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Excellence and equity
Andreas Schleicher
Director for Education and Skills
PISA in brief - 2015
In 2015, over half a million students…
- representing 28 million 15-year-olds in 72 countries/economies
… took an internationally agreed 2-hour test…
- Goes beyond testing whether students can reproduce what they were taught to assess students’ capacity to
extrapolate from what they know and creatively apply their knowledge in novel situations
- Total of 390 minutes of assessment material
… and responded to questions on…
- their personal background, their schools, their well-being and their motivation
Parents, principals, teachers and system leaders provided data on:
- school policies, practices, resources and institutional factors that help explain performance differences
- 89,000 parents, 93,000 teachers and 17,500 principals responded
PISA 2015
OECD
Partners
“the ability to engage with science-
related issues, and with the ideas of
science, as a reflective citizen”
Science in PISA
•Explain phenomena scientifically
•Evaluate and design scientific enquiry
•Interpret data and evidence scientifically
Competencies
Recognise, offer and
evaluate explanations for
a range of natural and
technological phenomena.
Describe and appraise
scientific investigations
and propose ways of
addressing questions
scientifically.
Analyse and evaluate
data, claims and
arguments in a variety of
representations and draw
appropriate scientific
conclusions.
Trends in science performance
2006 2009 2012 2015
OECD
450
470
490
510
530
550
570
OECD average
Studentperformance
Trends in science performance
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD average
Singapore
JapanEstonia
Chinese Tapei FinlandMacao (China) Canada
Vietnam Hong Kong (China)
B-S-J-G (China) Korea
New Zealand Slovenia
Australia United KingdomGermany Netherlands
Switzerland IrelandBelgium DenmarkPoland PortugalNorway United StatesAustria FranceSweden Czech Rep.Spain Latvia
Russia
LuxembourgItaly
HungaryLithuania CroatiaCABA (Argentina)
Iceland
IsraelMalta
Slovak Rep.
Greece
Chile Bulgaria
United Arab Emirates UruguayRomania
Moldova AlbaniaTurkey Trinidad and TobagoThailand Costa RicaQatar ColombiaMexico MontenegroJordan
IndonesiaBrazil
Peru
Lebanon
Tunisia
FYROM
KosovoAlgeria
Dominican Rep. (332)350
400
450
500
550
0510152025
Meanscienceperformance
Higherperfomance
High performance
High equity
Low performance
Low equity
Low performance
High equity
High performance
Low equity
Science performance in PISA (2015)
More equity
Singapore
Japan
EstoniaChinese Tapei Finland
Macao (China)
CanadaViet Nam
Hong Kong (China)B-S-J-G (China) KoreaNew ZealandSlovenia
Australia United KingdomGermany
Netherlands
Switzerland
Ireland
Belgium DenmarkPolandPortugal NorwayUnited StatesAustriaFrance
Sweden
Czech Rep.
Spain Latvia Russia
Luxembourg Italy
Hungary LithuaniaCroatia Iceland
IsraelMalta
Slovak Rep.
Greece
Chile
Bulgaria
United Arab EmiratesUruguay
Romania
Moldova Turkey
Trinidad and Tobago ThailandCosta Rica QatarColombia Mexico
MontenegroJordan
Indonesia Brazil
Peru
Lebanon
Tunisia
FYROM
Kosovo
Algeria
Dominican Rep. (332)
350
400
450
500
550
Meanscienceperformance
Higherperfomance
Science performance and equity in PISA (2015)
Some countries
combine excellence
with equity
More equityMore equity
High performance
High equity
Low performance
Low equity
Low performance
High equity
High performance
Low equity
Colombia
NorwayPortugal
Romania
350
400
450
500
550
0510152025
Meanscienceperformance
Percentage of performance varation explained by ESCS
More equity
Science performance and equity in PISA (2006-2015)
Some countries
improved
performance
Higherperfomance
High performance
High equity
Low performance
Low equity
Low performance
High equity
High performance
Low equity
Brazil
Bulgaria
Chile
Mexico
Montenegro
Slovenia
Thailand
United States
350
400
450
500
550
0510152025
Meanscienceperformance
Percentage of performance varation explained by ESCS
More equity
Science performance and equity in PISA (2006-2015)
Some countries
improved
equity
Higherperfomance
High performance
High equity
Low performance
Low equity
Low performance
High equity
High performance
Low equity
Poverty is not destiny - Science performance
by international deciles of the PISA index of economic, social and cultural status (ESCS)
280
330
380
430
480
530
580
630
DominicanRepublic40
Algeria52
Kosovo10
Qatar3
FYROM13
Tunisia39
Montenegro11
Jordan21
UnitedArabEmirates3
Georgia19
Lebanon27
Indonesia74
Mexico53
Peru50
CostaRica38
Brazil43
Turkey59
Moldova28
Thailand55
Colombia43
Iceland1
TrinidadandTobago14
Romania20
Israel6
Bulgaria13
Greece13
Russia5
Uruguay39
Chile27
Latvia25
Lithuania12
SlovakRepublic8
Italy15
Norway1
Spain31
Hungary16
Croatia10
Denmark3
OECDaverage12
Sweden3
Malta13
UnitedStates11
Macao(China)22
Ireland5
Austria5
Portugal28
Luxembourg14
HongKong(China)26
CzechRepublic9
Poland16
Australia4
UnitedKingdom5
Canada2
France9
Korea6
NewZealand5
Switzerland8
Netherlands4
Slovenia5
Belgium7
Finland2
Estonia5
VietNam76
Germany7
Japan8
ChineseTaipei12
B-S-J-G(China)52
Singapore11
Scorepoints
Bottom decile Second decile Middle decile Ninth decile Top decile
Figure I.6.7
% of students
in the bottom
international
deciles of
ESCS
OECD median student
Percentage of resilient students
Figure I.6.10
0
10
20
30
40
50
60
70
80
VietNam
Macao(China)
HongKong(China)
Singapore
Japan
Estonia
ChineseTaipei
B-S-J-G(China)
Finland
Korea
Spain
Canada
Portugal
UnitedKingdom
Latvia
Slovenia
Poland
Germany
Australia
UnitedStates
Netherlands
NewZealand
Ireland
OECDaverage
Switzerland
Denmark
Belgium
France
Italy
Norway
Austria
Russia
CzechRepublic
Sweden
Croatia
Lithuania
Turkey
Malta
Luxembourg
Hungary
Thailand
Greece
SlovakRepublic
Iceland
Israel
CABA(Argentina)
Chile
Uruguay
Bulgaria
Moldova
TrinidadandTobago
Mexico
Colombia
Romania
Indonesia
CostaRica
Brazil
Montenegro
UnitedArabEmirates
Jordan
Georgia
Algeria
Lebanon
Qatar
Tunisia
FYROM
Peru
Kosovo
DominicanRepublic
%
Resilient students come from the bottom 25% of the
ESCS index within their country/economy and
perform among the top 25% across all
countries/economies, after accounting for socio-
economic status
The global talent pool
The global pool of top performers: A PISA perspective
Figure I.2.18
United States (8.5%);
300k
B-S-J-G (China)
(13.6%); 181k
Japan (15.3%); 174k
Germany (10.6%); 79k
Viet Nam (8.3%); 72k
United Kingdom
(10.9%); 68k
Korea (10.6%); 60k
France (8.0%); 59k
Russia (3.7%); 42k
Canada (12.4%); 41k
Chinese Taipei (15.4%);
39k
Australia (11.2%);
Poland (7.3%);
Netherlands (11.1%)
Italy (4.1%)
Spain (5.0%)
Brazil (0.7%)
Singapore
(24.2%)
Belgium (9.0%)
Finland (14.3%)
Switzerland (9.8%)
Sweden (8.5%)
Portugal (7.4%)
New Zealand (12.8%)
Israel (5.9%)
Others
Share of top performers
among 15-year-old
students:
Less than 1%
1 to 2.5%
2.5 to 5%
5% to 7.5%
7.5% to 10%
10% to 12.5%
12.5% to 15%
More than 15%
Gender
The difference is not how good they are at science
but in their attitudes to science
-15
-10
-5
0
5
10
15
20
25
Science Explaining
phenomena
scientifically
Evaluating
and
designing
scientific
enquiry
Interpreting
data and
evidence
scientifically
Content
knowledge
Procedural
and
epistemic
knowledge
Physical
systems
Living
systems
Earth and
space
Boys' and girls' strengths and weaknesses in science
Figure I.2.29
It is harder for boys, on
average, to perform
well on these types of
tasks...
