On average across OECD countries, 13% of students in 2018 had an immigrant background, up from 10% in 2009. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
All Rights Reserved.The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. Buy +/-/ 1000. PISA 2015 Results (Volume II) Policies and Practices for Successful Schools. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.Some 17% of immigrant students scored in the top quarter of reading performance in the country where they sat the PISA test, on average across OECD countries. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.In 11 countries and economies, including the OECD countries Australia, Canada, Denmark, Estonia, Finland, Japan, Korea, Norway and the United Kingdom, average performance was higher than the OECD average while the relationship between socio-economic status and reading performance was weaker than the OECD average.In Estonia, Ireland, Macao (China), Peru and Singapore, the gender gap in reading performance narrowed between 2009 and 2018; and both boys and girls scored higher in 2018 than their counterparts did in 2009.Countries/economies with a share of students not significantly different from the OECD averageIn 21 out of the 43 countries and economies where a relatively large proportion of students had an immigrant background, immigrant students were more likely than their native-born peers to report a goal-oriented attitude.Proportion of students in schools whose teachers hold at least a master's degreeCountries/economies with a mean score in reading or a share of students above the OECD averageProportion of students in schools whose principal reported a lack in educational materialResults based on reading performance are reported as missing for Spain (see Annex A9 from Volume I).Select one or more items in both lists to browse for the relevant content© 2020 OECD.
Source: Organization for Economic Cooperation and Development (OECD), 2018-2019. On average across OECD countries in 2018, both boys and girls reported significantly less enjoyment of reading than their counterparts did in 2009.Countries/economies with a mean score below the OECD averageThe OECD average does not include Spain in these cases.Countries/economies with a mean score not significantly different from the OECD averageCountries/economies with a mean score in reading or a share of students not significantly different from the OECD averageOn average across OECD countries, 40% of teachers in disadvantaged schools compared with 48% of teachers in advantaged schools had at least a master’s degree.PISA measures equity by whether education outcomes, such as access to schooling, student performance, students’ attitudes and beliefs, and students’ expectations for their future, are related to student’s personal background. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. On average across OECD countries, only seven in ten high-achieving disadvantaged students reported that they expect to complete tertiary education, while nine in ten high-achieving advantaged students reported so. The United Nations Sustainable Development Goals for 2030 advocate for “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all” (United Nations, 2015).Countries/economies with share of top performers who do not expect to complete tertiary education below the OECD average or a share of top performers who expect to work in STEM occupations above the OECD averageCountries/economies with a mean performance/strength of socio-economic gradient/share of resilient students not significantly different from the OECD averageCountries/economies with segregation across schools above the OECD average or resources allocated below the OECD averageCountries/economies with segregation across schools below the OECD average or resources allocated above the OECD averageEquity does not mean that all students have equal outcomes; rather it means that whatever variations there may be in education outcomes, they are not related to students’ background, including socio-economic status, gender or immigrant background.In all countries and economies, girls reported much greater enjoyment of reading than boys.
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