Note: Argentina switched from paper to computer assessment in 2022.
PISA 2022 Results (Volume I)
![](/adobe/dynamicmedia/deliver/dm-aid--3a5bed07-06d7-4023-a604-228e7d5ac0f5/53f23881-en.jpg?preferwebp=true&quality=80)
Annex D. Overview of Performance Trends
Table I.D.1. Overview of trends in mathematics, reading and science performance
Albania |
Estonia |
Latvia |
Qatar |
Argentina |
Finland |
Lithuania |
Romania |
Australia |
France |
Macao (China) |
Saudi Arabia |
Austria |
Georgia |
Malaysia |
Serbia |
Baku (Azerbaijan) |
Germany |
Malta |
Singapore |
Belgium |
Greece |
Mexico |
Slovak Republic |
Brazil |
Guatemala |
Moldova |
Slovenia |
Brunei Darussalam |
Hong Kong (China) |
Montenegro |
Spain |
Bulgaria |
Hungary |
Morocco |
Sweden |
Cambodia |
Iceland |
Netherlands |
Switzerland |
Canada |
Indonesia |
New Zealand |
Chinese Taipei |
Chile |
Ireland |
North Macedonia |
Thailand |
Colombia |
Israel |
Norway |
Türkiye |
Costa Rica |
Italy |
Panama |
United Arab Emirates |
Croatia |
Japan |
Paraguay |
United Kingdom |
Cyprus |
Jordan |
Peru |
United States |
Czech Republic |
Kazakhstan |
Philippines |
Uruguay |
Denmark |
Korea |
Poland |
|
Dominican Republic |
Kosovo |
Portugal |
Overview of performance trends in Albania
Trends in mathematics, reading and science performance in Albania
![](/adobe/dynamicmedia/deliver/dm-aid--ce179254-96b0-4d96-a51f-8fb2cfab84e8/image2.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Albania
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
349 |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
377 |
385* |
391* |
PISA 2012 |
394* |
394* |
397* |
PISA 2015 |
413* |
405* |
427* |
PISA 2018 |
437* |
405* |
417* |
PISA 2022 |
368 |
358 |
376 |
Average 10-year trend in mean performance (2012 to 2022) |
-21.1* |
-35.1* |
-25.6* |
Short-term change in mean performance (2018 to 2022) |
-69.0* |
-47.0* |
-40.8* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.1 |
-1.1* |
-0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+13.3* |
+21.4* |
+14.3* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-62.1* |
-45.2* |
-28.7* |
Average change among low-achieving students (10th percentile) |
-66.8* |
-43.4* |
-48.2* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-56.7* / m |
-51.3* / m |
-37.1* / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
-68.3* / m |
-34.6* / m |
-36.4* / m |
Performance gap (top – bottom quarter) |
stable / m |
narrowing / m |
stable / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Argentina
Trends in mathematics, reading and science performance in Argentina
![](/adobe/dynamicmedia/deliver/dm-aid--3fe68855-a626-4452-8ad3-029a997e6da7/image3.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Argentina
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
418 |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
381 |
374* |
391* |
PISA 2009 |
388 |
398 |
401 |
PISA 2012 |
388* |
396 |
406 |
PISA 2015 |
m |
m |
m |
PISA 2018 |
379 |
402 |
404 |
PISA 2022 |
378 |
401 |
406 |
Average 10-year trend in mean performance (2012 to 2022) |
-11.2* |
+5.2 |
-0.0 |
Short-term change in mean performance (2018 to 2022) |
-1.9 |
-0.8 |
+2.1 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.0 |
+0.4 |
+0.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.4* |
+0.9 |
+3.1 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-12.2* |
-6.0 |
-1.5 |
Average change among low-achieving students (10th percentile) |
+14.4* |
+10.5* |
+9.7 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
narrowing gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-9.5 / -14.5* |
-6.4 / +4.3 |
-6.1 / -5.8 |
Performance among disadvantaged students (bottom quarter of ESCS) |
+11.8* / -10.2* |
+10.0 / +5.9 |
+16.9* / +4.4 |
Performance gap (top – bottom quarter) |
narrowing / stable |
narrowing / stable |
narrowing / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Australia
Trends in mathematics, reading and science performance in Australia
![](/adobe/dynamicmedia/deliver/dm-aid--711c890b-ed87-4572-b8de-3028077cc2a0/image4.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Australia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
528* |
||
PISA 2003 |
524* |
525* |
|
PISA 2006 |
520* |
513 |
527* |
PISA 2009 |
514* |
515* |
527* |
PISA 2012 |
504* |
512* |
521* |
PISA 2015 |
494 |
503 |
510 |
PISA 2018 |
491 |
503 |
503 |
PISA 2022 |
487 |
498 |
507 |
Average 10-year trend in mean performance (2012 to 2022) |
-15.8* |
-12.5 |
-14.4* |
Short-term change in mean performance (2018 to 2022) |
-4.3 |
-4.6 |
+4.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-2.5* |
+0.6 |
-0.9 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.7* |
+7.0* |
+5.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+9.8* |
-2.2 |
+16.8* |
Average change among low-achieving students (10th percentile) |
-13.0* |
-6.1 |
-4.5 |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+7.2 / -14.2* |
-1.3 / -12.9* |
+16.2* / -12.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-12.5* / -19.9* |
-7.1 / -13.5* |
-3.5 / -15.8* |
Performance gap (top – bottom quarter) |
widening / stable |
stable / stable |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, student response rates decreased with respect to PISA 2018. A technically sound non-response bias analysis was submitted; however, the strength of the evidence was limited by the fact that no external student-level achievement variables could be used in the analysis. Based on the available evidence and experience of other countries participating in PISA, a small residual upward bias could not be excluded even though non-response adjustments likely limited its severity.
Overview of performance trends in Austria
Trends in mathematics, reading and science performance in Austria
![](/adobe/dynamicmedia/deliver/dm-aid--7ad3314d-2309-4917-858c-010e8a60e456/image5.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Austria
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
492 |
||
PISA 2003 |
506* |
491 |
|
PISA 2006 |
505* |
490 |
511* |
PISA 2009 |
m |
m |
m |
PISA 2012 |
506* |
490 |
506* |
PISA 2015 |
497* |
485 |
495 |
PISA 2018 |
499* |
484 |
490 |
PISA 2022 |
487 |
480 |
491 |
Average 10-year trend in mean performance (2012 to 2022) |
-16.1* |
-8.5 |
-14.3* |
Short-term change in mean performance (2018 to 2022) |
-11.7* |
-4.0 |
+1.5 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-4.0* |
+2.2 |
+0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.2* |
+5.8* |
+6.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-9.2 |
+0.9 |
+7.9 |
Average change among low-achieving students (10th percentile) |
-11.4 |
-10.3 |
-5.6 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-5.5 / -8.4 |
+5.3 / +1.8 |
+13.7* / -3.8 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-20.0* / -18.1* |
-14.9* / -13.9* |
-15.0* / -23.8* |
Performance gap (top – bottom quarter) |
widening / stable |
widening / widening |
widening / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Baku (Azerbaijan)
Trends in mathematics, reading and science performance in Baku (Azerbaijan)
![](/adobe/dynamicmedia/deliver/dm-aid--6e672243-6c43-4e66-9cb1-631513016473/image6.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Baku (Azerbaijan)
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
420* |
389* |
398* |
PISA 2022 |
397 |
365 |
380 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
-22.8* |
-24.2* |
-17.5* |
Proficiency levels: Change between 2018 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.1* |
-0.0 |
-0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+11.1* |
+8.7* |
+8.0* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-24.0* |
-6.9 |
-10.0 |
Average change among low-achieving students (10th percentile) |
-15.7* |
-37.4* |
-22.2* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-24.5* / m |
-18.0* / m |
-11.7 / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
-25.1* / m |
-28.7* / m |
-25.0* / m |
Performance gap (top – bottom quarter) |
stable / m |
stable / m |
stable / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Belgium
Trends in mathematics, reading and science performance in Belgium
![](/adobe/dynamicmedia/deliver/dm-aid--238ab507-9787-4219-ad0e-db4f7fa8953f/image7.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Belgium
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
507* |
||
PISA 2003 |
529* |
507* |
|
PISA 2006 |
520* |
501* |
510* |
PISA 2009 |
515* |
506* |
507* |
PISA 2012 |
515* |
509* |
505* |
PISA 2015 |
507* |
499* |
502* |
PISA 2018 |
508* |
493* |
499* |
PISA 2022 |
489 |
479 |
491 |
Average 10-year trend in mean performance (2012 to 2022) |
-23.0* |
-29.3* |
-14.2* |
Short-term change in mean performance (2018 to 2022) |
-18.6* |
-14.0* |
-8.2* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-8.1* |
-4.4* |
-1.9 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.0* |
+9.2* |
+4.7* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-14.7* |
-13.0* |
-5.4 |
Average change among low-achieving students (10th percentile) |
-17.0* |
-15.6* |
-10.4 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-17.9* / -19.6* |
-11.7* / -24.2* |
-6.1 / -10.2* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-18.8* / -24.4* |
-15.1* / -30.9* |
-10.3* / -17.4* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Brazil
Trends in mathematics, reading and science performance in Brazil
![](/adobe/dynamicmedia/deliver/dm-aid--5dc975c6-ab97-494f-ac66-aaa98e363eac/image8.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Brazil
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
396 |
||
PISA 2003 |
356* |
403 |
|
PISA 2006 |
370 |
393 |
390* |
PISA 2009 |
386 |
412 |
405 |
PISA 2012 |
389* |
407 |
402 |
PISA 2015 |
377 |
407 |
401 |
PISA 2018 |
384 |
413 |
404 |
PISA 2022 |
379 |
410 |
403 |
Average 10-year trend in mean performance (2012 to 2022) |
-7.1 |
+5.0 |
+1.9 |
Short-term change in mean performance (2018 to 2022) |
-4.9 |
-2.5 |
-0.6 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.1 |
+1.3* |
+0.9* |
Percentage-point change in the share of low-performing students (below Level 2) |
+5.1* |
-0.4 |
+0.2 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-18.7* |
-4.6 |
+2.3 |
Average change among low-achieving students (10th percentile) |
+11.8* |
-1.9 |
-4.2 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-13.0* / -7.5 |
-7.1 / +13.9* |
-3.2 / +11.9* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-0.0 / -2.7 |
+1.1 / +2.1 |
-1.3 / -2.5 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Brunei Darussalam
Trends in mathematics, reading and science performance in Brunei Darussalam
![](/adobe/dynamicmedia/deliver/dm-aid--e46b817a-8ab0-42fb-8e78-d65bb034deeb/image9.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Brunei Darussalam
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
430* |
408* |
431* |
PISA 2022 |
442 |
429 |
446 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+12.0* |
+21.2* |
+14.9* |
Proficiency levels: Change between 2018 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.0 |
+0.7* |
+0.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
-6.0* |
-9.6* |
-8.6* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+0.6 |
+19.0* |
+4.9 |
Average change among low-achieving students (10th percentile) |
+21.1* |
+15.8* |
+11.8* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+13.6* / m |
+26.1* / m |
+16.6* / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
+13.1* / m |
+19.2* / m |
+15.7* / m |
Performance gap (top – bottom quarter) |
stable / m |
stable / m |
stable / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Bulgaria
Trends in mathematics, reading and science performance in Bulgaria
![](/adobe/dynamicmedia/deliver/dm-aid--d9a7d235-c55e-4b58-b88c-1d7d0157a522/image10.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Bulgaria
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
430* |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
413 |
402 |
434 |
PISA 2009 |
428 |
429* |
439* |
PISA 2012 |
439* |
436* |
446* |
PISA 2015 |
441* |
432* |
446* |
PISA 2018 |
436* |
420* |
424 |
PISA 2022 |
417 |
404 |
421 |
Average 10-year trend in mean performance (2012 to 2022) |
-21.8* |
-32.8* |
-29.6* |
Short-term change in mean performance (2018 to 2022) |
-18.7* |
-15.5* |
-3.1 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.9 |
-2.1* |
-1.6* |
Percentage-point change in the share of low-performing students (below Level 2) |
+9.8* |
+13.5* |
+11.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-14.1 |
-7.4 |
-3.4 |
Average change among low-achieving students (10th percentile) |
-13.6* |
-22.1* |
-3.3 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-15.6 / -26.6* |
-9.2 / -43.9* |
-1.6 / -40.5* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-20.9* / -18.6* |
-23.8* / -21.8* |
-6.9 / -20.9* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / narrowing |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Cambodia
Trends in mathematics, reading and science performance in Cambodia
![](/adobe/dynamicmedia/deliver/dm-aid--91627679-9655-4034-bd29-e003c269ccbd/image11.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Cambodia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
325* |
321* |
330* |
PISA 2022 |
336 |
329 |
347 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+11.7* |
+7.8* |
+16.8* |
Proficiency levels: Change between 2017 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
m |
m |
m |
Percentage-point change in the share of low-performing students (below Level 2) |
m |
m |
m |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+8.6 |
+2.0 |
+17.5* |
Average change among low-achieving students (10th percentile) |
+15.4* |
+17.0* |
+17.0* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
narrowing gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
m / m |
m / m |
m / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
m / m |
m / m |
m / m |
Performance gap (top – bottom quarter) |
m / m |
m / m |
m / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: Results for 2018 refer to the results of the PISA for Development assessment, in 2017. The testing period (previously around December) was moved toaround June in 2022.