Score-pointdifference(boys-girls)
Knowledge typesScience competencies Content areas
-15
-10
-5
0
5
10
15
20
25
Science Explaining
phenomena
scientifically
Evaluating
and
designing
scientific
enquiry
Interpreting
data and
evidence
scientifically
Content
knowledge
Procedural
and
epistemic
knowledge
Physical
systems
Living
systems
Earth and
space
Top-performing boys' and girls' strengths and weaknesses
Figure I.2.29
...but the highest-
achieving boys
perform better than
the highest-achieving
girls on all types of
tasks, including these
Score-pointdifference(boys-girls)
Knowledge typesScience competencies Content areas
-16
-14
-12
-10
-8
-6
-4
-2
0
2
4
Science Explaining
phenomena
scientifically
Evaluating
and
designing
scientific
enquiry
Interpreting
data and
evidence
scientifically
Content
knowledge
Procedural
and
epistemic
knowledge
Physical
systems
Living
systems
Earth and
space
Bottom-performing boys' and girls' strengths and weaknesses
Figure I.2.29
... It is harder for girls
to perform well on
these types of tasks,
even among low
achievers
Score-pointdifference(boys-girls)
Knowledge typesScience competencies Content areas
Science and careers
Students’ career expectations
Figure I.3.2
0
5
10
15
20
25
30
35
40
45
50
DominicanRep.12
CostaRica11
Jordan6
UnitedArabEm.11
Mexico6
Colombia8
Lebanon15
Brazil19
Peru7
Qatar19
UnitedStates13
Chile18
Tunisia19
Canada21
Slovenia16
Turkey6
Australia15
UnitedKingdom17
Malaysia4
Kazakhstan14
Spain11
Norway21
Uruguay17
Singapore14
TrinidadandT.13
Israel25
CABA(Arg.)19
Portugal18
Bulgaria25
Ireland13
Kosovo7
Algeria12
Malta11
Greece12
NewZealand24
Albania29
Estonia15
OECDaverage19
Belgium16
Croatia17
FYROM20
Lithuania21
Iceland22
Russia19
HKG(China)20
Romania20
Italy17
Austria23
Moldova7
Latvia19
Montenegro18
France21
Luxembourg18
Poland13
Macao(China)10
ChineseTaipei21
Sweden21
Thailand27
VietNam13
Switzerland22
Korea7
Hungary22
SlovakRepublic24
Japan18
Finland24
Georgia27
CzechRepublic22
B-S-J-G(China)31
Netherlands19
Germany33
Indonesia19
Denmark48
%
Percentage of students who expect to work in science-related professional and
technical occupations when they are 30
Science-related technicians and associate professionals
Information and communication technology professionals
Health professionals
Science and engineering professionals
%ofstudentswith
vagueormissing
expectations
Boys and girls’ expectations of a science career
Figure I.3.5
0 5 10 15 20
...science and engineering
professionals
...health professionals
...information and communication
technology (ICT) professionals
...science-related technicians or
associate professionals
%
Girls Boys
Students who expect to work as...
Students’ enjoyment of learning science
Figure I.3.9
0 20 40 60 80
I like reading about <broad science>
I am happy working on <broad science>
topics
I generally have fun when I am learning
<broad science> topics
I am interested in learning about <broad
science>
I enjoy acquiring new knowledge in
<broad science>
%
Girls Boys
Percentage of students who reported that they "agree" or "strongly agree" with the following statements
0
10
20
30
40
50
300 400 500 600 700
Percentageofstudentsexpectinga
careerinscience
Score points in science
Low enjoyment of science
Moderate enjoyment of science
High enjoyment of science
Students expecting a career in science
by performance and enjoyment of learning
Figure I.3.17



Singapore
Canada
Slovenia
Australia
United Kingdom
Ireland
Portugal
Chinese Taipei
Hong Kong (China)
New Zealand
Denmark
Japan
Estonia
Finland
Macao (China)
Viet Nam
B-S-J-G (China)
Korea
Germany
Netherlands
Switzerland
Belgium
Poland
Sweden
Lithuania
Croatia
Iceland
Georgia
Malta
United States
Spain
Israel
United Arab Emirates
Brazil
Bulgaria
Chile
Colombia
Costa Rica
Dominican Republic
Jordan
Kosovo
Lebanon
Mexico
Peru
Qatar
Trinidad and Tobago
Tunisia
Turkey
Uruguay
Above-average science
performance
Stronger than average
epistemic beliefs
Above-average percentage of students expecting
to work in a science-related occupation
Norway
Multipleoutcomes
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
A commitment to education and the belief that
competencies can be learned and therefore all
children can achieve
 Universal educational standards and
personalization as the approach to heterogeneity
in the student body…
… as opposed to a belief that students have
different destinations to be met with different
expectations, and selection/stratification as the
approach to heterogeneity
 Clear articulation who is responsible for ensuring
student success and to whom
CABA (Argentina)
Costa Rica
Sweden
Bulgaria Romania
Viet
Nam
Uruguay
United States
Norway
Chile
Hungary
B-S-J-G
(China)
Turkey
Mexico
Portugal
Iceland
Korea
Albania
Japan
Trinidad and
Tobago
UAE
Algeria Ireland
Indonesia
New
Zealand
Colombia
Peru
Macao (China) Spain
Switzerland
Lebanon
Netherlands
Slovak
Republic
UK
Slovenia
Brazil
Kosovo
Finland
Thailand
Latvia
R² = 0.20
40
50
60
70
80
90
100
40 50 60 70 80 90 100
Socio-economicinclusionacrossschools
Academic inclusion across schools (%)
OECD average
OECD
average
Academic and social inclusion across schools
Figure II.5.12
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
Investing resources where they can make most
of a difference
 Alignment of resources with key challenges
(e.g. attracting the most talented teachers to
the most challenging classrooms)
 Effective spending choices that prioritise high
quality teachers over smaller classes
Spending per student from the age of 6 to 15
and science performance
Figure II.6.2
Luxembourg
Switzerland
NorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland NetherlandsCanada
Japan
Slovenia
Australia
Germany
Ireland
France
Italy
Portugal
New Zealand
Korea
Spain
Poland
Israel
Estonia
Czech Rep.Latvia
Slovak Rep.
Russia
CroatiaLithuania
Hungary
Costa Rica
Chinese Taipei
Chile
Brazil
Turkey
Uruguay
Bulgaria
MexicoThailand
Montenegro
Colombia
Dominican Republic
PeruGeorgia
R² = 0.04
R² = 0.36
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Scienceperformance(scorepoints)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
Luxembourg
Chile
Australia
Turkey
Mexico
Portugal
Iceland
Japan
Greece
New
Zealand
Spain Latvia
Estonia
Slovak
Republic
Canada United
Kingdom
Finland
R² = 0.31
350
400
450
500
550
-30 -25 -20 -15 -10 -5 0 5
PISAsciencescore
Equity in resource allocation
Principals in disadvantaged schools more concerned about the material resources
Principals in
advantaged
schools more
concerned about
the material
resources
OECD average
OECD
average
Equity in allocation of material and human resources
Based on Figure II.6.4
Different schools
Variation in science performance between and within schools
Figure I.6.11
120
100
80
60
40
20
0
20
40
60
80
Netherlands114
B-S-J-G(China)119
Bulgaria115
Hungary104
TrinidadandTobago98
Belgium112
Slovenia101
Germany110
SlovakRepublic109
Malta154
UnitedArabEmirates110
Austria106
Israel126
Lebanon91
CzechRepublic101
Qatar109
Japan97
Switzerland110
Singapore120
Italy93
ChineseTaipei111
Luxembourg112
Turkey70
Brazil89
Croatia89
Greece94
Chile83
Lithuania92
OECDaverage100
Uruguay84
CABA(Argentina)82
Romania70
VietNam65
Korea101
Australia117
UnitedKingdom111
Peru66
Colombia72
Thailand69
HongKong(China)72
FYROM80
Portugal94
DominicanRepublic59
Indonesia52
Georgia92
Jordan79
NewZealand121
UnitedStates108
Montenegro81
Tunisia47
Sweden117
Mexico57
Albania69
Kosovo57
Macao(China)74
Algeria54
Estonia88
Moldova83
CostaRica55
Russia76
Canada95
Poland92
Denmark91
Latvia75
Ireland88
Spain86
Norway103
Finland103
Iceland93
Between-school variation Within-school variation
Total variation as a
proportion of the OECD
average
OECD average 69%
OECD average 30%
%
Differences in educational resources
