At the greater level, 78.9% of students received an A to C pass, falling from 87.3% the previous year.
This was greater than the 74.8% percentage in 2019, the previous year official examinations were held across the country.
National 5 and Advanced Higher graduation rates mirrored one another.
Around 138,000 pupils from 500 schools, universities, and training centers have been checking their grades.
The scores fall between between the previous two years’ record-high grades and pre-Covid passing rate.
Due to the continuous interruption, students have received more assistance, with a “liberal” approach to grading applied.
The Scottish Qualifications Authority (SQA) stated that this would make comparing achievement over previous years hard, but that institutions and companies could still be certain that requirements had already been preserved.
Examinations were postponed for two years in a row during the Covid-19 outbreak, and there was debate about how scores were calculated by instructor estimations and coursework.
The pass rate for Highers increased from 75% to 89% in 2020, while the number of students receiving As reached a new high the next year.
In a typical year, the passing rate for every grade is somewhat altered, although the estimated effects is negligible.
Exams are designed to offer a fairly uniform gauge of a student’s academic progress.
But how can it work when students confront drastically different circumstances than in past years, such as a global epidemic that prevents them even from attending in an examination room?
This is essential to the fine balance that the SQA is attempting to achieve.
Ministers and bureaucrats alike claim that the recent record outcomes are just as trustworthy as those of earlier generations.
However, there has been a concerted attempt this year to get them closer to pre-pandemic levels as everything return to “normal.”
The problem is to do so in a way that is fair to current students as well as those from prior years, as well as the companies and postsecondary institutions who rely on the findings.
It also makes it impossible to compare grades year after year, which is significant on a national level in tracking things like the poverty-related achievement gap.
And the re-adjustment is compounded all the more complex by the fact that it is being overseen by the SQA, which is being dismantled and reformed.