Overview of performance trends in Canada
Trends in mathematics, reading and science performance in Canada
![](/adobe/dynamicmedia/deliver/dm-aid--7c0b8348-e552-49cb-afc4-96fed0dc7328/image12.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Canada
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
534* |
||
PISA 2003 |
532* |
528* |
|
PISA 2006 |
527* |
527* |
534* |
PISA 2009 |
527* |
524* |
529* |
PISA 2012 |
518* |
523* |
525 |
PISA 2015 |
516* |
527* |
528* |
PISA 2018 |
512* |
520* |
518 |
PISA 2022 |
497 |
507 |
515 |
Average 10-year trend in mean performance (2012 to 2022) |
-20.6* |
-17.0* |
-12.8* |
Short-term change in mean performance (2018 to 2022) |
-15.1* |
-13.0* |
-3.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-3.9* |
+0.7 |
+0.6 |
Percentage-point change in the share of low-performing students (below Level 2) |
+7.8* |
+7.2* |
+4.8* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-10.3* |
-3.1 |
+3.6 |
Average change among low-achieving students (10th percentile) |
-16.6* |
-22.3* |
-9.3* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-11.0* / -23.3* |
-9.3* / -19.0* |
+2.0 / -15.4* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-18.0* / -23.6* |
-12.9* / -19.7* |
-5.6 / -16.2* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, student response rates decreased with respect to PISA 2018, and fell short of the target in 7 out of 10 provinces (all but New Brunswick, Prince Edward Island and Saskatchewan). School response rates also fell short of the target. The analyses clearly indicate that school non-response has not led to any appreciable bias, but student non-response has given rise to a small upwards bias. For more information, see the Reader’s Guide in this Volume.
Overview of performance trends in Chile
Trends in mathematics, reading and science performance in Chile
![](/adobe/dynamicmedia/deliver/dm-aid--1b08706f-2345-43c8-9324-b8658ef8a8f1/image13.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Chile
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
410* |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
411 |
442 |
438 |
PISA 2009 |
421 |
449 |
447 |
PISA 2012 |
423* |
441 |
445 |
PISA 2015 |
423* |
459* |
447 |
PISA 2018 |
417 |
452 |
444 |
PISA 2022 |
412 |
448 |
444 |
Average 10-year trend in mean performance (2012 to 2022) |
-11.7* |
+3.7 |
-1.8 |
Short-term change in mean performance (2018 to 2022) |
-5.7 |
-4.3 |
-0.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.9* |
+1.9* |
+0.8* |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.2 |
+0.7 |
+1.9 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-14.8* |
-4.0 |
+10.3* |
Average change among low-achieving students (10th percentile) |
+4.4 |
-2.4 |
-9.9* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-14.2* / -25.7* |
-12.7* / -2.7 |
-1.3 / -8.0 |
Performance among disadvantaged students (bottom quarter of ESCS) |
+6.7 / +6.4 |
-1.4 / +14.0* |
+1.1 / +8.9 |
Performance gap (top – bottom quarter) |
narrowing / narrowing |
stable / narrowing |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Colombia
Trends in mathematics, reading and science performance in Colombia
![](/adobe/dynamicmedia/deliver/dm-aid--8bd459c0-0a34-4a5d-858a-a4ca89aebb45/image14.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Colombia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
370* |
385* |
388* |
PISA 2009 |
381 |
413 |
402 |
PISA 2012 |
376 |
403 |
399 |
PISA 2015 |
390 |
425* |
416 |
PISA 2018 |
391 |
412 |
413 |
PISA 2022 |
383 |
409 |
411 |
Average 10-year trend in mean performance (2012 to 2022) |
+4.7 |
+0.1 |
+10.0 |
Short-term change in mean performance (2018 to 2022) |
-8.2 |
-3.6 |
-2.2 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.0 |
+0.8* |
+0.5* |
Percentage-point change in the share of low-performing students (below Level 2) |
-2.6 |
-0.1 |
-4.7 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-18.2* |
+2.5 |
+3.9 |
Average change among low-achieving students (10th percentile) |
+3.2 |
-9.3 |
-7.4 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-4.7 / +10.7 |
+9.0 / +12.3 |
+9.9 / +22.9* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-7.0 / +6.1 |
-6.5 / -4.5 |
-6.2 / +5.7 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Costa Rica
Trends in mathematics, reading and science performance in Costa Rica
![](/adobe/dynamicmedia/deliver/dm-aid--cb273b7d-66b6-48f4-a80a-476afbf7a556/image15.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Costa Rica
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
409* |
443* |
430* |
PISA 2012 |
407* |
441* |
429* |
PISA 2015 |
400* |
427* |
420* |
PISA 2018 |
402* |
426* |
416 |
PISA 2022 |
385 |
415 |
411 |
Average 10-year trend in mean performance (2012 to 2022) |
-20.3* |
-23.2* |
-17.5* |
Short-term change in mean performance (2018 to 2022) |
-17.8* |
-11.3* |
-4.6 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.4 |
+0.2 |
+0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+12.0* |
+14.7* |
+11.4* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-29.1* |
-5.9 |
+3.6 |
Average change among low-achieving students (10th percentile) |
-6.1 |
-17.3* |
-14.3* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
m / m |
m / m |
m / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
m / m |
m / m |
m / m |
Performance gap (top – bottom quarter) |
m / m |
m / m |
m / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Croatia
Trends in mathematics, reading and science performance in Croatia
![](/adobe/dynamicmedia/deliver/dm-aid--91c06d0c-0528-4820-9975-fb687790d0d2/image16.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Croatia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
467 |
477 |
493* |
PISA 2009 |
460 |
476 |
486 |
PISA 2012 |
471 |
485 |
491 |
PISA 2015 |
464 |
487* |
475* |
PISA 2018 |
464 |
479 |
472* |
PISA 2022 |
463 |
475 |
483 |
Average 10-year trend in mean performance (2012 to 2022) |
-6.5 |
-10.9 |
-7.5 |
Short-term change in mean performance (2018 to 2022) |
-1.1 |
-3.5 |
+10.3* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.1 |
-0.2 |
+0.9 |
Percentage-point change in the share of low-performing students (below Level 2) |
+3.1 |
+4.0 |
+5.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+4.9 |
-4.2 |
+14.3* |
Average change among low-achieving students (10th percentile) |
-1.7 |
-4.3 |
+6.4 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+2.3 / -7.1 |
-1.7 / -14.8* |
+11.0 / -7.3 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-10.0 / -9.5* |
-12.3* / -11.2* |
+4.6 / -10.2* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Cyprus
Trends in mathematics, reading and science performance in Cyprus
![](/adobe/dynamicmedia/deliver/dm-aid--2110f284-4d42-44db-a4d4-45fea44a18cc/image17.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Cyprus
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
440* |
449* |
438* |
PISA 2015 |
437* |
443* |
433* |
PISA 2018 |
451* |
424* |
439* |
PISA 2022 |
418 |
381 |
411 |
Average 10-year trend in mean performance (2012 to 2022) |
-16.8* |
-68.9* |
-23.5* |
Short-term change in mean performance (2018 to 2022) |
-32.4* |
-43.3* |
-28.1* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.2 |
-2.6* |
+0.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
+11.1* |
+27.9* |
+13.7* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-15.3* |
-26.9* |
-9.6* |
Average change among low-achieving students (10th percentile) |
-31.2* |
-49.4* |
-38.3* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-18.0* / -19.3* |
-31.3* / -72.4* |
-20.8* / -33.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-35.2* / -16.0* |
-44.6* / -68.3* |
-25.7* / -21.1* |
Performance gap (top – bottom quarter) |
widening / stable |
stable / stable |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Czech Republic
Trends in mathematics, reading and science performance in Czech Republic
![](/adobe/dynamicmedia/deliver/dm-aid--9034971b-b7db-4945-8ae6-5adb301194d0/image18.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Czech Republic
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
492 |
||
PISA 2003 |
516* |
489 |
|
PISA 2006 |
510* |
483 |
513* |
PISA 2009 |
493 |
478 |
500 |
PISA 2012 |
499* |
493 |
508 |
PISA 2015 |
492 |
487 |
493 |
PISA 2018 |
499* |
490 |
497 |
PISA 2022 |
487 |
489 |
498 |
Average 10-year trend in mean performance (2012 to 2022) |
-9.2 |
-3.1 |
-7.7 |
Short-term change in mean performance (2018 to 2022) |
-12.5* |
-1.6 |
+1.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-2.3 |
+2.0 |
+1.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.6* |
+4.5 |
+6.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-8.9 |
-1.5 |
+8.0 |
Average change among low-achieving students (10th percentile) |
-12.2* |
-2.9 |
-4.8 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-9.4 / -7.7 |
-0.3 / +1.6 |
+4.8 / +0.3 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-17.6* / -15.3* |
-4.9 / -11.5* |
-7.4 / -22.3* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Denmark
Trends in mathematics, reading and science performance in Denmark
![](/adobe/dynamicmedia/deliver/dm-aid--22e1e0ad-2dfa-4429-984e-d8cf5e0166f1/image19.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Denmark
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
497 |
||
PISA 2003 |
514* |
492 |
|
PISA 2006 |
513* |
494 |
496 |
PISA 2009 |
503* |
495 |
499 |
PISA 2012 |
500* |
496 |
498 |
PISA 2015 |
511* |
500* |
502* |
PISA 2018 |
509* |
501* |
493 |
PISA 2022 |
489 |
489 |
494 |
Average 10-year trend in mean performance (2012 to 2022) |
-11.9* |
-7.1 |
-7.1 |
Short-term change in mean performance (2018 to 2022) |
-20.1* |
-12.3* |
+1.2 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-2.3* |
+0.9 |
+0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+3.6* |
+4.3* |
+2.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-18.0* |
-12.8* |
+6.8 |
Average change among low-achieving students (10th percentile) |
-17.9* |
-12.6* |
-2.3 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-19.3* / -20.1* |
-17.7* / -18.1* |
-1.8 / -16.6* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-22.6* / -8.7* |
-12.7* / -4.0 |
-0.0 / -3.8 |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / narrowing |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, exclusions from the sample exceeded the acceptable rate by a large margin and showed a marked increase with respect to 2018. High levels of student exclusions may bias performance results upwards. In Denmark, a major reason for the rise appears to be the increased share of students with diagnosed dyslexia and the fact that more of these students are using electronic assistive devices to help them read on the screen, including during exams. The lack of such an accommodation in PISA led schools to exclude many of these students.