between advantaged and disadvantaged schools
Figure I.6.14
-3
-2
-2
-1
-1
0
1
1
CABA(Argentina)
Mexico
Peru
Macao(China)
UnitedArabEmirates
Lebanon
Jordan
Colombia
Brazil
Indonesia
Turkey
Spain
DominicanRepublic
Georgia
Uruguay
Thailand
B-S-J-G(China)
Australia
Japan
Chile
Luxembourg
Russia
Portugal
Malta
Italy
NewZealand
Croatia
Ireland
Algeria
Norway
Israel
Denmark
Sweden
UnitedStates
Moldova
Belgium
Slovenia
OECDaverage
Hungary
ChineseTaipei
VietNam
CzechRepublic
Singapore
Tunisia
Greece
TrinidadandTobago
Canada
Romania
Qatar
Montenegro
Kosovo
Netherlands
Korea
Finland
Switzerland
Germany
HongKong(China)
Austria
FYROM
Poland
Albania
Bulgaria
SlovakRepublic
Lithuania
Estonia
Iceland
CostaRica
UnitedKingdom
Latvia
Meanindexdifferencebetweenadvantaged
anddisadvantagedschools
Index of shortage of educational material Index of shortage of educational staff
Disadvantaged schools have more
resources than advantaged schools
Disadvantaged schools have fewer
resources than advantaged schools
School performance
Striving to have excellent schools in every neighbourhood
and making them accessible to all students
200
300
400
500
600
700
-3 -2 -1 0 1 2 3
PISA index of economic, social and cultural status
Public schools
Private schools
Below
1b
Level
1b
Level
1a
Level
2
Level
3
Level
4
Level
5
Lev
6
Brazil: School performance and schools’ socio-economic profile
Scorepoints
200
300
400
500
600
700
-3 -2 -1 0 1 2 3
PISA index of economic, social and cultural status
Public schools
Private schools
Below
1b
Level
1b
Level
1a
Level
2
Level
3
Level
4
Level
5
Lev
6
Scorepoints
Viet Nam: School performance and schools’ socio-economic profile
200
300
400
500
600
700
-3 -2 -1 0 1 2 3
PISA index of economic, social and cultural status
Public schools
Private schools
Below
1b
Level
1b
Level
1a
Level
2
Level
3
Level
4
Level
5
Lev
6
Brazil: School performance and schools’ socio-economic profile
Scorepoints
Integrating immigrants
Student performance in science
by immigrant background
Figure I.7.4
350
400
450
500
550
600
Greece
CostaRica
Jordan
CABA(Argentina)
Israel
Sweden
France
Slovenia
Austria
Germany
Netherlands
Denmark
Italy
Norway
Belgium
OECDaverage
Spain
Croatia
UnitedStates
Luxembourg
Switzerland
Qatar
Portugal
Russia
UnitedArabEmirates
UnitedKingdom
Ireland
Australia
Estonia
HongKong(China)
NewZealand
Canada
Macao(China)
Singapore
Score points Non-immigrant students Second-generation immigrant students First-generation immigrant students
Percentage of immigrant students and education systems'
average performance in science
OECD average
CABA (Argentina)
Costa Rica
Sweden
Jordan
Luxembourg
United States
Denmark
Italy
Australia
Portugal
Russia
Hong Kong (China)
Qatar
Belgium
Israel
Croatia
United Arab Emirates
Ireland
Greece
New Zealand
Macao-China
Spain
Switzerland
Estonia
1.8, 332
Netherlands
Germany
Singapore
Austria
Canada
United Kingdom
Slovenia
France
R² = 0.09
300
350
400
450
500
550
600
0 10 20 30 40 50 60 70
Meanscienceperformance
Percentage of immigrant students
Figure I.7.3
Immigrant students’ performance in science
by country of origin and destination
Figure I.7.9
400 420 440 460 480 500
Netherlands
Switzerland
Germany
Belgium
Austria
Denmark
Students from Turkey in:
400 450 500 550 600
Australia
New Zealand
Hong Kong (China)
Macao (China)
Netherlands
Mean science performance
Students from mainland China in:
Second-generation immigrant students' score after
accounting for socio-economic status
First-generation immigrant students' score after
accounting for socio-economic status
350 400 450 500
Netherlands
United Arab Emirates
Finland
Denmark
Qatar
Students from Arabic-speaking countries in:
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
 Capacity at the point of delivery
 Attracting, developing and retaining high quality
teachers and school leaders and a work
organisation in which they can use their potential
 Instructional leadership and human resource
management in schools
 Keeping teaching an attractive profession
 System-wide career development …
Student-teacher ratios and class size
Figure II.6.14
CABA (Argentina)
Jordan
Viet Nam
Poland
United States
Chile
Denmark
Hungary
B-S-G-J
(China)
Turkey
Georgia
Chinese
Taipei
Mexico
Russia
Albania
Hong Kong
(China)
Japan
Belgium
Algeria
Colombia
Peru
Macao
(China)
Switzerland
Malta
Dominican Republic
Netherlands
Singapore
Brazil
Kosovo
Finland
Thailand
R² = 0.25
5
10
15
20
25
30
15 20 25 30 35 40 45 50
Student-teacherratio
Class size in language of instruction
High student-teacher ratios
and small class sizes
Low student-teacher ratios
and large class sizes
OECD
average
OECDaverage
Teachers
0
5
10
15
20
25
30
Malta
Qatar
UnitedStates
Singapore
UnitedKingdom
Croatia
Australia
SlovakRepublic
Greece
Romania
Georgia
Luxembourg
TrinidadandTobago
Japan
Portugal
Lebanon
Switzerland
UnitedArabEmirates
VietNam
Brazil
Chile
Montenegro
B-S-J-G(China)
Canada
Netherlands
Israel
Estonia
Lithuania
NewZealand
Norway
Mexico
Germany
CzechRepublic
OECDaverage
Kosovo
Colombia
Russia
Austria
FYROM
Latvia
Finland
Bulgaria
Spain
Macao(China)
HongKong(China)
Turkey
DominicanRepublic
Thailand
Belgium
Poland
Indonesia
Jordan
Hungary
Denmark
Sweden
France
Uruguay
Ireland
Moldova
Italy
Peru
Slovenia
CostaRica
ChineseTaipei
Iceland
Algeria
Tunisia
Korea
CABA(Argentina)
Score-pointdifference
After accounting for socio-economic status Before accounting for socio-economic status
Disciplinary climate and science performance
Figure II.3.7
A more positive disciplinary climate is associated with better
student performance in almost all countries/economies
-20
-15
-10
-5
0
5
10
15
20
25
Malta
Lebanon
Norway
VietNam
Finland
Denmark
HongKong(China)
Qatar
Sweden
Singapore
ChineseTaipei
Australia
UnitedKingdom
UnitedArabEmirates
B-S-J-G(China)
Lithuania
Macao(China)
Moldova
UnitedStates
Iceland
Estonia
Thailand
TrinidadandTobago
Germany
Ireland
Portugal
Canada
Latvia
Hungary
Algeria
Korea
OECDaverage
Turkey
Georgia
Jordan
France
Croatia
Israel
Switzerland
FYROM
Netherlands
CostaRica
Poland
Slovenia
Japan
NewZealand
Montenegro
Bulgaria
Mexico
Brazil
Russia
Spain
Chile
CABA(Argentina)
Greece
Belgium
Indonesia
Italy
DominicanRepublic
Luxembourg
Colombia
Kosovo
Peru
CzechRepublic
Tunisia
Austria
SlovakRepublic
Romania
Uruguay
Score-pointdifference
After accounting for socio-economic status Before accounting for socio-economic status
Teacher support in science lessons and science performance
Figure II.3.12
Teacher support in science lessons is
associated with lower student performance
Teacher support in science lessons is
associated with better student performance
First age at selection in the education system and
index of teacher support in science lessons
Figure II.3.11
10
Austria
Belgium
8
4
Czech Republic
Demark
Estonia
12
France
Germany
Greece
Hungary
5
Ireland
Israel
Italy
Japan
Korea Latvia
Luxembourg
Mexico
Netherlands
9
Norwy
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
11
3
Albania
Brazil
B-S-G-J (China)
Bulgaria
Colombia
Costa Rica
Croatia
Dominican Rep.
FYROM
Georgia
Hong Kong
Indonesia
1
Lithuania
Macao (China)
7
Montenegro
2
6
Romania
Russia
Singapore
Chinese Taipei
Thailand
United Arab Emirates
Uruguay
Viet Nam
R² = 0.36
-0.6
-0.4
-0.2
0.1
0.3
0.5
0.7
9 10 11 12 13 14 15 16 17
Indexofteachersupportinsciencelessons
First age at selection in the education system
1. Jordan
2. Peru
3. United States
4. Chile
5. Iceland
6. Qatar
7. Malta
8. Canada
9. New Zealand
10. Australia
11. United Kingdom
12. Finland
In education systems with early
tracking students are less likely to
report that their science teachers
support students in their learning
-30
-20
-10
0
10
20
30
40
50
60
CzechRepublic
Slovenia
SlovakRepublic
Switzerland
Chile
Australia
Canada
Mexico
Belgium
DominicanRep.
