Mark | Date Date | Title Title | |||
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No. 21 | 01 Oct 2012 |
Do Today's 15-Year-Olds Feel Environmentally Responsible?
Most 15-year-olds in OECD countries have some understanding of environmental issues and feel that threats to the environment are a serious concern for them and/or for other people in their country.Scientific understanding of the environment is key if... |
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No. 22 | 01 Nov 2012 |
How Do Immigrant Students Fare in Disadvantaged Schools?
Immigrant students often have to overcome multiple barriers at once in order to succeed at school. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school,... |
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No. 23 | 01 Dec 2012 |
What Do Students Expect To Do After Finishing Upper Secondary School?
The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while... |
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No. 24 | 01 Jan 2013 |
What Do Students Think About School?
Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is conducive to learning tend... |
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No. 25 | 01 Feb 2013 |
Are Countries Moving Towards More Equitable Education Systems?
PISA results show that no country or economy has reached the goal of creating a completely equitable education system, but some are much closer than others.Some countries and economies have shown that improvements in equity can be achieved at the... |
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No. 26 | 01 Mar 2013 |
Grade Expectations
Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have... |
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No. 27 | 01 Apr 2013 |
Does it Matter Which School a Student Attends?
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend... |
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No. 29 | 01 May 2013 |
Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where... |
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No. 28 | 01 May 2013 |
What Makes Urban Schools Different?
In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and... |
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No. 30 | 01 Jun 2013 |
Could Learning Strategies Reduce the Performance Gap Between Advantaged and Disadvantaged Students?
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two... |
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No. 32 | 01 Sept 2013 |
Do Students Perform Better in Schools with Orderly Classrooms?
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall... |
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No. 31 | 01 Sept 2013 |
Who are the Academic All-rounders?
On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have larger proportions of these... |
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No. 34 | 01 Nov 2013 |
Who Are the Strong Performers and Successful Reformers in Education?
Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards... |
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No. 33 | 01 Nov 2013 |
What Do Immigrant Students Tell Us About the Quality of Education Systems?
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar... |
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No. 35 | 01 Jan 2014 |
Who Are the School Truants?
Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school systems skip classes or... |
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No. 36 | 01 Feb 2014 |
Do Parents' Occupations Have an Impact on Student Performance?
Students whose parents work in professional occupations generally outperform other students in mathematics, while students whose parents work in elementary occupations tend to underachieve compared to their peers. The strength of the relationship... |
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No. 37 | 01 Mar 2014 |
Do Students Have the Drive to Succeed?
When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. The fact that large proportions of students in most countries consistently believe that student achievement is mainly a... |
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No. 38 | 01 Apr 2014 |
Are 15-Year-Olds Creative Problem-solvers?
To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. Just because a student performs well in core school... |
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No. 39 | 01 May 2014 |
Are Grouping and Selecting Students for Different Schools Related to Students' Motivation to Learn?
On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly... |
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No. 40 | 01 Jun 2014 |
Does Pre-primary Education Reach Those Who Need it Most?
Attendance in pre-primary education is associated with better student performance later on. Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. The gap in... |
PISA in Focus
English Also available in: French
- ISSN: 22260919 (online)
- https://doi.org/10.1787/22260919
21 - 40 of 126 results
Do Today's 15-Year-Olds Feel Environmentally Responsible?
OECD
01 Oct 2012
Most 15-year-olds in OECD countries have some understanding of environmental issues and feel that threats to the environment are a serious concern for them and/or for other people in their country.Scientific understanding of the environment is key if...
How Do Immigrant Students Fare in Disadvantaged Schools?
OECD
01 Nov 2012
Immigrant students often have to overcome multiple barriers at once in order to succeed at school. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school,...
The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while...
What Do Students Think About School?
OECD
01 Jan 2013
Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is conducive to learning tend...
Are Countries Moving Towards More Equitable Education Systems?
OECD
01 Feb 2013
PISA results show that no country or economy has reached the goal of creating a completely equitable education system, but some are much closer than others.Some countries and economies have shown that improvements in equity can be achieved at the...
Grade Expectations
OECD
01 Mar 2013
Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have...
Does it Matter Which School a Student Attends?
OECD
01 Apr 2013
Successful education systems are able to guarantee that all students succeed at high levels. Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend...
Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
OECD
01 May 2013
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where...
What Makes Urban Schools Different?
OECD
01 May 2013
In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and...
Could Learning Strategies Reduce the Performance Gap Between Advantaged and Disadvantaged Students?
OECD
01 Jun 2013
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two...
Do Students Perform Better in Schools with Orderly Classrooms?
OECD
01 Sept 2013
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall...
Who are the Academic All-rounders?
OECD
01 Sept 2013
On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have larger proportions of these...
Who Are the Strong Performers and Successful Reformers in Education?
OECD
01 Nov 2013
Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards...
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar...
Who Are the School Truants?
OECD
01 Jan 2014
Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school systems skip classes or...
Do Parents' Occupations Have an Impact on Student Performance?
OECD
01 Feb 2014
Students whose parents work in professional occupations generally outperform other students in mathematics, while students whose parents work in elementary occupations tend to underachieve compared to their peers. The strength of the relationship...
Do Students Have the Drive to Succeed?
OECD
01 Mar 2014
When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. The fact that large proportions of students in most countries consistently believe that student achievement is mainly a...
Are 15-Year-Olds Creative Problem-solvers?
OECD
01 Apr 2014
To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. Just because a student performs well in core school...
Are Grouping and Selecting Students for Different Schools Related to Students' Motivation to Learn?
OECD
01 May 2014
On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly...
Does Pre-primary Education Reach Those Who Need it Most?
OECD
01 Jun 2014
Attendance in pre-primary education is associated with better student performance later on. Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. The gap in...