Overview of performance trends in Dominican Republic
Trends in mathematics, reading and science performance in Dominican Republic
![](/adobe/dynamicmedia/deliver/dm-aid--93a0e11e-8546-4e51-83a2-47a9fda3fa96/image20.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Dominican Republic
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
328* |
358 |
332* |
PISA 2018 |
325* |
342* |
336* |
PISA 2022 |
339 |
351 |
360 |
Average 10-year trend in mean performance (2015 to 2022) |
+17.2* |
-7.0 |
+41.5* |
Short-term change in mean performance (2018 to 2022) |
+14.0* |
+9.7* |
+24.8* |
Proficiency levels: Change between 2015 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.0* |
+0.0 |
+0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+1.9 |
+3.3 |
-9.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.0 |
+10.7 |
+21.4* |
Average change among low-achieving students (10th percentile) |
+36.4* |
+7.5 |
+25.0* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+6.4 / +4.8 |
+12.9 / -12.4 |
+21.1* / +29.3* |
Performance among disadvantaged students (bottom quarter of ESCS) |
+17.4* / +20.1* |
+7.0 / -3.7 |
+26.5* / +48.2* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Estonia
Trends in mathematics, reading and science performance in Estonia
![](/adobe/dynamicmedia/deliver/dm-aid--7004fb6e-c0f9-4af3-a6e8-42eff2d6b3bc/image21.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Estonia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
515 |
501 |
531 |
PISA 2009 |
512 |
501 |
528 |
PISA 2012 |
521* |
516 |
541* |
PISA 2015 |
520* |
519 |
534* |
PISA 2018 |
523* |
523* |
530 |
PISA 2022 |
510 |
511 |
526 |
Average 10-year trend in mean performance (2012 to 2022) |
-8.9* |
-3.7 |
-15.4* |
Short-term change in mean performance (2018 to 2022) |
-13.5* |
-12.0* |
-4.3 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.5 |
+2.3 |
-1.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.4* |
+4.7* |
+5.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.3 |
-14.9* |
-3.0 |
Average change among low-achieving students (10th percentile) |
-17.7* |
-13.7* |
-7.7 |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-5.6 / -1.7 |
-9.7 / +2.4 |
-0.8 / -8.2* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-23.1* / -22.6* |
-21.1* / -18.0* |
-14.2* / -29.8* |
Performance gap (top – bottom quarter) |
widening / widening |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Finland
Trends in mathematics, reading and science performance in Finland
![](/adobe/dynamicmedia/deliver/dm-aid--a2ad0b1f-893b-466b-965a-c81ebcbc2ec8/image22.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Finland
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
546* |
||
PISA 2003 |
544* |
543* |
|
PISA 2006 |
548* |
547* |
563* |
PISA 2009 |
541* |
536* |
554* |
PISA 2012 |
519* |
524* |
545* |
PISA 2015 |
511* |
526* |
531* |
PISA 2018 |
507* |
520* |
522* |
PISA 2022 |
484 |
490 |
511 |
Average 10-year trend in mean performance (2012 to 2022) |
-33.2* |
-34.0* |
-34.1* |
Short-term change in mean performance (2018 to 2022) |
-23.2* |
-29.9* |
-10.9* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-6.7* |
-4.7* |
-4.4* |
Percentage-point change in the share of low-performing students (below Level 2) |
+12.6* |
+10.1* |
+10.3* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-12.2* |
-23.5* |
+3.9 |
Average change among low-achieving students (10th percentile) |
-33.3* |
-36.9* |
-23.5* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-16.0* / -25.8* |
-24.4* / -25.2* |
-3.7 / -22.6* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-26.5* / -40.4* |
-32.8* / -41.2* |
-14.5* / -43.3* |
Performance gap (top – bottom quarter) |
widening / widening |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in France
Trends in mathematics, reading and science performance in France
![](/adobe/dynamicmedia/deliver/dm-aid--b1e7e959-2346-43b3-9a59-1157187d538a/image23.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for France
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
505* |
||
PISA 2003 |
511* |
496* |
|
PISA 2006 |
496* |
488 |
495 |
PISA 2009 |
497* |
496* |
498 |
PISA 2012 |
495* |
505* |
499 |
PISA 2015 |
493* |
499* |
495* |
PISA 2018 |
495* |
493* |
493 |
PISA 2022 |
474 |
474 |
487 |
Average 10-year trend in mean performance (2012 to 2022) |
-19.7* |
-31.2* |
-11.5 |
Short-term change in mean performance (2018 to 2022) |
-21.5* |
-18.8* |
-5.8 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-5.5* |
-5.8* |
-0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.5* |
+8.0* |
+5.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-18.5* |
-13.9* |
+5.0 |
Average change among low-achieving students (10th percentile) |
-16.7* |
-24.6* |
-14.3* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-16.3* / -25.0* |
-13.4* / -39.6* |
+0.6 / -14.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-21.8* / -17.7* |
-23.8* / -26.3* |
-12.9* / -13.5* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Georgia
Trends in mathematics, reading and science performance in Georgia
![](/adobe/dynamicmedia/deliver/dm-aid--60faa796-0a68-495a-9a2e-9eecc8562d92/image24.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Georgia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
379 |
374 |
373 |
PISA 2012 |
m |
m |
m |
PISA 2015 |
404* |
401* |
411* |
PISA 2018 |
398 |
380 |
383 |
PISA 2022 |
390 |
374 |
384 |
Average 10-year trend in mean performance (2015 to 2022) |
-19.8* |
-37.6* |
-35.9* |
Short-term change in mean performance (2018 to 2022) |
-7.6 |
-5.9 |
+1.4 |
Proficiency levels: Change between 2015 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.4 |
-1.0* |
-0.6* |
Percentage-point change in the share of low-performing students (below Level 2) |
+9.4* |
+15.2* |
+13.8* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-12.1 |
-7.6 |
+0.6 |
Average change among low-achieving students (10th percentile) |
+1.9 |
-4.4 |
+3.5 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-13.0 / -34.4* |
-8.5 / -55.9* |
+4.2 / -40.4* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-1.1 / +3.1 |
-7.4 / -17.6* |
-0.3 / -28.3* |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / narrowing |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Germany
Trends in mathematics, reading and science performance in Germany
![](/adobe/dynamicmedia/deliver/dm-aid--209d89e2-c0ed-44f1-8c30-1579e642788f/image25.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Germany
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
484 |
||
PISA 2003 |
503* |
491 |
|
PISA 2006 |
504* |
495 |
516* |
PISA 2009 |
513* |
497* |
520* |
PISA 2012 |
514* |
508* |
524* |
PISA 2015 |
506* |
509* |
509* |
PISA 2018 |
500* |
498* |
503* |
PISA 2022 |
475 |
480 |
492 |
Average 10-year trend in mean performance (2012 to 2022) |
-38.0* |
-29.9* |
-30.6* |
Short-term change in mean performance (2018 to 2022) |
-25.2* |
-18.5* |
-10.6* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-8.9* |
-0.8 |
-2.5 |
Percentage-point change in the share of low-performing students (below Level 2) |
+11.8* |
+11.0* |
+10.7* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-21.6* |
-16.7* |
-1.8 |
Average change among low-achieving students (10th percentile) |
-22.2* |
-14.1* |
-11.2 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-18.5* / -28.7* |
-16.2* / -13.3* |
-2.2 / -16.2* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-25.5* / -35.0* |
-16.6* / -31.7* |
-8.9 / -30.9* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Greece
Trends in mathematics, reading and science performance in Greece
![](/adobe/dynamicmedia/deliver/dm-aid--e649433e-46d4-4d3a-8c11-c924bf0be3ac/image26.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Greece
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
474* |
||
PISA 2003 |
445* |
472* |
|
PISA 2006 |
459* |
460* |
473* |
PISA 2009 |
466* |
483* |
470* |
PISA 2012 |
453* |
477* |
467* |
PISA 2015 |
454* |
467* |
455* |
PISA 2018 |
451* |
457* |
452* |
PISA 2022 |
430 |
438 |
441 |
Average 10-year trend in mean performance (2012 to 2022) |
-22.5* |
-38.5* |
-24.2* |
Short-term change in mean performance (2018 to 2022) |
-21.2* |
-19.0* |
-10.8* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.9* |
-3.2* |
-1.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+11.5* |
+15.0* |
+11.8* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-22.9* |
-22.2* |
-1.8 |
Average change among low-achieving students (10th percentile) |
-8.2 |
-10.7 |
-15.0* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-21.3* / -28.2* |
-17.6* / -41.6* |
-3.8 / -27.1* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-15.5* / -14.2* |
-16.3* / -29.9* |
-12.0* / -18.1* |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Guatemala
Trends in mathematics, reading and science performance in Guatemala
![](/adobe/dynamicmedia/deliver/dm-aid--254977ae-21cb-4e5a-9cc9-11f2fe0911b2/image27.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Guatemala
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
334* |
369 |
365* |
PISA 2022 |
344 |
374 |
373 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+9.9* |
+5.4 |
+8.0* |
Proficiency levels: Change between 2017 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
m |
m |
m |
Percentage-point change in the share of low-performing students (below Level 2) |
m |
m |
m |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+9.2 |
+3.5 |
+10.8 |
Average change among low-achieving students (10th percentile) |
+8.8 |
+10.0 |
+5.5 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
m / m |
m / m |
m / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
m / m |
m / m |
m / m |
Performance gap (top – bottom quarter) |
m / m |
m / m |
m / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: Results for 2018 refer to the results of the PISA for Development assessment in 2017.
Overview of performance trends in Hong Kong (China)
Trends in mathematics, reading and science performance in Hong Kong (China)
![](/adobe/dynamicmedia/deliver/dm-aid--aeead467-a2ec-4787-8bec-bc962469f53a/image28.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Hong Kong (China)
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
525* |
||
PISA 2003 |
550 |
510 |
|
PISA 2006 |
547 |
536* |
542* |
PISA 2009 |
555* |
533* |
549* |
PISA 2012 |
561* |
545* |
555* |
PISA 2015 |
548 |
527* |
523 |
PISA 2018 |
551* |
524* |
517 |
PISA 2022 |
540 |
500 |
520 |
Average 10-year trend in mean performance (2012 to 2022) |
-17.8* |
-41.5* |
-31.3* |
Short-term change in mean performance (2018 to 2022) |
-10.8* |
-24.6* |
+3.7 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-6.5* |
-7.8* |
-6.0* |
Percentage-point change in the share of low-performing students (below Level 2) |
+5.3* |
+10.7* |
+7.3* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+5.5 |
-23.8* |
+13.2* |
Average change among low-achieving students (10th percentile) |
-27.2* |
-23.9* |
-6.4 |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-5.2 / -22.1* |
-31.9* / -46.5* |
+1.6 / -31.1* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-12.6 / -19.8* |
-19.4* / -42.3* |
+3.9 / -31.3* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, student response rates decreased with respect to PISA 2018. School response rates also fell short of the target (as they did in 2018). At the school level, the risk of bias due to non-response is limited due to the sampling design. A non-response bias analysis was submitted; however, the strength of the evidence was limited by the fact that no external student-level achievement variables could be used in the analysis (only student grade information, already used in non-response adjustments, was available). Reassuringly, the proxies for school and student achievement (school size and student grade) that were used in the analyses showed no or very limited relationship with participation rates. Nevertheless, based on the available evidence, and on the experience of other countries participating in PISA, a small residual upward bias could not be excluded, even though non-response adjustments likely limited its severity.
Overview of performance trends in Hungary
Trends in mathematics, reading and science performance in Hungary
![](/adobe/dynamicmedia/deliver/dm-aid--d367af54-fa54-4f83-adb6-e4d116cb7942/image29.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Hungary
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
480 |
||
PISA 2003 |
490* |
482 |
|
PISA 2006 |
491* |
482 |
504* |
PISA 2009 |
490* |
494* |
503* |
PISA 2012 |
477 |
488* |
494 |
PISA 2015 |
477 |
470 |
477* |
PISA 2018 |
481* |
476 |
481 |
PISA 2022 |
473 |
473 |
486 |
Average 10-year trend in mean performance (2012 to 2022) |
-2.9 |
-11.7 |
-5.5 |
Short-term change in mean performance (2018 to 2022) |
-8.3* |
-3.0 |
+5.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.4 |
-0.2 |
+0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+1.4 |
+6.2* |
+4.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-2.6 |
-2.3 |
+9.0 |
Average change among low-achieving students (10th percentile) |
-12.6* |
-10.1 |
+0.6 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-5.0 / -2.5 |
+3.0 / -4.6 |
+11.2 / -1.4 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-11.8* / -7.2 |
-10.5 / -19.9* |
-2.9 / -14.7* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Iceland
Trends in mathematics, reading and science performance in Iceland
![](/adobe/dynamicmedia/deliver/dm-aid--64c3c0dc-e7b9-4ec0-81f7-d9425d737175/image30.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Iceland
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
507* |
||
PISA 2003 |
515* |
492* |
|
PISA 2006 |
506* |
484* |
491* |
PISA 2009 |
507* |
500* |
496* |
PISA 2012 |
493* |
483* |
478* |
PISA 2015 |
488* |
482* |
473* |
PISA 2018 |
495* |
474* |
475* |
PISA 2022 |
459 |
436 |
447 |
Average 10-year trend in mean performance (2012 to 2022) |
-30.5* |
-46.1* |
-29.1* |
Short-term change in mean performance (2018 to 2022) |
-36.3* |
-38.1* |
-28.1* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-6.3* |
-3.1* |
-2.9* |
Percentage-point change in the share of low-performing students (below Level 2) |
+12.6* |
+18.7* |
+11.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-34.4* |
-39.4* |
-23.0* |
Average change among low-achieving students (10th percentile) |
-29.6* |
-33.3* |
-30.1* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-33.7* / -29.5* |
-33.1* / -36.6* |
-23.8* / -23.3* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-35.5* / -42.1* |
-42.4* / -65.6* |
-33.9* / -49.4* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, Iceland relied on a server-based administration (using Chromebooks) in some schools. Students in these schools experienced difficulties moving through the cognitive assessment early in the testing period. Further investigation traced the problem back to overload on the PISA contractor’s server. The problem was rapidly solved for students who were tested later and did not affect other countries that used a server-based administration. In Iceland, it affected at most 13% of the final sample (438 students). During data adjudication, these data were thoroughly reviewed, and considered to be fit for reporting: the responses of students who were potentially affected did show good fit with the model, and were not remarkably different from the performance of students in other schools (see Annex A4). Furthermore, analyses conducted by the PISA National Centre for Iceland (where, due to the census nature of the survey, schools’ results in PISA could be tracked over time) confirmed that the issue affected only students’ ability to complete the test but not the way in which these students responded to the parts that they completed: performance changes were very similar in affected and non-affected schools.