OECDaverage
Algeria
Turkey
Thailand
FYROM
Jordan
Brazil
Tunisia
Peru
ChineseTaipei
Lithuania
Uruguay
CostaRica
Indonesia
Croatia
Japan
Korea
Israel
Greece
France
Spain
Italy
rinidad&Tobago
Estonia
Latvia
Colombia
Lebanon
Netherlands
After accounting for students' and schools' socio-economic profile
Before accounting for students' and schools' socio-economic profile
Score-point difference in science when principals reported that school teachers cooperate by exchanging ideas or material
Teacher collaboration and science performance
Table II.6.21
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
 Clear ambitious goals that are shared across the
system and aligned with high stakes gateways
and instructional systems
 Well established delivery chain through which
curricular goals translate into instructional
systems, instructional practices and student
learning (intended, implemented and achieved)
 High level of metacognitive content of instruction
Quality time
Making learning time productive so that students
can build their academic, social and emotional
skills in a balanced way
Learning time and science performance
Figure II.6.23
Finland
Germany Switzerland
Japan Estonia
Sweden
Netherlands
New Zealand
Macao
(China)
Iceland
Hong Kong
(China) Chinese Taipei
Uruguay
Singapore
Poland
United States
Israel
Bulgaria
Korea
Russia Italy
Greece
B-S-J-G (China)
Colombia
Chile
Mexico
Brazil
Costa
Rica
Turkey
Montenegro
Peru
Qatar
Thailand
United
Arab
Emirates
Tunisia
Dominican
Republic
R² = 0.21
300
350
400
450
500
550
600
35 40 45 50 55 60
PISAsciencescore
Total learning time in and outside of school
OECD average
OECD average
OECDaverage
Learning time and science performance
Figure II.6.23
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
70
Finland
Germany
Switzerland
Japan
Estonia
Sweden
Netherlands
NewZealand
Australia
CzechRepublic
Macao(China)
UnitedKingdom
Canada
Belgium
France
Norway
Slovenia
Iceland
Luxembourg
Ireland
Latvia
HongKong(China)
OECDaverage
ChineseTaipei
Austria
Portugal
Uruguay
Lithuania
Singapore
Denmark
Hungary
Poland
SlovakRepublic
Spain
Croatia
UnitedStates
Israel
Bulgaria
Korea
Russia
Italy
Greece
B-S-J-G(China)
Colombia
Chile
Mexico
Brazil
CostaRica
Turkey
Montenegro
Peru
Qatar
Thailand
UnitedArabEmirates
Tunisia
DominicanRepublic
Scorepointsinscienceperhouroftotallearningtime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
Balancing curricula
Overall science
scale, 532
Content
knowledge, 538
Procedural and
epistemic
knowledge, 528
480 490 500 510 520 530 540 550 560
ChineseTaipei
Score points
Comparing countries and economies on the
different science knowledge subscales
Figure I.2.30
Overall science scale, 556
Overall science scale, 532
Content knowledge, 553
Content knowledge, 538
Procedural and epistemic
knowledge, 558
Procedural and epistemic
knowledge, 528
480 490 500 510 520 530 540 550 560
SingaporeChineseTaipei
Score points
Comparing countries and economies on the
different science knowledge subscales
Figure I.2.30
Overall science scale, 556
Overall science scale, 532
Overall science scale, 495
Content knowledge, 553
Content knowledge, 538
Content knowledge, 501
Procedural and epistemic
knowledge, 558
Procedural and epistemic
knowledge, 528
Procedural and epistemic
knowledge, 490
480 490 500 510 520 530 540 550 560
Singapore
Chinese
TaipeiAustria
Score points
Comparing countries and economies on the
different science knowledge subscales
Figure I.2.30
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
Governance, incentives, accountability, knowledge management
 Aligned incentive structures
For students
 How gateways affect the strength, direction, clarity and nature of the incentives
operating on students at each stage of their education
 Degree to which students have incentives to take tough courses and study hard
 Opportunity costs for staying in school and performing well
For teachers
 Make innovations in pedagogy and/or organisation
 Improve their own performance
and the performance of their colleagues
 Pursue professional development opportunities
that lead to stronger pedagogical practices
 A balance between vertical and lateral accountability
 Effective instruments to manage and share knowledge and spread
innovation – communication within the system and with
stakeholders around it
 A capable centre with authority and legitimacy to act
Governance
Across the OECD, 70% of students attend schools whose principals have
considerable responsibility for hiring teachers, and in half the cases also over
budget allocations within the school
0
10
20
30
40
50
60
70
80
90
100
-20
-10
0
10
20
30
40
50
60
Macao(China)
CzechRepublic
UnitedKingdom
Lithuania
Netherlands
Thailand
SlovakRepublic
Estonia
Sweden
NewZealand
Latvia
HongKong(China)
Denmark
Indonesia
Iceland
Russia
Bulgaria
UnitedStates
Chile
Poland
Slovenia
Georgia
Australia
Israel
Ireland
Finland
ChineseTaipei
Singapore
Japan
Lebanon
Norway
FYROM
OECDaverage
Moldova
Switzerland
Belgium
Romania
Luxembourg
Colombia
Korea
Canada
Peru
Croatia
Qatar
Hungary
CABA(Argentina)
Germany
Portugal
TrinidadandTobago
UnitedArabEmirates
France
Austria
Montenegro
Spain
Italy
Malta
CostaRica
B-S-J-G(China)
Brazil
DominicanRepublic
VietNam
Mexico
Kosovo
Algeria
Uruguay
Jordan
Tunisia
Turkey
Greece
Percentage-pointdifference
%
Percentage-point difference between advantaged and disadvantaged schools
Index of school autonomy (%)
Index of school autonomy
by schools’ socio-economic status
Figure II.4.7
Disadvantaged schools have more school
autonomy
Advantaged schools have more
school autonomy
Resources
Curriculum
Disciplinarypolicies
Assessmentpolicies
Admissionspolicies
Resources
Curriculum
Disciplinarypolicies
Assessmentpolicies
Admissionspolicies
Resources
Curriculum
Disciplinarypolicies
Assessmentpolicies
Admissionspolicies
Resources
Curriculum
Disciplinarypolicies
Assessmentpolicies
Admissionspolicies
Resources
Curriculum
Disciplinarypolicies
Assessmentpolicies
Admissionspolicies
-0.8
-0.6
-0.4
-0.2
0.0
0.2
0.4
0.6
Correlations between the responsibilities for school
governance and science performance
Figure II.4.8
Lower
science
performance
Higher
science
performance
Students score lower in science when
the school governing board holds more
responsibility for admissions policies
School principal Teachers
School governing
board
Local or regional
education authority
National education
authority
Public and private schools
Across OECD countries, 84% of students attend public schools,
12% government-dependent private schools and 4% independent private schools
PISA generally observes no systematic net performance differences
-100
-80
-60
-40
-20
0
20
40
60
Turkey
Singapore
VietNam
Japan
Tunisia
Italy
ChineseTaipei
Thailand
Greece
Switzerland
CzechRepublic
UnitedStates
Estonia
Uruguay
France
Austria
CABA(Argentina)
Kosovo
Mexico
HongKong(China)
Indonesia
Luxembourg
Sweden
Hungary
Malta
DominicanRepublic
Latvia
OECDaverage
B-S-J-G(China)
Portugal
Slovenia
Spain
UnitedKingdom
SlovakRepublic
Norway
Australia
Croatia
Denmark
Peru
Jordan
CostaRica
Colombia
Chile
Netherlands
Korea
NewZealand
Canada
Lithuania
Ireland
Georgia
TrinidadandTobago
FYROM
Germany
Finland
Lebanon
Belgium
Poland
Brazil
UnitedArabEmirates
Qatar
Score-pointdifference
After accounting for socio-economic status Before accounting for socio-economic status
Science performance in public and private schools
Figure II.4.14
Students in private schools perform better
Students in public schools perform better
Student assessments and teacher
appraisals are widely used
In five out of six school systems, students are assessed at least once a year
with mandatory standardised tests
81% of students are in schools where tests and principal or senior staff
observations of lessens are used to monitor teacher practice
Frequency of mandatory standardised tests at school
Figure II.4.21
0
10
20
30
40
50
60
70
80
90
100
Sweden
UnitedKingdom
Latvia
Ireland
Russia
Malta
Iceland
Moldova
Algeria
Chile
Singapore
Poland
FYROM
Italy
Albania
Luxembourg
B-S-J-G(China)
Indonesia
Qatar
UnitedStates
Jordan
Denmark
Thailand
Tunisia
ChineseTaipei
Canada
CABA(Argentina)
Kosovo
Estonia
Romania
Macao(China)
UnitedArabEmirates
Israel
Lebanon
Finland
OECDaverage
Greece
Colombia
Hungary
Georgia
SlovakRepublic
Norway
Korea
France
Bulgaria
Peru
Brazil
Austria
Switzerland
Turkey
Mexico
VietNam
HongKong(China)
Portugal
TrinidadandTobago
Spain
Croatia
Slovenia
Lithuania
Belgium
Germany
Uruguay
Montenegro
DominicanRepublic
CostaRica
%
Percentage of students in schools where mandatory standardised tests are used:
Never 1-2 times a year 3-5 times a year Monthly More than once a month
LessonsfromPISA
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning systemCoherence
 Coherence of policies and practices
 Alignment of policies
across all aspects of the system
 Coherence of policies
over sustained periods of time
 Consistency of implementation
 Fidelity of implementation
(without excessive control)
0 20 40 60 80 100
Total time per week in regular lessons
Index of teacher support
School is located in a city
Index of shortage of educational material
School offers a science club
School offers science competitions
Academic performance considered for school admission
Index of science-specific resources
Class size
Student's socio-economic profile, squared
Student has no immigrant background
Index of school disciplinary climate
Student is enrolled in a general programme
Student speaks at home the test language
Index of disciplinary climate in science lessons
Requirement to attend at least one science course
School's socio-economic profile
Index of teacher-directed instruction
Index of adaptive instruction
Student's socio-economic profile
Level of confidence that a relationship exists (z-scores)
All countries and economies
OECD countries
Factors associated with a higher science performance
Figure II.7.2
Positive association with science performance
-100 -80 -60 -40 -20 0
Ability grouping within schools
Teachers' participation in professional development
Index of educational leadership
Residence considered for school admission
Student attends a private school
Index of student behaviour hindering learning
Student skipped a school day
Student arrived late for classes
Index of enquiry-based instruction
Student is a girl
After-school study time
Index of perceived feedback
Student had repeated a grade at least once
Level of confidence that a relationship exists (z-scores)
All countries and economies
OECD countries
Factors associated with a lower science performance
Figure II.7.2
Negative association with science performance
Find out more about our work at www.oecd.org/pisa
– All publications
– The complete micro-level database
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
Thank you

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PISA - Excellence and Equity

  • 1. Excellence and equity Andreas Schleicher Director for Education and Skills
  • 2. PISA in brief - 2015 In 2015, over half a million students… - representing 28 million 15-year-olds in 72 countries/economies … took an internationally agreed 2-hour test… - Goes beyond testing whether students can reproduce what they were taught to assess students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations - Total of 390 minutes of assessment material … and responded to questions on… - their personal background, their schools, their well-being and their motivation Parents, principals, teachers and system leaders provided data on: - school policies, practices, resources and institutional factors that help explain performance differences - 89,000 parents, 93,000 teachers and 17,500 principals responded
  • 4. “the ability to engage with science- related issues, and with the ideas of science, as a reflective citizen” Science in PISA
  • 5. •Explain phenomena scientifically •Evaluate and design scientific enquiry •Interpret data and evidence scientifically Competencies Recognise, offer and evaluate explanations for a range of natural and technological phenomena. Describe and appraise scientific investigations and propose ways of addressing questions scientifically. Analyse and evaluate data, claims and arguments in a variety of representations and draw appropriate scientific conclusions.
