In New Delhi, it was recorded that the minimum score required to pass the NEET-UG entrance exam reached a historical maximum of 213 marks. Meanwhile, the number of candidates who successfully passed the medical entrance exam decreased by 115,000. This discrepancy is attributed both to a smaller number of participants and a sharp increase in score distribution.
Furthermore, for the first time in history, the share of qualified candidates from EWS and OBC categories exceeded 60% of those who appeared. At the same time, the percentage of qualified candidates from the unreserved category is now below 50%. The qualification thresholds for unreserved and EWS candidates rose to 213 marks from 144 marks in 2025, representing an increase of 69 marks. For candidates from OBC, SC, and ST, the threshold increased by 64 marks, rising from 113 to 177.
The passing range for UR/EWS shifted from 720-162 in 2024 to 686-144 in 2025, and in the current year, it stands at 715-213. For candidates from OBC, SC, and ST, the lower limit changed from 127 in 2024 to 113 last year, and then sharply increased to 177. The total number of registrations remained almost unchanged—22.8 million compared to 22.76 million in 2025. However, the number of candidates who appeared decreased from 22.09 million to 19.99 million, which is a drop of nearly 2.1 million. Consequently, attendance fell from 97.1% to 87.7%.
The number of qualifiers dropped from 12.37 million to 11.21 million, indicating a decrease of 9.3%. Nevertheless, the success rate among those who appeared remained almost the same—around 56.1%, suggesting that the reduction in qualified candidates is mainly due to fewer participants rather than a decline in performance. According to category passing criteria, UR and EWS candidates must score at least the 50th percentile, while OBC, SC, and ST candidates require the 40th percentile. For candidates with disabilities, the requirement is the 45th percentile for UR/EWS and the 40th percentile for OBC, SC, and ST.
Regarding scores, the ranges for 2026 were as follows: 715-213 for UR/EWS, 212-177 for OBC, SC, and ST, 212-194 for UR/EWS-PwBD, and 193-177 for most candidates from reserved categories with disabilities. The range for ST-PwBD was 191-177. The NTA table shows that 9.97 million candidates passed the UR/EWS threshold, while 81,111 candidates from OBC, 29,947 from SC, and 12,452 from ST passed within the lower sliding band. These figures refer to the sliding bands, not the total number of qualifiers from each social category.
Separately by category, 61.8% of EWS candidates who appeared passed the selection, which was the highest figure. This was followed by 60.7% of OBC candidates. The passing rate among SC candidates was 52.4%, among all candidates—51.2%, and among ST candidates—49%.
During a rainy morning while Chintu was at home, his heart and mind offered completely different answers to the same question. His heart urged him to stay and enjoy the puddles, while his mind reminded him that it was a school day. This seemingly simple dilemma sparked a lively discussion among over 140 students at Saraswati Inter College in Loni, Ghaziabad, who participated in an interactive critical thinking session.
This exercise was part of the Times Critical Thinking Championship (TCTC), an initiative by TOI inspired by the Times Foundation. This program aims to implement inquiry-based learning in schools across the country. Instead of a traditional lecture, the session transformed the classroom into a platform for reflection and debate. To illustrate the situation, three students were invited onto the stage, playing the roles of Chintu, his heart, and his mind.
As the trainer presented various scenarios and questions, students actively raised their hands, offering diverse opinions and defending their choices. Each answer served as a starting point for deeper discussion. Students explored the differences between facts and opinions, assumptions and conclusions, and discussed how decisions are made under the influence of evidence, logic, and perspective. The focus was not on finding a single 'correct' answer, but on encouraging questioning, analysis, and justification of thoughts.
The interactive format helped many students better grasp these concepts. Eighth-grade student Vaishnavi noted: 'We learn so much from these classes because they are so interactive.' She added that by using critical thinking, one can find a solution to any problem because there are multiple ways to approach a task.
Initially, the children were hesitant, and the front rows remained empty. However, this shyness gave way to enthusiasm after a warm-up round that included eye-hand coordination exercises, which made the students laugh, participate, and gradually become accustomed to the trainer. Then, the trainer used another trick: he wrote '2025' on the board. Instantly, many hands shot up, and the students shouted: 'It's 2026.' This deliberate 'mistake' was intended to spark curiosity, and it worked. This was followed by a continuous stream of questions, observations, and counterarguments from the students, turning the classroom into a living discussion instead of a one-sided lecture.
Rajiv Mishra, who conducted the session, explained that such an approach helps maintain interactivity. He stated: 'It is a way to make the session interactive. Students must express themselves and communicate with me. Only then do they not get bored and can understand the concepts better.' According to Mishra, no session is the same because the teaching method depends on the situation, age, and class of the students, although the goal remains unchanged—to make them think, rather than just telling them the answers.
The impact of this approach is also noticeable for the school's teachers. School Director Rocky Kaushik emphasized that before drawing any conclusions, students must learn to ask questions, study facts, and apply their own logic. These classes promote the development of this process in an engaging manner. In addition to improving analytical abilities, they also strengthen self-confidence and communication and presentation skills, as students learn not only what is taught but also how it is presented.
At the end of the session, students were given a worksheet with ten scenarios for questions written in Hindi and English. This assignment required them to apply the learned concepts: distinguishing between facts and opinions, identifying assumptions and conclusions, and using reason rather than instinct to arrive at an answer. The class, which had previously been full of discussion, fell silent as students leaned over their papers. After a few minutes, they took turns placing their boards on their heads—a playful signal understood by both the trainer and the class—that the work was complete.
Manasi Saxena, an English teacher and program coordinator at the school, noted that these classes stand out because they move away from the routine classroom format and encourage participation. She added that the students really like them because they are interesting and interactive. For many students, the takeaway went beyond the worksheet. Sixth-grader Navya said: 'We must think rationally before believing or making any decision.' Citing the common superstition about a flipped slipper leading to a fight, she added: 'People say if a slipper is upside down, there will be a fight. But if there is no evidence, it's just a superstition.' Another student, Ishika, reported that the session taught her to look at everyday situations in a new light.
Following the cancellation of the NEET-UG exam in May, which tested participants' knowledge, and its subsequent re-administration in June, nearly two million applicants received an unexpected second chance. Many of them resumed their preparation, restoring study materials, limiting mobile phone use, and continuing their studies under difficult conditions.
Participants recovered their study guides, which they had previously shared with others. Some, for instance, in Baramati, took a break from using mobile phones, while in Hanumangarh, they prepared in Hindi. In Srinagar, studies continued even during power outages.
On Thursday, the names of these students appeared on a unified list of notable achievers, reflecting not only their scores but also their ability to cope with having to take the exam twice. Aryan Gupta achieved the highest score in the country, scoring 715 out of 720, which secured him AIR 1. He stated that he decided not to think too much about it.
After sharing the top score, Panshul Bansal from Faridabad secured second place in the ranking due to tie-breaking rules. His father recounted discovering him crying after the exam cancellation announcement, but Panshul quickly returned to his pursuits of music, badminton, Rubik's cubes, and disciplined study.
Only 19 out of almost two million candidates crossed the 700-mark threshold. Shravani from Baramati, who ranked AIR 5, used daily meditation to reduce pressure. The list also noted more modest breakthroughs: Ayush Bhalotia from Nawada, who ranked AIR 4, will be the first doctor from his village in Bihar. Abhilash from Hanumangarh, who ranked AIR 11, became the leader among those who took the exam in Indian language, choosing Hindi. Adiya Nisar from Srinagar, who ranked AIR 99, studied during power cuts and dedicated her result to 'every girl in Kashmir' dreaming of medicine.