Overview of performance trends in Indonesia
Trends in mathematics, reading and science performance in Indonesia
![](/adobe/dynamicmedia/deliver/dm-aid--53d662d0-663b-4d58-982f-0e947609d9a1/image31.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Indonesia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
371 |
||
PISA 2003 |
360 |
382* |
|
PISA 2006 |
391* |
393* |
393 |
PISA 2009 |
371 |
402* |
383 |
PISA 2012 |
375 |
396* |
382 |
PISA 2015 |
386* |
397* |
403* |
PISA 2018 |
379* |
371* |
396* |
PISA 2022 |
366 |
359 |
383 |
Average 10-year trend in mean performance (2012 to 2022) |
-11.8* |
-42.1* |
-2.8 |
Short-term change in mean performance (2018 to 2022) |
-13.1* |
-12.4* |
-13.2* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.2 |
-0.1 |
+0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.0* |
+19.3* |
-0.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-31.9* |
-12.6 |
-13.4* |
Average change among low-achieving students (10th percentile) |
+8.9 |
-12.7* |
-15.2* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-22.8* / -28.8* |
-16.3 / -47.2* |
-21.7* / -14.1 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-5.7 / -2.7 |
-7.2 / -38.2* |
-7.5 / +3.3 |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / stable |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Ireland
Trends in mathematics, reading and science performance in Ireland
![](/adobe/dynamicmedia/deliver/dm-aid--0cef7ade-483a-4f1b-bed4-ee4717df9f7a/image32.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Ireland
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
527 |
||
PISA 2003 |
503 |
515 |
|
PISA 2006 |
501 |
517 |
508 |
PISA 2009 |
487 |
496* |
508 |
PISA 2012 |
501* |
523 |
522* |
PISA 2015 |
504* |
521 |
503 |
PISA 2018 |
500* |
518 |
496* |
PISA 2022 |
492 |
516 |
504 |
Average 10-year trend in mean performance (2012 to 2022) |
-10.4* |
-7.1 |
-17.1* |
Short-term change in mean performance (2018 to 2022) |
-8.0* |
-2.1 |
+7.7* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-3.4* |
-1.2 |
-3.2* |
Percentage-point change in the share of low-performing students (below Level 2) |
+2.1 |
+1.9 |
+4.5* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-5.0 |
-7.8 |
+11.0* |
Average change among low-achieving students (10th percentile) |
-10.7* |
+1.8 |
+3.9 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-3.0 / -17.3* |
-1.2 / -14.2* |
+11.9* / -23.6* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-9.8* / -2.8 |
-3.3 / -1.5 |
+7.1 / -8.8 |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / narrowing |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Notes: In 2022, student response rates decreased with respect to PISA 2018 and fell short of the target. A thorough non-response bias analysis was submitted using external achievement data at student level as auxiliary information. The analysis provided evidence to suggest a residual upwards bias of about 0.1 standard deviations, after non-response adjustments are taken into account. On the PISA scale, considering that the standard deviation in Ireland ranged (in 2018) from 78 score points in mathematics to 91 score points in reading, this could translate into an estimated bias of approximately eight or nine points. The bias associated with trend and cross-country comparisons, however, might be smaller if past data or data for other countries are biased in the same direction.
The testing period changed from March-April (in earlier PISA assessments) to October-December (in PISA 2022).
Overview of performance trends in Israel
Trends in mathematics, reading and science performance in Israel
![](/adobe/dynamicmedia/deliver/dm-aid--4c34d79b-96c0-4a81-9bd5-b9a375e297e1/image33.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Israel
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
452 |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
442* |
439* |
454 |
PISA 2009 |
447 |
474 |
455 |
PISA 2012 |
466 |
486 |
470 |
PISA 2015 |
470* |
479 |
467 |
PISA 2018 |
463 |
470 |
462 |
PISA 2022 |
458 |
474 |
465 |
Average 10-year trend in mean performance (2012 to 2022) |
-9.7 |
-13.4 |
-5.1 |
Short-term change in mean performance (2018 to 2022) |
-5.1 |
+3.4 |
+2.6 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.0 |
+0.9 |
-0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+3.8 |
+6.1* |
+3.2 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-3.7 |
+0.6 |
-1.8 |
Average change among low-achieving students (10th percentile) |
+1.3 |
+9.8 |
+6.4 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+6.9 / -6.8 |
+8.9 / -7.1 |
+9.8 / -4.6 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-10.6 / -9.2 |
+0.5 / -21.9* |
-1.3 / -6.8 |
Performance gap (top – bottom quarter) |
widening / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Italy
Trends in mathematics, reading and science performance in Italy
![](/adobe/dynamicmedia/deliver/dm-aid--405bb06b-624c-4bb1-ab36-75582abe59dd/image34.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Italy
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
487 |
||
PISA 2003 |
466 |
476 |
|
PISA 2006 |
462 |
469 |
475 |
PISA 2009 |
483* |
486 |
489 |
PISA 2012 |
485* |
490 |
494* |
PISA 2015 |
490* |
485 |
481 |
PISA 2018 |
487* |
476 |
468* |
PISA 2022 |
471 |
482 |
477 |
Average 10-year trend in mean performance (2012 to 2022) |
-14.4* |
-9.1 |
-17.4* |
Short-term change in mean performance (2018 to 2022) |
-15.3* |
+5.3 |
+9.5* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-3.0* |
-1.7 |
-1.8* |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.9* |
+1.9 |
+5.2* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-15.5* |
-1.2 |
+14.0* |
Average change among low-achieving students (10th percentile) |
-6.1 |
+11.6 |
+8.0 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-11.2 / -8.5 |
+10.1 / -8.9 |
+21.9* / -11.5* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-14.9* / -15.3* |
+5.9 / -7.3 |
+2.9 / -19.9* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Japan
Trends in mathematics, reading and science performance in Japan
![](/adobe/dynamicmedia/deliver/dm-aid--4b6a6197-7986-4319-961b-ae429ca86289/image35.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Japan
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
522 |
||
PISA 2003 |
534 |
498* |
|
PISA 2006 |
523* |
498 |
531* |
PISA 2009 |
529 |
520 |
539 |
PISA 2012 |
536 |
538* |
547 |
PISA 2015 |
532 |
516 |
538 |
PISA 2018 |
527 |
504* |
529* |
PISA 2022 |
536 |
516 |
547 |
Average 10-year trend in mean performance (2012 to 2022) |
-1.6 |
-22.2* |
-1.2 |
Short-term change in mean performance (2018 to 2022) |
+8.6 |
+12.0* |
+17.5* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.7 |
-6.1* |
-0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+0.9 |
+4.0* |
-0.4 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+16.0* |
+9.0 |
+16.9* |
Average change among low-achieving students (10th percentile) |
-2.6 |
+12.8 |
+16.7* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+17.7* / -5.7 |
+13.8* / -28.7* |
+22.2* / -5.9 |
Performance among disadvantaged students (bottom quarter of ESCS) |
+5.1 / -4.3 |
+13.1* / -25.0* |
+18.1* / -1.4 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Jordan
Trends in mathematics, reading and science performance in Jordan
![](/adobe/dynamicmedia/deliver/dm-aid--0f48fcbf-af1e-4295-b366-437f03239db8/image36.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Jordan
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
384* |
m |
m |
PISA 2009 |
387* |
m |
m |
PISA 2012 |
386* |
m |
m |
PISA 2015 |
380* |
m |
m |
PISA 2018 |
400* |
m |
m |
PISA 2022 |
361 |
342 |
375 |
Average 10-year trend in mean performance (2012 to 2022) |
-18.6* |
m |
m |
Short-term change in mean performance (2018 to 2022) |
-38.5* |
m |
m |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.6 |
m |
m |
Percentage-point change in the share of low-performing students (below Level 2) |
+14.3* |
m |
m |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-66.2* |
m |
m |
Average change among low-achieving students (10th percentile) |
-7.9 |
m |
m |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
||
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-47.3* / -34.1* |
m / m |
m / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
-32.3* / -3.4 |
m / m |
m / m |
Performance gap (top – bottom quarter) |
stable / narrowing |
m / m |
m / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: Jordan switched from paper to computer assessment in 2022. Past reading and science scores were computed on a scale that was only weakly linked to the international scale; for this reason, this volume does not report trends in reading and science for Jordan and limits trend reporting to mathematics.
Overview of performance trends in Kazakhstan
Trends in mathematics, reading and science performance in Kazakhstan
![](/adobe/dynamicmedia/deliver/dm-aid--14e10e68-315e-4abc-9138-e02efcfa5cdb/image37.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Kazakhstan
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
405* |
390 |
400* |
PISA 2012 |
432 |
393 |
425 |
PISA 2015 |
m |
m |
m |
PISA 2018 |
423 |
387 |
397* |
PISA 2022 |
425 |
386 |
423 |
Average 10-year trend in mean performance (2012 to 2022) |
-7.0 |
-6.5 |
-5.1 |
Short-term change in mean performance (2018 to 2022) |
+2.3 |
-0.6 |
+26.1* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.6 |
+0.5* |
+0.7* |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.3 |
+6.7* |
+3.2 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-5.7 |
+4.9 |
+26.5* |
Average change among low-achieving students (10th percentile) |
+14.8* |
-5.2 |
+22.6* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
widening gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+7.4 / -9.0 |
+1.9 / -11.8* |
+30.1* / -8.8* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-0.4 / +1.6 |
-1.4 / +9.5* |
+25.2* / +8.2 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / narrowing |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Korea
Trends in mathematics, reading and science performance in Korea
![](/adobe/dynamicmedia/deliver/dm-aid--3b1bc760-734d-48fa-9b6b-f41224bbd319/image38.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Korea
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
525 |
||
PISA 2003 |
542* |
534* |
|
PISA 2006 |
547* |
556* |
522 |
PISA 2009 |
546* |
539* |
538 |
PISA 2012 |
554* |
536* |
538 |
PISA 2015 |
524 |
517 |
516* |
PISA 2018 |
526 |
514 |
519 |
PISA 2022 |
527 |
515 |
528 |
Average 10-year trend in mean performance (2012 to 2022) |
-22.6* |
-18.5* |
-7.0 |
Short-term change in mean performance (2018 to 2022) |
+1.4 |
+1.4 |
+8.8 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-8.0* |
-0.8 |
+4.0* |
Percentage-point change in the share of low-performing students (below Level 2) |
+7.1* |
+7.0* |
+7.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+8.3 |
+1.4 |
+15.5* |
Average change among low-achieving students (10th percentile) |
-5.5 |
+2.0 |
-0.2 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+5.2 / -17.3* |
+5.5 / -8.5 |
+16.1* / +7.8 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-4.1 / -29.7* |
-5.6 / -31.4* |
+1.4 / -20.3* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Kosovo1
Trends in mathematics, reading and science performance in Kosovo
![](/adobe/dynamicmedia/deliver/dm-aid--171592bf-6780-4eee-889e-362e1cf414b4/image39.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Kosovo
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
362* |
347 |
378* |
PISA 2018 |
366* |
353* |
365* |
PISA 2022 |
355 |
342 |
357 |
Average 10-year trend in mean performance (2015 to 2022) |
-9.5* |
-7.9 |
-29.4* |
Short-term change in mean performance (2018 to 2022) |
-10.9* |
-10.9* |
-7.9* |
Proficiency levels: Change between 2015 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.0 |
+0.0 |
-0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+7.4* |
+6.2* |
+11.5* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-27.0* |
-10.0* |
-4.2 |
Average change among low-achieving students (10th percentile) |
+11.1* |
-6.0 |
-7.4* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-11.5* / -11.5 |
-11.4* / -9.1 |
-5.6 / -30.6* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-7.7 / +2.0 |
-9.3* / +0.9 |
-8.1* / -26.4* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Latvia
Trends in mathematics, reading and science performance in Latvia
![](/adobe/dynamicmedia/deliver/dm-aid--40dd1762-fe92-4a53-84b9-118931815a56/image40.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Latvia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
458 |
||
PISA 2003 |
483 |
491* |
|
PISA 2006 |
486 |
479 |
490 |
PISA 2009 |
482 |
484 |
494 |
PISA 2012 |
491 |
489* |
502 |
PISA 2015 |
482 |
488* |
490 |
PISA 2018 |
496* |
479 |
487* |
PISA 2022 |
483 |
475 |
494 |
Average 10-year trend in mean performance (2012 to 2022) |
-2.7 |
-15.4* |
-8.1 |
Short-term change in mean performance (2018 to 2022) |
-13.0* |
-4.1 |
+6.6* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.5 |
+0.1 |
+0.8 |
Percentage-point change in the share of low-performing students (below Level 2) |
+2.2 |
+5.8* |
+4.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-12.3* |
-4.2 |
+8.8* |
Average change among low-achieving students (10th percentile) |
-11.9* |
-2.4 |
+8.2 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-10.1* / -2.9 |
+3.2 / -13.3* |
+12.6* / -4.3 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-15.8* / -1.6 |
-10.3* / -12.2* |
+2.7 / -10.0* |
Performance gap (top – bottom quarter) |
stable / stable |
widening / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, exclusions from the sample exceeded the acceptable rate by a large margin and showed a marked increase, with respect to 2018. High levels of student exclusions may bias performance results upwards.