  • 6. Trends in science performance 2006 2009 2012 2015 OECD 450 470 490 510 530 550 570 OECD average Studentperformance
  • 7. Trends in science performance 450 470 490 510 530 550 570 2006 2009 2012 2015 OECD average
  • 8. Singapore JapanEstonia Chinese Tapei FinlandMacao (China) Canada Vietnam Hong Kong (China) B-S-J-G (China) Korea New Zealand Slovenia Australia United KingdomGermany Netherlands Switzerland IrelandBelgium DenmarkPoland PortugalNorway United StatesAustria FranceSweden Czech Rep.Spain Latvia Russia LuxembourgItaly HungaryLithuania CroatiaCABA (Argentina) Iceland IsraelMalta Slovak Rep. Greece Chile Bulgaria United Arab Emirates UruguayRomania Moldova AlbaniaTurkey Trinidad and TobagoThailand Costa RicaQatar ColombiaMexico MontenegroJordan IndonesiaBrazil Peru Lebanon Tunisia FYROM KosovoAlgeria Dominican Rep. (332)350 400 450 500 550 0510152025 Meanscienceperformance Higherperfomance High performance High equity Low performance Low equity Low performance High equity High performance Low equity Science performance in PISA (2015) More equity
  • 9. Singapore Japan EstoniaChinese Tapei Finland Macao (China) CanadaViet Nam Hong Kong (China)B-S-J-G (China) KoreaNew ZealandSlovenia Australia United KingdomGermany Netherlands Switzerland Ireland Belgium DenmarkPolandPortugal NorwayUnited StatesAustriaFrance Sweden Czech Rep. Spain Latvia Russia Luxembourg Italy Hungary LithuaniaCroatia Iceland IsraelMalta Slovak Rep. Greece Chile Bulgaria United Arab EmiratesUruguay Romania Moldova Turkey Trinidad and Tobago ThailandCosta Rica QatarColombia Mexico MontenegroJordan Indonesia Brazil Peru Lebanon Tunisia FYROM Kosovo Algeria Dominican Rep. (332) 350 400 450 500 550 Meanscienceperformance Higherperfomance Science performance and equity in PISA (2015) Some countries combine excellence with equity More equityMore equity High performance High equity Low performance Low equity Low performance High equity High performance Low equity
  • 10. Colombia NorwayPortugal Romania 350 400 450 500 550 0510152025 Meanscienceperformance Percentage of performance varation explained by ESCS More equity Science performance and equity in PISA (2006-2015) Some countries improved performance Higherperfomance High performance High equity Low performance Low equity Low performance High equity High performance Low equity
  • 11. Brazil Bulgaria Chile Mexico Montenegro Slovenia Thailand United States 350 400 450 500 550 0510152025 Meanscienceperformance Percentage of performance varation explained by ESCS More equity Science performance and equity in PISA (2006-2015) Some countries improved equity Higherperfomance High performance High equity Low performance Low equity Low performance High equity High performance Low equity
  • 12. Poverty is not destiny - Science performance by international deciles of the PISA index of economic, social and cultural status (ESCS) 280 330 380 430 480 530 580 630 DominicanRepublic40 Algeria52 Kosovo10 Qatar3 FYROM13 Tunisia39 Montenegro11 Jordan21 UnitedArabEmirates3 Georgia19 Lebanon27 Indonesia74 Mexico53 Peru50 CostaRica38 Brazil43 Turkey59 Moldova28 Thailand55 Colombia43 Iceland1 TrinidadandTobago14 Romania20 Israel6 Bulgaria13 Greece13 Russia5 Uruguay39 Chile27 Latvia25 Lithuania12 SlovakRepublic8 Italy15 Norway1 Spain31 Hungary16 Croatia10 Denmark3 OECDaverage12 Sweden3 Malta13 UnitedStates11 Macao(China)22 Ireland5 Austria5 Portugal28 Luxembourg14 HongKong(China)26 CzechRepublic9 Poland16 Australia4 UnitedKingdom5 Canada2 France9 Korea6 NewZealand5 Switzerland8 Netherlands4 Slovenia5 Belgium7 Finland2 Estonia5 VietNam76 Germany7 Japan8 ChineseTaipei12 B-S-J-G(China)52 Singapore11 Scorepoints Bottom decile Second decile Middle decile Ninth decile Top decile Figure I.6.7 % of students in the bottom international deciles of ESCS OECD median student
  • 13. Percentage of resilient students Figure I.6.10 0 10 20 30 40 50 60 70 80 VietNam Macao(China) HongKong(China) Singapore Japan Estonia ChineseTaipei B-S-J-G(China) Finland Korea Spain Canada Portugal UnitedKingdom Latvia Slovenia Poland Germany Australia UnitedStates Netherlands NewZealand Ireland OECDaverage Switzerland Denmark Belgium France Italy Norway Austria Russia CzechRepublic Sweden Croatia Lithuania Turkey Malta Luxembourg Hungary Thailand Greece SlovakRepublic Iceland Israel CABA(Argentina) Chile Uruguay Bulgaria Moldova TrinidadandTobago Mexico Colombia Romania Indonesia CostaRica Brazil Montenegro UnitedArabEmirates Jordan Georgia Algeria Lebanon Qatar Tunisia FYROM Peru Kosovo DominicanRepublic % Resilient students come from the bottom 25% of the ESCS index within their country/economy and perform among the top 25% across all countries/economies, after accounting for socio- economic status
  • 15. The global pool of top performers: A PISA perspective Figure I.2.18 United States (8.5%); 300k B-S-J-G (China) (13.6%); 181k Japan (15.3%); 174k Germany (10.6%); 79k Viet Nam (8.3%); 72k United Kingdom (10.9%); 68k Korea (10.6%); 60k France (8.0%); 59k Russia (3.7%); 42k Canada (12.4%); 41k Chinese Taipei (15.4%); 39k Australia (11.2%); Poland (7.3%); Netherlands (11.1%) Italy (4.1%) Spain (5.0%) Brazil (0.7%) Singapore (24.2%) Belgium (9.0%) Finland (14.3%) Switzerland (9.8%) Sweden (8.5%) Portugal (7.4%) New Zealand (12.8%) Israel (5.9%) Others Share of top performers among 15-year-old students: Less than 1% 1 to 2.5% 2.5 to 5% 5% to 7.5% 7.5% to 10% 10% to 12.5% 12.5% to 15% More than 15%
  • 16. Gender The difference is not how good they are at science but in their attitudes to science
  • 17. -15 -10 -5 0 5 10 15 20 25 Science Explaining phenomena scientifically Evaluating and designing scientific enquiry Interpreting data and evidence scientifically Content knowledge Procedural and epistemic knowledge Physical systems Living systems Earth and space Boys' and girls' strengths and weaknesses in science Figure I.2.29 It is harder for boys, on average, to perform well on these types of tasks... Score-pointdifference(boys-girls) Knowledge typesScience competencies Content areas
  • 18. -15 -10 -5 0 5 10 15 20 25 Science Explaining phenomena scientifically Evaluating and designing scientific enquiry Interpreting data and evidence scientifically Content knowledge Procedural and epistemic knowledge Physical systems Living systems Earth and space Top-performing boys' and girls' strengths and weaknesses Figure I.2.29 ...but the highest- achieving boys perform better than the highest-achieving girls on all types of tasks, including these Score-pointdifference(boys-girls) Knowledge typesScience competencies Content areas
  • 19. -16 -14 -12 -10 -8 -6 -4 -2 0 2 4 Science Explaining phenomena scientifically Evaluating and designing scientific enquiry Interpreting data and evidence scientifically Content knowledge Procedural and epistemic knowledge Physical systems Living systems Earth and space Bottom-performing boys' and girls' strengths and weaknesses Figure I.2.29 ... It is harder for girls to perform well on these types of tasks, even among low achievers Score-pointdifference(boys-girls) Knowledge typesScience competencies Content areas
  • 21. Students’ career expectations Figure I.3.2 0 5 10 15 20 25 30 35 40 45 50 DominicanRep.12 CostaRica11 Jordan6 UnitedArabEm.11 Mexico6 Colombia8 Lebanon15 Brazil19 Peru7 Qatar19 UnitedStates13 Chile18 Tunisia19 Canada21 Slovenia16 Turkey6 Australia15 UnitedKingdom17 Malaysia4 Kazakhstan14 Spain11 Norway21 Uruguay17 Singapore14 TrinidadandT.13 Israel25 CABA(Arg.)19 Portugal18 Bulgaria25 Ireland13 Kosovo7 Algeria12 Malta11 Greece12 NewZealand24 Albania29 Estonia15 OECDaverage19 Belgium16 Croatia17 FYROM20 Lithuania21 Iceland22 Russia19 HKG(China)20 Romania20 Italy17 Austria23 Moldova7 Latvia19 Montenegro18 France21 Luxembourg18 Poland13 Macao(China)10 ChineseTaipei21 Sweden21 Thailand27 VietNam13 Switzerland22 Korea7 Hungary22 SlovakRepublic24 Japan18 Finland24 Georgia27 CzechRepublic22 B-S-J-G(China)31 Netherlands19 Germany33 Indonesia19 Denmark48 % Percentage of students who expect to work in science-related professional and technical occupations when they are 30 Science-related technicians and associate professionals Information and communication technology professionals Health professionals Science and engineering professionals %ofstudentswith vagueormissing expectations
