Multiple outlets say school rankings based only on NAPLAN results do not provide a complete picture of school quality, particularly in relation to teaching. They argue that using raw NAPLAN outcomes as a standalone measure can mislead because test results reflect more than classroom instruction. The coverage emphasizes that education performance is shaped by additional factors, so judging a school’s teaching quality requires considering other variables alongside NAPLAN data. While the articles focus on the limitations of relying solely on NAPLAN rankings, they do not call for ignoring the tests; rather, they frame NAPLAN as one component that should be interpreted in context. Across sources, the common point is that NAPLAN alone cannot show what students learned from teaching practices or how effectively instruction is delivered. Instead, meaningful comparisons require accounting for contextual factors that influence results, making it difficult to equate ranking positions directly with teaching quality.