Overview of performance trends in Lithuania
Trends in mathematics, reading and science performance in Lithuania
![](/adobe/dynamicmedia/deliver/dm-aid--993b8799-ecca-4a3f-a262-f2f060a79695/image41.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Lithuania
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
486* |
470 |
488 |
PISA 2009 |
477 |
468 |
491 |
PISA 2012 |
479 |
477 |
496 |
PISA 2015 |
478 |
472 |
475* |
PISA 2018 |
481 |
476 |
482 |
PISA 2022 |
475 |
472 |
484 |
Average 10-year trend in mean performance (2012 to 2022) |
-2.5 |
-4.1 |
-7.3 |
Short-term change in mean performance (2018 to 2022) |
-6.0 |
-4.0 |
+2.4 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.9 |
+1.4 |
+0.4 |
Percentage-point change in the share of low-performing students (below Level 2) |
+1.8 |
+3.7 |
+5.7* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.5 |
-5.1 |
+6.5 |
Average change among low-achieving students (10th percentile) |
+1.7 |
-3.0 |
+0.2 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-1.9 / +5.2 |
-1.9 / +5.3 |
+6.8 / +2.0 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-4.0 / -5.3 |
+0.8 / -8.1 |
+4.0 / -11.3* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Macao (China)
Trends in mathematics, reading and science performance in Macao (China)
![](/adobe/dynamicmedia/deliver/dm-aid--0e87fc97-b769-4387-9274-7fc179c77f55/image42.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Macao (China)
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
527* |
498* |
|
PISA 2006 |
525* |
492* |
511* |
PISA 2009 |
525* |
487* |
511* |
PISA 2012 |
538* |
509 |
521* |
PISA 2015 |
544* |
509 |
529* |
PISA 2018 |
558* |
525* |
544 |
PISA 2022 |
552 |
510 |
543 |
Average 10-year trend in mean performance (2012 to 2022) |
+15.7* |
+4.4 |
+24.2* |
Short-term change in mean performance (2018 to 2022) |
-5.7* |
-14.7* |
-0.5 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+4.2* |
+1.9 |
+8.0* |
Percentage-point change in the share of low-performing students (below Level 2) |
-2.3* |
+1.2 |
-1.3 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+11.0* |
-20.3* |
+3.1 |
Average change among low-achieving students (10th percentile) |
-23.2* |
-9.6* |
-7.9 |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+6.3 / +24.2* |
-10.6* / +12.0* |
+2.0 / +28.0* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-13.7* / +5.6 |
-16.1* / +0.4 |
-6.4 / +18.7* |
Performance gap (top – bottom quarter) |
widening / widening |
stable / widening |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Malaysia
Trends in mathematics, reading and science performance in Malaysia
![](/adobe/dynamicmedia/deliver/dm-aid--d569e163-ba6f-4816-b266-d6f2acbdf095/image43.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Malaysia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
404 |
414* |
422 |
PISA 2012 |
421* |
398 |
420 |
PISA 2015 |
m |
m |
m |
PISA 2018 |
440* |
415* |
438* |
PISA 2022 |
409 |
388 |
416 |
Average 10-year trend in mean performance (2012 to 2022) |
-8.4 |
-7.1 |
-0.4 |
Short-term change in mean performance (2018 to 2022) |
-31.5* |
-26.9* |
-21.3* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.2 |
+0.1 |
+0.2 |
Percentage-point change in the share of low-performing students (below Level 2) |
+7.2* |
+5.4 |
+2.4 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-40.2* |
-24.8* |
-19.0* |
Average change among low-achieving students (10th percentile) |
-18.7* |
-27.5* |
-22.2* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-31.3* / -2.2 |
-30.3* / +6.4 |
-21.6* / +8.5 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-26.2* / -9.1* |
-20.4* / -13.5* |
-16.6* / -4.1 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Malta
Trends in mathematics, reading and science performance in Malta
![](/adobe/dynamicmedia/deliver/dm-aid--e64ffe96-58c2-46e3-acaf-5152de8fedb7/image44.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Malta
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
463 |
442 |
461 |
PISA 2012 |
m |
m |
m |
PISA 2015 |
479* |
447 |
465 |
PISA 2018 |
472 |
448 |
457* |
PISA 2022 |
466 |
445 |
466 |
Average 10-year trend in mean performance (2015 to 2022) |
-17.1* |
-2.2 |
+2.5 |
Short-term change in mean performance (2018 to 2022) |
-5.7 |
-2.9 |
+9.0* |
Proficiency levels: Change between 2015 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-4.6* |
-1.2 |
-3.1* |
Percentage-point change in the share of low-performing students (below Level 2) |
+3.5* |
+0.8 |
-2.2 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.2 |
-5.4 |
+3.5 |
Average change among low-achieving students (10th percentile) |
-1.5 |
-2.0 |
+14.1* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-9.7 / -27.7* |
+3.5 / -15.0* |
+12.2* / -18.0* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-0.9 / -0.2 |
-4.5 / +11.6 |
+11.0* / +20.0* |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / narrowing |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Mexico
Trends in mathematics, reading and science performance in Mexico
![](/adobe/dynamicmedia/deliver/dm-aid--bd2bbb39-df34-46e5-aeea-a18c43d5e695/image45.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Mexico
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
422 |
||
PISA 2003 |
385 |
400* |
|
PISA 2006 |
406 |
410 |
410 |
PISA 2009 |
419* |
425 |
416 |
PISA 2012 |
413* |
424 |
415 |
PISA 2015 |
408* |
423 |
416 |
PISA 2018 |
409* |
420 |
419* |
PISA 2022 |
395 |
415 |
410 |
Average 10-year trend in mean performance (2012 to 2022) |
-16.9* |
-8.5 |
-4.0 |
Short-term change in mean performance (2018 to 2022) |
-13.8* |
-5.1 |
-9.3* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.4* |
+0.2 |
-0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+11.1* |
+5.9* |
+3.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-22.1* |
-4.2 |
-9.7 |
Average change among low-achieving students (10th percentile) |
-1.5 |
-5.9 |
-10.8* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-16.9* / -16.0* |
-4.5 / -0.0 |
-8.6 / +2.6 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-8.5 / -13.8* |
-4.2 / -11.5* |
-8.4 / -5.6 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Moldova
Trends in mathematics, reading and science performance in Moldova
![](/adobe/dynamicmedia/deliver/dm-aid--2d337e03-4abe-4bb8-beb1-7f35e8af3ad8/image46.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Moldova
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
397* |
388* |
413 |
PISA 2012 |
m |
m |
m |
PISA 2015 |
420 |
416 |
428* |
PISA 2018 |
421 |
424* |
428* |
PISA 2022 |
414 |
411 |
417 |
Average 10-year trend in mean performance (2015 to 2022) |
-8.0 |
-8.8 |
-16.5* |
Short-term change in mean performance (2018 to 2022) |
-6.4 |
-13.1* |
-11.6* |
Proficiency levels: Change between 2015 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.5 |
-0.7* |
-0.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+5.5* |
+3.0 |
+6.4* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-21.9* |
-18.9* |
-17.8* |
Average change among low-achieving students (10th percentile) |
+16.9* |
-3.8 |
-0.2 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
narrowing gap |
narrowing gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-12.4 / -2.2 |
-13.3 / -7.5 |
-12.5 / -11.5 |
Performance among disadvantaged students (bottom quarter of ESCS) |
+3.2 / -0.4 |
-8.4* / +1.4 |
-5.5 / -11.0* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Montenegro
Trends in mathematics, reading and science performance in Montenegro
![](/adobe/dynamicmedia/deliver/dm-aid--45c19543-37a5-4617-abab-280dbd77d699/image47.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Montenegro
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
399 |
392 |
412* |
PISA 2009 |
403 |
408 |
401 |
PISA 2012 |
410 |
422* |
410 |
PISA 2015 |
418* |
427* |
411* |
PISA 2018 |
430* |
421* |
415* |
PISA 2022 |
406 |
405 |
403 |
Average 10-year trend in mean performance (2012 to 2022) |
-1.7 |
-17.9* |
-5.8 |
Short-term change in mean performance (2018 to 2022) |
-24.0* |
-16.0* |
-12.0* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.1 |
-0.4 |
-0.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
+2.9 |
+9.6* |
+4.2 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-21.4* |
-9.3* |
-8.1* |
Average change among low-achieving students (10th percentile) |
-18.0* |
-17.1* |
-12.7* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-19.2* / -5.8 |
-11.1* / -26.4* |
-3.0 / -8.5* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-29.0* / +1.1 |
-23.5* / -13.1* |
-23.5* / -5.9* |
Performance gap (top – bottom quarter) |
stable / stable |
widening / narrowing |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Morocco
Trends in mathematics, reading and science performance in Morocco
![](/adobe/dynamicmedia/deliver/dm-aid--12d04171-6780-4103-9de0-61687c5e2d17/image48.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Morocco
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
368 |
359* |
377* |
PISA 2022 |
365 |
339 |
365 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
-3.0 |
-20.0* |
-11.2* |
Proficiency levels: Change between 2018 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.1* |
-0.0 |
-0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
+5.9* |
+7.8* |
+6.0* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-20.1* |
-19.5* |
-11.6 |
Average change among low-achieving students (10th percentile) |
+15.7* |
-20.1* |
-9.7* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-6.8 / m |
-26.7* / m |
-9.9 / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
+1.0 / m |
-12.0* / m |
-5.6 / m |
Performance gap (top – bottom quarter) |
stable / m |
stable / m |
stable / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Netherlands
Trends in mathematics, reading and science performance in Netherlands
![](/adobe/dynamicmedia/deliver/dm-aid--0a0f0bee-8de0-4fa7-ac7a-1e20e565ec79/image49.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Netherlands
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
538* |
513* |
|
PISA 2006 |
531* |
507* |
525* |
PISA 2009 |
526* |
508* |
522* |
PISA 2012 |
523* |
511* |
522* |
PISA 2015 |
512* |
503* |
509* |
PISA 2018 |
519* |
485* |
503* |
PISA 2022 |
493 |
459 |
488 |
Average 10-year trend in mean performance (2012 to 2022) |
-26.6* |
-53.0* |
-32.4* |
Short-term change in mean performance (2018 to 2022) |
-26.6* |
-25.5* |
-15.1* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-3.9* |
-2.8* |
-1.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+12.6* |
+20.6* |
+14.2* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.9 |
-12.8* |
-0.1 |
Average change among low-achieving students (10th percentile) |
-46.7* |
-39.3* |
-23.7* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-17.6* / -9.4 |
-20.2* / -38.2* |
-8.8 / -15.9* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-34.1* / -34.8* |
-33.2* / -57.2* |
-19.8* / -37.1* |
Performance gap (top – bottom quarter) |
stable / widening |
stable / widening |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Notes: In 2022, overall exclusions from the sample (at the student or school level) exceeded the acceptable rate by a large margin and showed a marked increase with respect to 2018. High levels of student exclusions may bias performance results upwards.
In the Netherlands, the testing period changed from March-April (in earlier PISA assessments) to October-December (in PISA 2022).