  • 22. Boys and girls’ expectations of a science career Figure I.3.5 0 5 10 15 20 ...science and engineering professionals ...health professionals ...information and communication technology (ICT) professionals ...science-related technicians or associate professionals % Girls Boys Students who expect to work as...
  • 23. Students’ enjoyment of learning science Figure I.3.9 0 20 40 60 80 I like reading about <broad science> I am happy working on <broad science> topics I generally have fun when I am learning <broad science> topics I am interested in learning about <broad science> I enjoy acquiring new knowledge in <broad science> % Girls Boys Percentage of students who reported that they "agree" or "strongly agree" with the following statements
  • 24. 0 10 20 30 40 50 300 400 500 600 700 Percentageofstudentsexpectinga careerinscience Score points in science Low enjoyment of science Moderate enjoyment of science High enjoyment of science Students expecting a career in science by performance and enjoyment of learning Figure I.3.17   
  • 25. Singapore Canada Slovenia Australia United Kingdom Ireland Portugal Chinese Taipei Hong Kong (China) New Zealand Denmark Japan Estonia Finland Macao (China) Viet Nam B-S-J-G (China) Korea Germany Netherlands Switzerland Belgium Poland Sweden Lithuania Croatia Iceland Georgia Malta United States Spain Israel United Arab Emirates Brazil Bulgaria Chile Colombia Costa Rica Dominican Republic Jordan Kosovo Lebanon Mexico Peru Qatar Trinidad and Tobago Tunisia Turkey Uruguay Above-average science performance Stronger than average epistemic beliefs Above-average percentage of students expecting to work in a science-related occupation Norway Multipleoutcomes
  • 26. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins
  • 27. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence
  • 28. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence A commitment to education and the belief that competencies can be learned and therefore all children can achieve  Universal educational standards and personalization as the approach to heterogeneity in the student body… … as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity  Clear articulation who is responsible for ensuring student success and to whom
  • 29. CABA (Argentina) Costa Rica Sweden Bulgaria Romania Viet Nam Uruguay United States Norway Chile Hungary B-S-J-G (China) Turkey Mexico Portugal Iceland Korea Albania Japan Trinidad and Tobago UAE Algeria Ireland Indonesia New Zealand Colombia Peru Macao (China) Spain Switzerland Lebanon Netherlands Slovak Republic UK Slovenia Brazil Kosovo Finland Thailand Latvia R² = 0.20 40 50 60 70 80 90 100 40 50 60 70 80 90 100 Socio-economicinclusionacrossschools Academic inclusion across schools (%) OECD average OECD average Academic and social inclusion across schools Figure II.5.12
  • 30. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence Investing resources where they can make most of a difference  Alignment of resources with key challenges (e.g. attracting the most talented teachers to the most challenging classrooms)  Effective spending choices that prioritise high quality teachers over smaller classes
  • 31. Spending per student from the age of 6 to 15 and science performance Figure II.6.2 Luxembourg Switzerland NorwayAustria Singapore United States United Kingdom Malta Sweden Belgium Iceland Denmark Finland NetherlandsCanada Japan Slovenia Australia Germany Ireland France Italy Portugal New Zealand Korea Spain Poland Israel Estonia Czech Rep.Latvia Slovak Rep. Russia CroatiaLithuania Hungary Costa Rica Chinese Taipei Chile Brazil Turkey Uruguay Bulgaria MexicoThailand Montenegro Colombia Dominican Republic PeruGeorgia R² = 0.04 R² = 0.36 300 350 400 450 500 550 600 0 20 40 60 80 100 120 140 160 180 200 Scienceperformance(scorepoints) Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
  • 32. Luxembourg Chile Australia Turkey Mexico Portugal Iceland Japan Greece New Zealand Spain Latvia Estonia Slovak Republic Canada United Kingdom Finland R² = 0.31 350 400 450 500 550 -30 -25 -20 -15 -10 -5 0 5 PISAsciencescore Equity in resource allocation Principals in disadvantaged schools more concerned about the material resources Principals in advantaged schools more concerned about the material resources OECD average OECD average Equity in allocation of material and human resources Based on Figure II.6.4
  • 34. Variation in science performance between and within schools Figure I.6.11 120 100 80 60 40 20 0 20 40 60 80 Netherlands114 B-S-J-G(China)119 Bulgaria115 Hungary104 TrinidadandTobago98 Belgium112 Slovenia101 Germany110 SlovakRepublic109 Malta154 UnitedArabEmirates110 Austria106 Israel126 Lebanon91 CzechRepublic101 Qatar109 Japan97 Switzerland110 Singapore120 Italy93 ChineseTaipei111 Luxembourg112 Turkey70 Brazil89 Croatia89 Greece94 Chile83 Lithuania92 OECDaverage100 Uruguay84 CABA(Argentina)82 Romania70 VietNam65 Korea101 Australia117 UnitedKingdom111 Peru66 Colombia72 Thailand69 HongKong(China)72 FYROM80 Portugal94 DominicanRepublic59 Indonesia52 Georgia92 Jordan79 NewZealand121 UnitedStates108 Montenegro81 Tunisia47 Sweden117 Mexico57 Albania69 Kosovo57 Macao(China)74 Algeria54 Estonia88 Moldova83 CostaRica55 Russia76 Canada95 Poland92 Denmark91 Latvia75 Ireland88 Spain86 Norway103 Finland103 Iceland93 Between-school variation Within-school variation Total variation as a proportion of the OECD average OECD average 69% OECD average 30% %
  • 35. Differences in educational resources between advantaged and disadvantaged schools Figure I.6.14 -3 -2 -2 -1 -1 0 1 1 CABA(Argentina) Mexico Peru Macao(China) UnitedArabEmirates Lebanon Jordan Colombia Brazil Indonesia Turkey Spain DominicanRepublic Georgia Uruguay Thailand B-S-J-G(China) Australia Japan Chile Luxembourg Russia Portugal Malta Italy NewZealand Croatia Ireland Algeria Norway Israel Denmark Sweden UnitedStates Moldova Belgium Slovenia OECDaverage Hungary ChineseTaipei VietNam CzechRepublic Singapore Tunisia Greece TrinidadandTobago Canada Romania Qatar Montenegro Kosovo Netherlands Korea Finland Switzerland Germany HongKong(China) Austria FYROM Poland Albania Bulgaria SlovakRepublic Lithuania Estonia Iceland CostaRica UnitedKingdom Latvia Meanindexdifferencebetweenadvantaged anddisadvantagedschools Index of shortage of educational material Index of shortage of educational staff Disadvantaged schools have more resources than advantaged schools Disadvantaged schools have fewer resources than advantaged schools
  • 36. School performance Striving to have excellent schools in every neighbourhood and making them accessible to all students
  • 37. 200 300 400 500 600 700 -3 -2 -1 0 1 2 3 PISA index of economic, social and cultural status Public schools Private schools Below 1b Level 1b Level 1a Level 2 Level 3 Level 4 Level 5 Lev 6 Brazil: School performance and schools’ socio-economic profile Scorepoints
  • 38. 200 300 400 500 600 700 -3 -2 -1 0 1 2 3 PISA index of economic, social and cultural status Public schools Private schools Below 1b Level 1b Level 1a Level 2 Level 3 Level 4 Level 5 Lev 6 Scorepoints Viet Nam: School performance and schools’ socio-economic profile
  • 39. 200 300 400 500 600 700 -3 -2 -1 0 1 2 3 PISA index of economic, social and cultural status Public schools Private schools Below 1b Level 1b Level 1a Level 2 Level 3 Level 4 Level 5 Lev 6 Brazil: School performance and schools’ socio-economic profile Scorepoints
  • 41. Student performance in science by immigrant background Figure I.7.4 350 400 450 500 550 600 Greece CostaRica Jordan CABA(Argentina) Israel Sweden France Slovenia Austria Germany Netherlands Denmark Italy Norway Belgium OECDaverage Spain Croatia UnitedStates Luxembourg Switzerland Qatar Portugal Russia UnitedArabEmirates UnitedKingdom Ireland Australia Estonia HongKong(China) NewZealand Canada Macao(China) Singapore Score points Non-immigrant students Second-generation immigrant students First-generation immigrant students
