"I highlight the top 20 students at each level, that is those that are causing us concern, and look at their credit ratio, their attendance and any pastoral issues that may have cropped up in regards to that student.
"It's then given to their dean and also to student leadership to meet with the students and look at where they are and do some academic counselling with them."
Mr Gordon said he was happy with the school's overall NCEA pass rates.
Otumoetai College principal Dave Randell said NCEA achievement data was used as the basis for making decisions in the school.
"Every department in the school does a complete analysis of the data.
"NCEA is very good because you can go through the results and say 'why didn't my students do well in this exam?' It gives relevance in what you are doing."
Mr Randell said the school used the data for things like putting children in the right classes or to change things that were not working.
"For example our maths department was looking at why kids weren't achieving in algebra. They analysed the data and made a whole lot of changes to how they do things."
Eoin Crosbie, principal of Bethlehem College, said the school had been using achievement data for a number of years to help inform teaching and learning. Reports were created for each year level using the data for leadership to discuss and use in planning.
"The annual reports inform the direction and the purpose for each learning area and for the school as a whole and that of course is one of the key drivers for strategic areas from one year to the next. These could be quite broad or quite specific depending on what the needs are."
Mr Crosbie said the school had seen continuing increases in Excellent and Merit endorsements and a continual decrease in the numbers of Achieved and Not Achieved.
ERO evaluation services manager Stephanie Greaney said the findings showed, overall, schools were getting better at looking closely at students' achievement information.