Overview of performance trends in New Zealand
Trends in mathematics, reading and science performance in New Zealand
![](/adobe/dynamicmedia/deliver/dm-aid--f84def63-ca07-4548-93e4-b9078f0049e5/image50.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for New Zealand
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
529* |
||
PISA 2003 |
523* |
522* |
|
PISA 2006 |
522* |
521* |
530* |
PISA 2009 |
519* |
521* |
532* |
PISA 2012 |
500* |
512 |
516 |
PISA 2015 |
495* |
509 |
513* |
PISA 2018 |
494* |
506 |
508 |
PISA 2022 |
479 |
501 |
504 |
Average 10-year trend in mean performance (2012 to 2022) |
-19.5* |
-11.2 |
-11.6* |
Short-term change in mean performance (2018 to 2022) |
-15.4* |
-4.9 |
-4.4 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-4.7* |
-0.9 |
-1.4 |
Percentage-point change in the share of low-performing students (below Level 2) |
+6.1* |
+4.5* |
+4.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-5.6 |
+0.5 |
+3.4 |
Average change among low-achieving students (10th percentile) |
-21.9* |
-8.2 |
-8.8 |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-8.6 / -25.8* |
-8.6 / -19.9* |
-2.9 / -19.4* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-23.2* / -10.4* |
-6.6 / +2.4 |
-11.9* / -1.4 |
Performance gap (top – bottom quarter) |
widening / narrowing |
stable / narrowing |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, student response rates decreased with respect to PISA 2018 and fell short of the target. School response rates also fell short of the target. A thorough and detailed non-response bias analysis was submitted using external achievement data at student level but also information on chronic absenteeism as auxiliary information along with demographic characteristics. The analysis provided evidence to suggest a residual upwards bias of about 0.1 standard deviations, after non-response adjustments are taken into account, driven entirely by student non-response (school non-participation did not result in significant bias, in contrast). The analysis also suggests that chronically absent students are over-represented among non-respondents in PISA. On the PISA scale, considering that the standard deviation in New Zealand ranged (in 2018) from 93 score points in mathematics to 106 score points in reading, this could translate into an estimated bias of approximately 10 points. The bias associated with trend and cross-country comparisons, however, might be smaller if past data or data for other countries are biased in the same direction.
Overview of performance trends in North Macedonia
Trends in mathematics, reading and science performance in North Macedonia
![](/adobe/dynamicmedia/deliver/dm-aid--c4867a19-01bc-4319-9985-07f16276d5f3/image51.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for North Macedonia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
373* |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
371* |
352 |
384 |
PISA 2018 |
394* |
393* |
413* |
PISA 2022 |
389 |
359 |
380 |
Average 10-year trend in mean performance (2015 to 2022) |
+22.7* |
+4.4 |
-10.0* |
Short-term change in mean performance (2018 to 2022) |
-5.9* |
-34.1* |
-33.2* |
Proficiency levels: Change between 2015 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.2 |
-0.2 |
-0.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
-4.0* |
+3.0 |
+2.4* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-15.6* |
-53.7* |
-42.8* |
Average change among low-achieving students (10th percentile) |
+11.9* |
-4.4 |
-16.4* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
narrowing gap |
narrowing gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-12.1* / +31.1* |
-45.0* / +7.2 |
-36.0* / +4.9 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-4.9 / +29.4* |
-27.6* / +17.8* |
-32.4* / -13.3* |
Performance gap (top – bottom quarter) |
stable / stable |
narrowing / stable |
stable / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Norway
Trends in mathematics, reading and science performance in Norway
![](/adobe/dynamicmedia/deliver/dm-aid--f60b3a97-ce49-4db2-bafa-6bdae02435de/image52.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Norway
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
505* |
||
PISA 2003 |
495* |
500* |
|
PISA 2006 |
490* |
484 |
487 |
PISA 2009 |
498* |
503* |
500* |
PISA 2012 |
489* |
504* |
495* |
PISA 2015 |
502* |
513* |
498* |
PISA 2018 |
501* |
499* |
490* |
PISA 2022 |
468 |
477 |
478 |
Average 10-year trend in mean performance (2012 to 2022) |
-21.3* |
-30.3* |
-18.0* |
Short-term change in mean performance (2018 to 2022) |
-32.5* |
-22.9* |
-12.2* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-2.5* |
-1.5 |
-0.5 |
Percentage-point change in the share of low-performing students (below Level 2) |
+9.2* |
+11.3* |
+8.0* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-27.6* |
-13.4* |
-1.3 |
Average change among low-achieving students (10th percentile) |
-35.5* |
-33.0* |
-18.8* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-19.2* / -12.1* |
-8.1 / -17.0* |
+1.5 / -7.1 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-31.3* / -29.7* |
-24.9* / -47.8* |
-13.7* / -30.2* |
Performance gap (top – bottom quarter) |
stable / widening |
widening / widening |
widening / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, Norway relied on a server-based administration (using Chromebooks) in some schools. Students in these schools experienced difficulties moving through the cognitive assessment early in the testing period. Further investigation traced the problem back to overload on the PISA contractor’s server. The problem was rapidly solved for students who were tested later and did not affect other countries that used a server-based administration. In Norway, it affected at most 9% of the final sample (584 students). During data adjudication, these data were thoroughly reviewed, and considered to be fit for reporting: the responses of students who were potentially affected did show good fit with the model, and were not remarkably different from the performance of students in other schools (see Annex A4).
Overview of performance trends in Panama
Trends in mathematics, reading and science performance in Panama
![](/adobe/dynamicmedia/deliver/dm-aid--a7e98132-3c8c-43c3-9290-8ad123daa9e0/image53.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Panama
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
360 |
371* |
376 |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
353 |
377* |
365* |
PISA 2022 |
357 |
392 |
388 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+3.7 |
+15.0* |
+23.1* |
Proficiency levels: Change between 2018 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.0 |
+0.6* |
+0.4 |
Percentage-point change in the share of low-performing students (below Level 2) |
+2.7 |
-6.6* |
-9.2* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-10.9 |
+23.1* |
+26.4* |
Average change among low-achieving students (10th percentile) |
+22.8* |
+8.8 |
+22.3* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+2.2 / m |
+17.3* / m |
+29.4* / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
+7.3 / m |
+8.2 / m |
+16.7* / m |
Performance gap (top – bottom quarter) |
stable / m |
stable / m |
stable / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In the challenging circumstances surrounding schooling in Panama in 2022 (teacher strikes, road blockades, and student absenteeism), student response rates decreased markedly from 90% with respect to PISA 2018 and fell short of the standard. No non-response bias analysis was submitted; the PISA national centre explained that non-response was potentially related to the agitated school climate students found themselves in when returning to their schools after the strikes. A comparison of respondent characteristics (both before and after non-response adjustment) to characteristics of the full eligible sample of students suggests that (before non-response adjustments were taken into account), non-response was related to students’ grade level and special-needs status. Based on the available information, it is not possible to exclude the possibility of bias; considering the analyses on student non-response conducted in other countries, the residual bias after non-response adjustments are taken into account is likely to correspond to an upward bias.
Overview of performance trends in Paraguay
Trends in mathematics, reading and science performance in Paraguay
![](/adobe/dynamicmedia/deliver/dm-aid--0e3b0364-96e2-4f5b-9f76-68bd29dca5ea/image54.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Paraguay
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
326* |
370 |
358* |
PISA 2022 |
338 |
373 |
368 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+11.4* |
+3.5 |
+10.3* |
Proficiency levels: Change between 2017 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
m |
m |
m |
Percentage-point change in the share of low-performing students (below Level 2) |
m |
m |
m |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+25.4* |
+4.2 |
+17.5* |
Average change among low-achieving students (10th percentile) |
+1.9 |
+3.8 |
+6.1 |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
m / m |
m / m |
m / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
m / m |
m / m |
m / m |
Performance gap (top – bottom quarter) |
m / m |
m / m |
m / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: Results for 2018 refer to the results of the PISA for Development assessment, in 2017.
Overview of performance trends in Peru
Trends in mathematics, reading and science performance in Peru
![](/adobe/dynamicmedia/deliver/dm-aid--1381a798-7dfb-4dbf-b605-21543151a799/image55.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Peru
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
327* |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
365* |
370* |
369* |
PISA 2012 |
368* |
384* |
373* |
PISA 2015 |
387 |
398* |
397* |
PISA 2018 |
400* |
401 |
404 |
PISA 2022 |
391 |
408 |
408 |
Average 10-year trend in mean performance (2012 to 2022) |
+23.9* |
+22.2* |
+32.9* |
Short-term change in mean performance (2018 to 2022) |
-8.6* |
+7.7 |
+3.6 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.1 |
+0.2 |
+0.5* |
Percentage-point change in the share of low-performing students (below Level 2) |
-8.4* |
-9.5* |
-15.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-14.4* |
+5.5 |
+11.1 |
Average change among low-achieving students (10th percentile) |
+1.6 |
+7.5 |
-4.3 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-13.2* / +13.2* |
-0.0 / +9.7 |
+2.0 / +30.9* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-2.0 / +33.7* |
+10.5* / +32.8* |
+4.9 / +37.9* |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / narrowing |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Philippines
Trends in mathematics, reading and science performance in Philippines
![](/adobe/dynamicmedia/deliver/dm-aid--b3805940-b9e2-452a-9ce9-2f4839614bd6/image56.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Philippines
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
353 |
340 |
357 |
PISA 2022 |
355 |
347 |
356 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+2.2 |
+6.9 |
-0.8 |
Proficiency levels: Change between 2018 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.0 |
+0.0 |
+0.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
+3.3 |
-4.3* |
-0.7 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-13.0 |
+12.7 |
+2.4 |
Average change among low-achieving students (10th percentile) |
+23.3* |
-2.6 |
-3.2 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-18.4* / m |
-12.3 / m |
-12.5 / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
+20.0* / m |
+23.2* / m |
+11.3* / m |
Performance gap (top – bottom quarter) |
narrowing / m |
narrowing / m |
narrowing / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Poland
Trends in mathematics, reading and science performance in Poland
![](/adobe/dynamicmedia/deliver/dm-aid--b5d5cc0d-2c45-4e5d-9182-5c89f5d6d686/image57.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Poland
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
479 |
||
PISA 2003 |
490 |
497 |
|
PISA 2006 |
495 |
508* |
498 |
PISA 2009 |
495 |
500* |
508 |
PISA 2012 |
518* |
518* |
526* |
PISA 2015 |
504* |
506* |
501 |
PISA 2018 |
516* |
512* |
511* |
PISA 2022 |
489 |
489 |
499 |
Average 10-year trend in mean performance (2012 to 2022) |
-23.7* |
-25.8* |
-21.4* |
Short-term change in mean performance (2018 to 2022) |
-26.7* |
-23.1* |
-11.9* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-7.3* |
-1.2 |
-2.8* |
Percentage-point change in the share of low-performing students (below Level 2) |
+8.6* |
+11.6* |
+9.6* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-26.5* |
-16.9* |
-7.1 |
Average change among low-achieving students (10th percentile) |
-27.9* |
-37.0* |
-22.0* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-24.4* / -22.6* |
-17.6* / -17.9* |
-8.3 / -20.0* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-29.4* / -26.9* |
-28.4* / -33.8* |
-17.0* / -27.5* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Portugal
Trends in mathematics, reading and science performance in Portugal
![](/adobe/dynamicmedia/deliver/dm-aid--9dd3c42a-5f23-4464-9790-f9b28f7b1cd6/image58.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Portugal
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
470 |
||
PISA 2003 |
466 |
478 |
|
PISA 2006 |
466 |
472 |
474 |
PISA 2009 |
487* |
489* |
493 |
PISA 2012 |
487* |
488 |
489 |
PISA 2015 |
492* |
498* |
501* |
PISA 2018 |
492* |
492* |
492 |
PISA 2022 |
472 |
477 |
484 |
Average 10-year trend in mean performance (2012 to 2022) |
-14.6* |
-12.8 |
-7.3 |
Short-term change in mean performance (2018 to 2022) |
-20.6* |
-15.2* |
-7.3 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-4.0* |
-1.1 |
+0.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.8* |
+4.3 |
+2.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-24.7* |
-18.2* |
-5.7 |
Average change among low-achieving students (10th percentile) |
-5.8 |
-10.4 |
-4.1 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-19.8* / -17.8* |
-15.6* / -14.8* |
-8.3 / -8.8* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-17.0* / -10.0 |
-11.2 / -4.8 |
-2.4 / -1.1 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2018, Portugal did not meet the student-response rate standard: response rates dropped between 2015 and 2018 but then returned to higher levels in 2022. The non-response-bias analysis submitted for 2018 implies a small upward bias for PISA 2018 performance results in Portugal.