  • 42. Percentage of immigrant students and education systems' average performance in science OECD average CABA (Argentina) Costa Rica Sweden Jordan Luxembourg United States Denmark Italy Australia Portugal Russia Hong Kong (China) Qatar Belgium Israel Croatia United Arab Emirates Ireland Greece New Zealand Macao-China Spain Switzerland Estonia 1.8, 332 Netherlands Germany Singapore Austria Canada United Kingdom Slovenia France R² = 0.09 300 350 400 450 500 550 600 0 10 20 30 40 50 60 70 Meanscienceperformance Percentage of immigrant students Figure I.7.3
  • 43. Immigrant students’ performance in science by country of origin and destination Figure I.7.9 400 420 440 460 480 500 Netherlands Switzerland Germany Belgium Austria Denmark Students from Turkey in: 400 450 500 550 600 Australia New Zealand Hong Kong (China) Macao (China) Netherlands Mean science performance Students from mainland China in: Second-generation immigrant students' score after accounting for socio-economic status First-generation immigrant students' score after accounting for socio-economic status 350 400 450 500 Netherlands United Arab Emirates Finland Denmark Qatar Students from Arabic-speaking countries in:
  • 44. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence  Capacity at the point of delivery  Attracting, developing and retaining high quality teachers and school leaders and a work organisation in which they can use their potential  Instructional leadership and human resource management in schools  Keeping teaching an attractive profession  System-wide career development …
  • 45. Student-teacher ratios and class size Figure II.6.14 CABA (Argentina) Jordan Viet Nam Poland United States Chile Denmark Hungary B-S-G-J (China) Turkey Georgia Chinese Taipei Mexico Russia Albania Hong Kong (China) Japan Belgium Algeria Colombia Peru Macao (China) Switzerland Malta Dominican Republic Netherlands Singapore Brazil Kosovo Finland Thailand R² = 0.25 5 10 15 20 25 30 15 20 25 30 35 40 45 50 Student-teacherratio Class size in language of instruction High student-teacher ratios and small class sizes Low student-teacher ratios and large class sizes OECD average OECDaverage
  • 47. 0 5 10 15 20 25 30 Malta Qatar UnitedStates Singapore UnitedKingdom Croatia Australia SlovakRepublic Greece Romania Georgia Luxembourg TrinidadandTobago Japan Portugal Lebanon Switzerland UnitedArabEmirates VietNam Brazil Chile Montenegro B-S-J-G(China) Canada Netherlands Israel Estonia Lithuania NewZealand Norway Mexico Germany CzechRepublic OECDaverage Kosovo Colombia Russia Austria FYROM Latvia Finland Bulgaria Spain Macao(China) HongKong(China) Turkey DominicanRepublic Thailand Belgium Poland Indonesia Jordan Hungary Denmark Sweden France Uruguay Ireland Moldova Italy Peru Slovenia CostaRica ChineseTaipei Iceland Algeria Tunisia Korea CABA(Argentina) Score-pointdifference After accounting for socio-economic status Before accounting for socio-economic status Disciplinary climate and science performance Figure II.3.7 A more positive disciplinary climate is associated with better student performance in almost all countries/economies
  • 48. -20 -15 -10 -5 0 5 10 15 20 25 Malta Lebanon Norway VietNam Finland Denmark HongKong(China) Qatar Sweden Singapore ChineseTaipei Australia UnitedKingdom UnitedArabEmirates B-S-J-G(China) Lithuania Macao(China) Moldova UnitedStates Iceland Estonia Thailand TrinidadandTobago Germany Ireland Portugal Canada Latvia Hungary Algeria Korea OECDaverage Turkey Georgia Jordan France Croatia Israel Switzerland FYROM Netherlands CostaRica Poland Slovenia Japan NewZealand Montenegro Bulgaria Mexico Brazil Russia Spain Chile CABA(Argentina) Greece Belgium Indonesia Italy DominicanRepublic Luxembourg Colombia Kosovo Peru CzechRepublic Tunisia Austria SlovakRepublic Romania Uruguay Score-pointdifference After accounting for socio-economic status Before accounting for socio-economic status Teacher support in science lessons and science performance Figure II.3.12 Teacher support in science lessons is associated with lower student performance Teacher support in science lessons is associated with better student performance
  • 49. First age at selection in the education system and index of teacher support in science lessons Figure II.3.11 10 Austria Belgium 8 4 Czech Republic Demark Estonia 12 France Germany Greece Hungary 5 Ireland Israel Italy Japan Korea Latvia Luxembourg Mexico Netherlands 9 Norwy Poland Portugal Slovak Republic Slovenia Spain Sweden Switzerland Turkey 11 3 Albania Brazil B-S-G-J (China) Bulgaria Colombia Costa Rica Croatia Dominican Rep. FYROM Georgia Hong Kong Indonesia 1 Lithuania Macao (China) 7 Montenegro 2 6 Romania Russia Singapore Chinese Taipei Thailand United Arab Emirates Uruguay Viet Nam R² = 0.36 -0.6 -0.4 -0.2 0.1 0.3 0.5 0.7 9 10 11 12 13 14 15 16 17 Indexofteachersupportinsciencelessons First age at selection in the education system 1. Jordan 2. Peru 3. United States 4. Chile 5. Iceland 6. Qatar 7. Malta 8. Canada 9. New Zealand 10. Australia 11. United Kingdom 12. Finland In education systems with early tracking students are less likely to report that their science teachers support students in their learning
  • 50. -30 -20 -10 0 10 20 30 40 50 60 CzechRepublic Slovenia SlovakRepublic Switzerland Chile Australia Canada Mexico Belgium DominicanRep. OECDaverage Algeria Turkey Thailand FYROM Jordan Brazil Tunisia Peru ChineseTaipei Lithuania Uruguay CostaRica Indonesia Croatia Japan Korea Israel Greece France Spain Italy rinidad&Tobago Estonia Latvia Colombia Lebanon Netherlands After accounting for students' and schools' socio-economic profile Before accounting for students' and schools' socio-economic profile Score-point difference in science when principals reported that school teachers cooperate by exchanging ideas or material Teacher collaboration and science performance Table II.6.21
  • 51. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence  Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems  Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)  High level of metacognitive content of instruction
  • 52. Quality time Making learning time productive so that students can build their academic, social and emotional skills in a balanced way
  • 53. Learning time and science performance Figure II.6.23 Finland Germany Switzerland Japan Estonia Sweden Netherlands New Zealand Macao (China) Iceland Hong Kong (China) Chinese Taipei Uruguay Singapore Poland United States Israel Bulgaria Korea Russia Italy Greece B-S-J-G (China) Colombia Chile Mexico Brazil Costa Rica Turkey Montenegro Peru Qatar Thailand United Arab Emirates Tunisia Dominican Republic R² = 0.21 300 350 400 450 500 550 600 35 40 45 50 55 60 PISAsciencescore Total learning time in and outside of school OECD average OECD average OECDaverage
  • 54. Learning time and science performance Figure II.6.23 6 7 8 9 10 11 12 13 14 15 16 0 10 20 30 40 50 60 70 Finland Germany Switzerland Japan Estonia Sweden Netherlands NewZealand Australia CzechRepublic Macao(China) UnitedKingdom Canada Belgium France Norway Slovenia Iceland Luxembourg Ireland Latvia HongKong(China) OECDaverage ChineseTaipei Austria Portugal Uruguay Lithuania Singapore Denmark Hungary Poland SlovakRepublic Spain Croatia UnitedStates Israel Bulgaria Korea Russia Italy Greece B-S-J-G(China) Colombia Chile Mexico Brazil CostaRica Turkey Montenegro Peru Qatar Thailand UnitedArabEmirates Tunisia DominicanRepublic Scorepointsinscienceperhouroftotallearningtime Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
  • 56. Overall science scale, 532 Content knowledge, 538 Procedural and epistemic knowledge, 528 480 490 500 510 520 530 540 550 560 ChineseTaipei Score points Comparing countries and economies on the different science knowledge subscales Figure I.2.30
  • 57. Overall science scale, 556 Overall science scale, 532 Content knowledge, 553 Content knowledge, 538 Procedural and epistemic knowledge, 558 Procedural and epistemic knowledge, 528 480 490 500 510 520 530 540 550 560 SingaporeChineseTaipei Score points Comparing countries and economies on the different science knowledge subscales Figure I.2.30
