both health and financial stability.

Crucially, mathematical skills benefit not only individual children but also future generations. Parents with stronger numeracy skills are more engaged in their children’s education and better equipped to provide conditions for quality learning. This creates a positive cycle toward social mobility—while the absence of such skills entrenches a cycle of exclusion.

To achieve long-term social equality, it is essential that children from all backgrounds acquire solid mathematical foundations. Yet PISA 2022 data shows that one-quarter of Lithuanian 15-year-olds do not reach even a basic level of mathematics proficiency. Among students from lower socio-economic backgrounds, this figure rises to 46.5%. The performance gap between students from the highest and lowest socio-economic groups equals 92 PISA points—equivalent to a 2–3 year learning gap.

The conclusion is clear: without targeted support and a strong mathematics education policy, social inequality will deepen, and talented children from vulnerable backgrounds will have even fewer opportunities to realize their potential.

Mathematics challenges cannot be solved by adding points or eliminating exams. We must analyze exam data, identify where and why learning gaps exist across regions and schools, and direct targeted support accordingly. As long as Lithuania’s education system remains heavily exam-focused, maintaining a mandatory mathematics exam for university admission is essential. Removing it would only further reduce students’ mathematical skills in upper grades. Notably, Poland, Latvia, and Estonia require mathematics exams not only for university entry but also for secondary school completion.

Equally important is focusing not only on whether a student passes an exam, but on the progress they make while learning mathematics. Children from socially vulnerable families often enter school with significantly weaker numeracy skills—but quality education can help close this gap.

We must also abandon the narrative that some children are “simply not good at mathematics.” This mindset becomes a self-fulfilling prophecy. Research from Norway shows that success in mathematics largely depends on practice, while OECD studies confirm that lower anxiety and greater confidence significantly improve student performance.

Mathematics—and its exam—should not be seen as punishment or a threat. Instead, it should be viewed as an opportunity—especially for children who start life with fewer advantages. A mandatory mathematics exam is not a barrier; it can become a bridge to equal opportunity, provided all children are properly prepared and supported. Lowering standards does not solve inequality—it merely allows it to quietly take root.