Overview of performance trends in Qatar
Trends in mathematics, reading and science performance in Qatar
![](/adobe/dynamicmedia/deliver/dm-aid--53c1d3f1-aa5b-4c15-b4c0-955b2b9f9d74/image59.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Qatar
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
318* |
312* |
349* |
PISA 2009 |
368* |
372* |
379* |
PISA 2012 |
376* |
388* |
384* |
PISA 2015 |
402* |
402* |
418* |
PISA 2018 |
414 |
407* |
419* |
PISA 2022 |
414 |
419 |
432 |
Average 10-year trend in mean performance (2012 to 2022) |
+36.1* |
+30.6* |
+44.2* |
Short-term change in mean performance (2018 to 2022) |
-0.1 |
+12.2* |
+13.3* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.6 |
+1.2* |
+1.3* |
Percentage-point change in the share of low-performing students (below Level 2) |
-13.1* |
-9.8* |
-18.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.8 |
+8.9* |
+6.5 |
Average change among low-achieving students (10th percentile) |
+17.0* |
+20.6* |
+23.6* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
narrowing gap |
narrowing gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-4.9 / +37.7* |
+7.7 / +34.0* |
+8.0* / +45.5* |
Performance among disadvantaged students (bottom quarter of ESCS) |
+3.9 / +38.8* |
+13.9* / +32.2* |
+13.3* / +47.6* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Romania
Trends in mathematics, reading and science performance in Romania
![](/adobe/dynamicmedia/deliver/dm-aid--f2d59d2e-a0ac-4d13-bfe8-fdd6f0ef6c63/image60.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Romania
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
415 |
396* |
418 |
PISA 2009 |
427 |
424 |
428 |
PISA 2012 |
445* |
438 |
439 |
PISA 2015 |
444* |
434 |
435 |
PISA 2018 |
430 |
428 |
426 |
PISA 2022 |
428 |
428 |
428 |
Average 10-year trend in mean performance (2012 to 2022) |
-19.5* |
-9.7 |
-12.5 |
Short-term change in mean performance (2018 to 2022) |
-2.2 |
+0.8 |
+1.7 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.8 |
+0.4 |
+0.5 |
Percentage-point change in the share of low-performing students (below Level 2) |
+7.7* |
+4.5 |
+6.7* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+6.0 |
+5.1 |
+11.2 |
Average change among low-achieving students (10th percentile) |
-6.9 |
-0.5 |
-8.0 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+13.0 / -2.6 |
+11.3 / +2.6 |
+17.3* / +4.1 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-10.8 / -43.3* |
-4.4 / -27.6* |
-11.6 / -36.5* |
Performance gap (top – bottom quarter) |
widening / widening |
stable / widening |
widening / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Saudi Arabia
Trends in mathematics, reading and science performance in Saudi Arabia
![](/adobe/dynamicmedia/deliver/dm-aid--fe12a446-1074-444b-8632-7c60d5ded6b8/image61.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Saudi Arabia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
m |
m |
m |
PISA 2012 |
m |
m |
m |
PISA 2015 |
m |
m |
m |
PISA 2018 |
373* |
399* |
386 |
PISA 2022 |
389 |
383 |
390 |
Average 10-year trend in mean performance (2012 to 2022) |
m |
m |
m |
Short-term change in mean performance (2018 to 2022) |
+15.5* |
-16.6* |
+4.1 |
Proficiency levels: Change between 2018 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.0 |
-0.0 |
-0.0 |
Percentage-point change in the share of low-performing students (below Level 2) |
-2.7 |
+10.2* |
-0.0 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-0.7 |
-21.4* |
-7.3 |
Average change among low-achieving students (10th percentile) |
+35.6* |
-5.2 |
+17.0* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
narrowing gap |
narrowing gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+6.8 / m |
-23.6* / m |
-5.8 / m |
Performance among disadvantaged students (bottom quarter of ESCS) |
+26.8* / m |
-3.4 / m |
+17.7* / m |
Performance gap (top – bottom quarter) |
narrowing / m |
narrowing / m |
narrowing / m |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Serbia
Trends in mathematics, reading and science performance in Serbia
![](/adobe/dynamicmedia/deliver/dm-aid--8a26b407-e7a2-40c2-aed5-e85b62987c5a/image62.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Serbia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
435 |
401* |
436* |
PISA 2009 |
442 |
442 |
443 |
PISA 2012 |
449 |
446 |
445 |
PISA 2015 |
m |
m |
m |
PISA 2018 |
448 |
439 |
440 |
PISA 2022 |
440 |
440 |
447 |
Average 10-year trend in mean performance (2012 to 2022) |
-8.5 |
-5.8 |
+1.8 |
Short-term change in mean performance (2018 to 2022) |
-8.4 |
+0.9 |
+7.6 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.8 |
-0.4 |
+0.5 |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.2 |
+3.3 |
+0.1 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-17.4* |
-7.4 |
+4.8 |
Average change among low-achieving students (10th percentile) |
+4.6 |
+10.3 |
+10.4 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
narrowing gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-10.4 / -11.7 |
-0.6 / -7.8 |
+6.7 / +5.1 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-15.2* / -14.9* |
-3.0 / -13.0* |
-0.4 / -8.7 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Singapore
Trends in mathematics, reading and science performance in Singapore
![](/adobe/dynamicmedia/deliver/dm-aid--36a49145-ddc8-4427-b4c0-2b7f24360612/image63.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Singapore
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
562* |
526* |
542* |
PISA 2012 |
573 |
542 |
551 |
PISA 2015 |
564* |
535 |
556* |
PISA 2018 |
569 |
549* |
551* |
PISA 2022 |
575 |
543 |
561 |
Average 10-year trend in mean performance (2012 to 2022) |
+2.7 |
+4.2 |
+8.4 |
Short-term change in mean performance (2018 to 2022) |
+5.7 |
-6.9* |
+10.5* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+0.5 |
+1.4 |
+1.7 |
Percentage-point change in the share of low-performing students (below Level 2) |
-0.2 |
+1.3 |
-1.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+17.6* |
-12.2* |
+13.9* |
Average change among low-achieving students (10th percentile) |
-7.1 |
+1.6 |
+9.4* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
narrowing gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+15.7* / -1.6 |
-2.0 / +1.1 |
+16.2* / -2.8 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-5.8 / -4.4 |
-13.2* / -3.3 |
+2.6 / +8.0 |
Performance gap (top – bottom quarter) |
widening / stable |
stable / stable |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Slovak Republic
Trends in mathematics, reading and science performance in Slovak Republic
![](/adobe/dynamicmedia/deliver/dm-aid--47ac5f5a-7a1c-4cce-95ce-0c17e7c00ead/image64.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Slovak Republic
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
498* |
469* |
|
PISA 2006 |
492* |
466* |
488* |
PISA 2009 |
497* |
477* |
490* |
PISA 2012 |
482* |
463* |
471 |
PISA 2015 |
475* |
453 |
461 |
PISA 2018 |
486* |
458* |
464 |
PISA 2022 |
464 |
447 |
462 |
Average 10-year trend in mean performance (2012 to 2022) |
-14.0* |
-13.1 |
-6.8 |
Short-term change in mean performance (2018 to 2022) |
-22.2* |
-11.1* |
-1.8 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-3.7* |
-1.0 |
-0.6 |
Percentage-point change in the share of low-performing students (below Level 2) |
+5.7* |
+7.2* |
+3.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-19.7* |
-9.1 |
+3.6 |
Average change among low-achieving students (10th percentile) |
-26.0* |
-20.4* |
-13.7* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-15.3* / -10.6 |
-6.8 / -17.3* |
+10.2 / -3.4 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-31.7* / -21.8* |
-19.0* / -6.2 |
-20.8* / -13.4* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Slovenia
Trends in mathematics, reading and science performance in Slovenia
![](/adobe/dynamicmedia/deliver/dm-aid--152ecc67-6360-4706-9246-5837afc99071/image65.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Slovenia
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
504* |
494* |
519* |
PISA 2009 |
501* |
483* |
512 |
PISA 2012 |
501* |
481* |
514* |
PISA 2015 |
510* |
505* |
513* |
PISA 2018 |
509* |
495* |
507* |
PISA 2022 |
485 |
469 |
500 |
Average 10-year trend in mean performance (2012 to 2022) |
-16.7* |
-17.0* |
-14.4* |
Short-term change in mean performance (2018 to 2022) |
-24.4* |
-26.8* |
-7.0* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-4.3* |
-0.6 |
-1.6 |
Percentage-point change in the share of low-performing students (below Level 2) |
+4.5* |
+4.9* |
+4.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-18.3* |
-22.3* |
+1.7 |
Average change among low-achieving students (10th percentile) |
-22.9* |
-32.3* |
-13.5* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-25.2* / -16.8* |
-31.1* / -25.6* |
-4.2 / -16.0* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-30.4* / -19.5* |
-32.1* / -16.9* |
-16.8* / -17.8* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Spain
Trends in mathematics, reading and science performance in Spain
![](/adobe/dynamicmedia/deliver/dm-aid--61d9bb54-0c17-4b64-b2bf-b2b04c0c41fa/image66.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Spain
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
493* |
||
PISA 2003 |
485 |
481 |
|
PISA 2006 |
480 |
461 |
488 |
PISA 2009 |
483* |
481 |
488 |
PISA 2012 |
484* |
488* |
496* |
PISA 2015 |
486* |
496* |
493* |
PISA 2018 |
m |
m |
m |
PISA 2022 |
473 |
474 |
485 |
Average 10-year trend in mean performance (2012 to 2022) |
-12.4* |
-16.5* |
-12.1* |
Short-term change in mean performance (2018 to 2022) |
m |
m |
m |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-2.1* |
-0.2 |
+0.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
+3.7* |
+6.1* |
+5.6* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
m |
m |
m |
Average change among low-achieving students (10th percentile) |
m |
m |
m |
Gap in learning outcomes between high- and low-achieving students |
|||
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
m / -13.1* |
m / -16.2* |
m / -12.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
m / -10.1* |
m / -14.1* |
m / -10.0* |
Performance gap (top – bottom quarter) |
m / stable |
m / stable |
m / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Sweden
Trends in mathematics, reading and science performance in Sweden
![](/adobe/dynamicmedia/deliver/dm-aid--7362a2c6-b782-46e9-b380-9a61b0ec75d0/image67.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Sweden
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
516* |
||
PISA 2003 |
509* |
514* |
|
PISA 2006 |
502* |
507* |
503* |
PISA 2009 |
494* |
497 |
495 |
PISA 2012 |
478 |
483 |
485 |
PISA 2015 |
494* |
500* |
493 |
PISA 2018 |
502* |
506* |
499 |
PISA 2022 |
482 |
487 |
494 |
Average 10-year trend in mean performance (2012 to 2022) |
+4.0 |
+3.3 |
+9.0 |
Short-term change in mean performance (2018 to 2022) |
-20.6* |
-18.8* |
-5.9 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+2.0* |
+2.3 |
+3.6* |
Percentage-point change in the share of low-performing students (below Level 2) |
+0.2 |
+1.6 |
+1.5 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-11.3* |
-13.7* |
+9.2 |
Average change among low-achieving students (10th percentile) |
-26.8* |
-23.1* |
-18.5* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-8.8 / +12.8* |
-3.3 / +14.5* |
+10.5 / +19.2* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-24.1* / -3.5 |
-26.6* / -6.9 |
-14.2* / -2.6 |
Performance gap (top – bottom quarter) |
widening / widening |
widening / widening |
widening / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Switzerland
Trends in mathematics, reading and science performance in Switzerland
![](/adobe/dynamicmedia/deliver/dm-aid--bc77e267-001d-443d-a5e7-f090236fc8fb/image68.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Switzerland
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
494 |
||
PISA 2003 |
527* |
499* |
|
PISA 2006 |
530* |
499 |
512 |
PISA 2009 |
534* |
501* |
517* |
PISA 2012 |
531* |
509* |
515* |
PISA 2015 |
521* |
492 |
506 |
PISA 2018 |
515 |
484 |
495 |
PISA 2022 |
508 |
483 |
503 |
Average 10-year trend in mean performance (2012 to 2022) |
-22.7* |
-25.1* |
-13.7* |
Short-term change in mean performance (2018 to 2022) |
-7.3 |
-0.6 |
+7.2 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-5.2* |
-0.6 |
+0.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+7.0* |
+10.9* |
+6.4* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-3.8 |
+2.8 |
+9.7 |
Average change among low-achieving students (10th percentile) |
-11.9* |
-0.2 |