  • 58. Overall science scale, 556 Overall science scale, 532 Overall science scale, 495 Content knowledge, 553 Content knowledge, 538 Content knowledge, 501 Procedural and epistemic knowledge, 558 Procedural and epistemic knowledge, 528 Procedural and epistemic knowledge, 490 480 490 500 510 520 530 540 550 560 Singapore Chinese TaipeiAustria Score points Comparing countries and economies on the different science knowledge subscales Figure I.2.30
  • 59. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence Governance, incentives, accountability, knowledge management  Aligned incentive structures For students  How gateways affect the strength, direction, clarity and nature of the incentives operating on students at each stage of their education  Degree to which students have incentives to take tough courses and study hard  Opportunity costs for staying in school and performing well For teachers  Make innovations in pedagogy and/or organisation  Improve their own performance and the performance of their colleagues  Pursue professional development opportunities that lead to stronger pedagogical practices  A balance between vertical and lateral accountability  Effective instruments to manage and share knowledge and spread innovation – communication within the system and with stakeholders around it  A capable centre with authority and legitimacy to act
  • 60. Governance Across the OECD, 70% of students attend schools whose principals have considerable responsibility for hiring teachers, and in half the cases also over budget allocations within the school
  • 61. 0 10 20 30 40 50 60 70 80 90 100 -20 -10 0 10 20 30 40 50 60 Macao(China) CzechRepublic UnitedKingdom Lithuania Netherlands Thailand SlovakRepublic Estonia Sweden NewZealand Latvia HongKong(China) Denmark Indonesia Iceland Russia Bulgaria UnitedStates Chile Poland Slovenia Georgia Australia Israel Ireland Finland ChineseTaipei Singapore Japan Lebanon Norway FYROM OECDaverage Moldova Switzerland Belgium Romania Luxembourg Colombia Korea Canada Peru Croatia Qatar Hungary CABA(Argentina) Germany Portugal TrinidadandTobago UnitedArabEmirates France Austria Montenegro Spain Italy Malta CostaRica B-S-J-G(China) Brazil DominicanRepublic VietNam Mexico Kosovo Algeria Uruguay Jordan Tunisia Turkey Greece Percentage-pointdifference % Percentage-point difference between advantaged and disadvantaged schools Index of school autonomy (%) Index of school autonomy by schools’ socio-economic status Figure II.4.7 Disadvantaged schools have more school autonomy Advantaged schools have more school autonomy
  • 62. Resources Curriculum Disciplinarypolicies Assessmentpolicies Admissionspolicies Resources Curriculum Disciplinarypolicies Assessmentpolicies Admissionspolicies Resources Curriculum Disciplinarypolicies Assessmentpolicies Admissionspolicies Resources Curriculum Disciplinarypolicies Assessmentpolicies Admissionspolicies Resources Curriculum Disciplinarypolicies Assessmentpolicies Admissionspolicies -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 Correlations between the responsibilities for school governance and science performance Figure II.4.8 Lower science performance Higher science performance Students score lower in science when the school governing board holds more responsibility for admissions policies School principal Teachers School governing board Local or regional education authority National education authority
  • 63. Public and private schools Across OECD countries, 84% of students attend public schools, 12% government-dependent private schools and 4% independent private schools PISA generally observes no systematic net performance differences
  • 64. -100 -80 -60 -40 -20 0 20 40 60 Turkey Singapore VietNam Japan Tunisia Italy ChineseTaipei Thailand Greece Switzerland CzechRepublic UnitedStates Estonia Uruguay France Austria CABA(Argentina) Kosovo Mexico HongKong(China) Indonesia Luxembourg Sweden Hungary Malta DominicanRepublic Latvia OECDaverage B-S-J-G(China) Portugal Slovenia Spain UnitedKingdom SlovakRepublic Norway Australia Croatia Denmark Peru Jordan CostaRica Colombia Chile Netherlands Korea NewZealand Canada Lithuania Ireland Georgia TrinidadandTobago FYROM Germany Finland Lebanon Belgium Poland Brazil UnitedArabEmirates Qatar Score-pointdifference After accounting for socio-economic status Before accounting for socio-economic status Science performance in public and private schools Figure II.4.14 Students in private schools perform better Students in public schools perform better
  • 65. Student assessments and teacher appraisals are widely used In five out of six school systems, students are assessed at least once a year with mandatory standardised tests 81% of students are in schools where tests and principal or senior staff observations of lessens are used to monitor teacher practice
  • 66. Frequency of mandatory standardised tests at school Figure II.4.21 0 10 20 30 40 50 60 70 80 90 100 Sweden UnitedKingdom Latvia Ireland Russia Malta Iceland Moldova Algeria Chile Singapore Poland FYROM Italy Albania Luxembourg B-S-J-G(China) Indonesia Qatar UnitedStates Jordan Denmark Thailand Tunisia ChineseTaipei Canada CABA(Argentina) Kosovo Estonia Romania Macao(China) UnitedArabEmirates Israel Lebanon Finland OECDaverage Greece Colombia Hungary Georgia SlovakRepublic Norway Korea France Bulgaria Peru Brazil Austria Switzerland Turkey Mexico VietNam HongKong(China) Portugal TrinidadandTobago Spain Croatia Slovenia Lithuania Belgium Germany Uruguay Montenegro DominicanRepublic CostaRica % Percentage of students in schools where mandatory standardised tests are used: Never 1-2 times a year 3-5 times a year Monthly More than once a month
  • 67. LessonsfromPISA Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Commitment to universal achievement Gateways, instructional systems Capacity at point of delivery Incentive structures and accountability Resources where they yield most A learning systemCoherence  Coherence of policies and practices  Alignment of policies across all aspects of the system  Coherence of policies over sustained periods of time  Consistency of implementation  Fidelity of implementation (without excessive control)
  • 68. 0 20 40 60 80 100 Total time per week in regular lessons Index of teacher support School is located in a city Index of shortage of educational material School offers a science club School offers science competitions Academic performance considered for school admission Index of science-specific resources Class size Student's socio-economic profile, squared Student has no immigrant background Index of school disciplinary climate Student is enrolled in a general programme Student speaks at home the test language Index of disciplinary climate in science lessons Requirement to attend at least one science course School's socio-economic profile Index of teacher-directed instruction Index of adaptive instruction Student's socio-economic profile Level of confidence that a relationship exists (z-scores) All countries and economies OECD countries Factors associated with a higher science performance Figure II.7.2 Positive association with science performance
  • 69. -100 -80 -60 -40 -20 0 Ability grouping within schools Teachers' participation in professional development Index of educational leadership Residence considered for school admission Student attends a private school Index of student behaviour hindering learning Student skipped a school day Student arrived late for classes Index of enquiry-based instruction Student is a girl After-school study time Index of perceived feedback Student had repeated a grade at least once Level of confidence that a relationship exists (z-scores) All countries and economies OECD countries Factors associated with a lower science performance Figure II.7.2 Negative association with science performance
  • 70. Find out more about our work at www.oecd.org/pisa – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you