+3.5 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+1.8 / -8.3 |
+8.1 / -7.6 |
+17.9* / -1.2 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-15.3* / -30.3* |
-9.9 / -35.1* |
+0.8 / -17.9* |
Performance gap (top – bottom quarter) |
widening / widening |
widening / widening |
widening / widening |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Chinese Taipei
Trends in mathematics, reading and science performance in Chinese Taipei
![](/adobe/dynamicmedia/deliver/dm-aid--2e2a9f18-0f0e-495f-811e-bb149d4290dd/image69.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Chinese Taipei
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
549 |
496 |
532 |
PISA 2009 |
543 |
495* |
520* |
PISA 2012 |
560* |
523 |
523* |
PISA 2015 |
542 |
497* |
532 |
PISA 2018 |
531* |
503* |
516* |
PISA 2022 |
547 |
515 |
537 |
Average 10-year trend in mean performance (2012 to 2022) |
-13.0* |
-4.1 |
+9.0 |
Short-term change in mean performance (2018 to 2022) |
+16.0* |
+12.6* |
+21.6* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-5.5* |
+2.2 |
+9.4* |
Percentage-point change in the share of low-performing students (below Level 2) |
+1.8 |
+4.3* |
+2.3 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+30.6* |
+13.5* |
+22.5* |
Average change among low-achieving students (10th percentile) |
-4.1 |
+7.4 |
+14.5* |
Gap in learning outcomes between high- and low-achieving students |
widening gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
+29.9* / -16.2* |
+14.0 / -0.8 |
+27.4* / +13.9* |
Performance among disadvantaged students (bottom quarter of ESCS) |
+3.3 / -8.0 |
+6.6 / -5.2 |
+14.5* / +7.2 |
Performance gap (top – bottom quarter) |
widening / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Thailand
Trends in mathematics, reading and science performance in Thailand
![](/adobe/dynamicmedia/deliver/dm-aid--e8267a7b-7648-42a6-9c9b-b2d0d83a1d14/image70.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Thailand
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
431* |
||
PISA 2003 |
417* |
420* |
|
PISA 2006 |
417* |
417* |
421* |
PISA 2009 |
419* |
421* |
425* |
PISA 2012 |
427* |
441* |
444* |
PISA 2015 |
415* |
409* |
421* |
PISA 2018 |
419* |
393* |
426* |
PISA 2022 |
394 |
379 |
409 |
Average 10-year trend in mean performance (2012 to 2022) |
-29.6* |
-60.5* |
-30.5* |
Short-term change in mean performance (2018 to 2022) |
-24.6* |
-14.2* |
-16.5* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.5* |
-0.7* |
-0.3 |
Percentage-point change in the share of low-performing students (below Level 2) |
+18.5* |
+32.5* |
+19.4* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-40.1* |
-15.0* |
-17.0* |
Average change among low-achieving students (10th percentile) |
-3.5 |
-15.8* |
-14.9* |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-31.7* / -25.6* |
-17.5* / -56.0* |
-19.5* / -19.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-22.0* / -30.5* |
-13.8* / -61.6* |
-14.8* / -34.8* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in Türkiye
Trends in mathematics, reading and science performance in Türkiye
![](/adobe/dynamicmedia/deliver/dm-aid--cd0055e0-5d6c-48d6-b351-c6ce4f6d761c/image71.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Türkiye
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
423* |
441 |
|
PISA 2006 |
424* |
447 |
424* |
PISA 2009 |
445 |
464 |
454* |
PISA 2012 |
448 |
475* |
463 |
PISA 2015 |
420* |
428* |
425* |
PISA 2018 |
454 |
466* |
468* |
PISA 2022 |
453 |
456 |
476 |
Average 10-year trend in mean performance (2012 to 2022) |
+15.0* |
-6.1 |
+25.2* |
Short-term change in mean performance (2018 to 2022) |
-0.4 |
-9.5* |
+7.6* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.4 |
-2.5* |
+2.2* |
Percentage-point change in the share of low-performing students (below Level 2) |
-3.3 |
+7.6* |
-1.7 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
+5.7 |
-12.8* |
+15.8* |
Average change among low-achieving students (10th percentile) |
-1.8 |
-9.6 |
-0.5 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-0.4 / +16.9* |
-15.7* / -10.1 |
+7.2 / +33.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-8.1 / +17.2* |
-9.8 / -1.5 |
+4.0 / +24.3* |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in United Arab Emirates
Trends in mathematics, reading and science performance in United Arab Emirates
![](/adobe/dynamicmedia/deliver/dm-aid--0172141c-b31b-4520-952f-324e192de9f2/image72.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for United Arab Emirates
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
m |
m |
m |
PISA 2009 |
421* |
431* |
438 |
PISA 2012 |
434 |
442* |
448* |
PISA 2015 |
427 |
434* |
437 |
PISA 2018 |
435 |
432* |
434 |
PISA 2022 |
431 |
417 |
432 |
Average 10-year trend in mean performance (2012 to 2022) |
-0.2 |
-22.9* |
-15.1* |
Short-term change in mean performance (2018 to 2022) |
-3.8 |
-14.4* |
-1.7 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
+1.9* |
+2.8* |
+1.4* |
Percentage-point change in the share of low-performing students (below Level 2) |
+2.7 |
+12.5* |
+9.9* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-4.2 |
+0.1 |
+9.8* |
Average change among low-achieving students (10th percentile) |
+7.0 |
-28.0* |
-6.7 |
Gap in learning outcomes between high- and low-achieving students |
narrowing gap |
widening gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-28.1* / -14.8* |
-40.3* / -33.7* |
-22.9* / -30.1* |
Performance among disadvantaged students (bottom quarter of ESCS) |
+7.0 / +1.6 |
-7.7* / -27.9* |
+4.6 / -15.2* |
Performance gap (top – bottom quarter) |
narrowing / narrowing |
narrowing / stable |
narrowing / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Overview of performance trends in United Kingdom
Trends in mathematics, reading and science performance in United Kingdom
![](/adobe/dynamicmedia/deliver/dm-aid--5e00f9aa-2d48-44c8-998b-12ba689e408c/image73.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for United Kingdom
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
m |
m |
|
PISA 2006 |
495 |
495 |
515* |
PISA 2009 |
492 |
494 |
514* |
PISA 2012 |
494 |
499 |
514* |
PISA 2015 |
492 |
498 |
509* |
PISA 2018 |
502* |
504* |
505 |
PISA 2022 |
489 |
494 |
500 |
Average 10-year trend in mean performance (2012 to 2022) |
-2.4 |
-3.1 |
-15.1* |
Short-term change in mean performance (2018 to 2022) |
-12.8* |
-9.5* |
-5.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.5 |
+1.3 |
-1.1 |
Percentage-point change in the share of low-performing students (below Level 2) |
+2.5 |
+3.5 |
+5.1* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-6.3 |
-6.3 |
+2.0 |
Average change among low-achieving students (10th percentile) |
-17.8* |
-14.9* |
-10.9* |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-4.7 / -2.3 |
-0.1 / -1.6 |
+5.3 / -14.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-7.3 / +4.9 |
-1.9 / +8.2 |
-0.8 / -5.0 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / stable |
stable / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, student response rates decreased slightly with respect to PISA 2018 and fell short of the target. School response rates also fell short of the target. An informative non-response bias analysis was submitted using external achievement data at student level as auxiliary information along with demographic characteristics; analyses were limited to England and Scotland as the largest subnational entities within the United Kingdom. The analysis provided evidence to suggest a small residual upwards bias, driven entirely by student non-response (school non-participation did not result in significant bias, in contrast). The bias associated with trend comparisons, however, might be smaller or entirely absent when considering the fact that response rates remained close to those observed in 2018.
Overview of performance trends in United States
Trends in mathematics, reading and science performance in United States
![](/adobe/dynamicmedia/deliver/dm-aid--f5114f85-1dbe-4c0d-845f-f1d6a69d3329/image74.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for United States
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
504 |
||
PISA 2003 |
483* |
495 |
|
PISA 2006 |
474 |
m |
489 |
PISA 2009 |
487* |
500 |
502 |
PISA 2012 |
481* |
498 |
497 |
PISA 2015 |
470 |
497 |
496 |
PISA 2018 |
478* |
505 |
502 |
PISA 2022 |
465 |
504 |
499 |
Average 10-year trend in mean performance (2012 to 2022) |
-13.1* |
+8.4 |
+3.7 |
Short-term change in mean performance (2018 to 2022) |
-13.4* |
-1.4 |
-3.0 |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-1.4 |
+6.3* |
+3.5* |
Percentage-point change in the share of low-performing students (below Level 2) |
+8.1* |
+3.5 |
+3.8 |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-7.8 |
+5.3 |
+9.6 |
Average change among low-achieving students (10th percentile) |
-12.4 |
-4.8 |
-14.0 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
widening gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-7.4 / -6.4 |
+2.7 / +18.9* |
+7.8 / +11.7* |
Performance among disadvantaged students (bottom quarter of ESCS) |
-12.3 / -17.4* |
-1.6 / +0.3 |
-10.0 / -1.8 |
Performance gap (top – bottom quarter) |
stable / stable |
stable / widening |
widening / stable |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note: In 2022, school participation rates missed the standard by a substantial margin, and participation rates were particularly low among private schools (representing about 7% of the student population). A non-response bias analysis was submitted, indicating that, after replacement schools and nonresponse adjustments are taken into account, a number of characteristics (not including direct measures of school performance) are balanced across respondents and non-respondents. Exclusions from the sample also showed a marked increase, with respect to 2018, and exceeded the acceptable rate by a small margin; finally, the response rate for students was only slightly above the target (80%). Based on the available information, it is not possible to exclude the possibility of bias, nor to determine its most likely direction.
Overview of performance trends in Uruguay
Trends in mathematics, reading and science performance in Uruguay
![](/adobe/dynamicmedia/deliver/dm-aid--4bbcfb07-d6c3-4969-b28c-13e580dafd4f/image75.png?preferwebp=true&quality=80)
Note: White dots indicate mean-performance estimates that are not statistically significantly above/below PISA 2022 estimates. Black lines indicate the best-fitting trend.
Source: OECD, PISA 2022 Database, Tables I.B1.5.4, I.B1.5.5 and I.B1.5.6.
Snapshot of mathematics, reading and science results for Uruguay
Mean performance |
Mathematics |
Reading |
Science |
---|---|---|---|
PISA 2000 |
m |
||
PISA 2003 |
422* |
434 |
|
PISA 2006 |
427* |
413 |
428 |
PISA 2009 |
427* |
426 |
427 |
PISA 2012 |
409 |
411* |
416* |
PISA 2015 |
418* |
437 |
435 |
PISA 2018 |
418* |
427 |
426* |
PISA 2022 |
409 |
430 |
435 |
Average 10-year trend in mean performance (2012 to 2022) |
-1.5 |
+13.4* |
+14.5* |
Short-term change in mean performance (2018 to 2022) |
-8.9* |
+3.2 |
+9.6* |
Proficiency levels: Change between 2012 and 2022 |
|||
Percentage-point change in the share of top-performing students (Level 5 or 6) |
-0.4 |
+1.1* |
+0.5 |
Percentage-point change in the share of low-performing students (below Level 2) |
+0.7 |
-5.9* |
-6.4* |
Variation in performance: Change between 2018 and 2022 |
|||
Average change among high-achieving students (90th percentile) |
-8.7 |
+6.9 |
+16.3* |
Average change among low-achieving students (10th percentile) |
-4.1 |
-0.1 |
+4.0 |
Gap in learning outcomes between high- and low-achieving students |
stable gap |
stable gap |
stable gap |
Trends by quarter of socio-economic status (ESCS): 2018-22 / average 10-year trend |
|||
Performance among advantaged students (top quarter of ESCS) |
-3.7 / -11.3* |
+4.9 / +4.1 |
+16.2* / +4.6 |
Performance among disadvantaged students (bottom quarter of ESCS) |
-3.2 / +7.1 |
+12.7* / +17.9* |
+14.1* / +20.6* |
Performance gap (top – bottom quarter) |
stable / narrowing |
stable / stable |
stable / narrowing |
Note: * indicates statistically significant trends and changes or mean-performance estimates that are significantly above or below PISA 2022 estimates.
Source: PISA 2022 Database, Tables I.B1.5.1-12, I.B1.5.19, I.B1.5.20 and I.B1.5.21.
Note
← 1. This designation is without prejudice to positions on status, and is in line with United Nations Security Council Resolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo’s declaration of independence.