Mark | Date Date | Title Title | |||
---|---|---|---|---|---|
No. 80 | 29 Jan 2018 |
In which countries and schools do disadvantaged students succeed?
PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science.... |
|||
No. 85 | 11 Jun 2018 |
In which countries do the most highly qualified and experienced teachers teach in the most difficult schools?
Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being... |
|||
No. 61 | 18 Mar 2016 |
Is memorisation a good strategy for learning mathematics?
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive... |
|||
No. 54 | 25 Aug 2015 |
Is spending more hours in class better for learning?
Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics classes varies by more than... |
|||
No. 95 | 24 Apr 2019 |
Is there a generational divide in environmental optimism?
Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future – their future – was going... |
|||
No. 19 | 01 Aug 2012 |
Is there really such a Thing as a “Second Chance” in Education?
While the reading proficiency of Canadian 15-year-olds closely predicts reading proficiency at age 24, young adults can shape their reading skills after the end of compulsory schooling.In the transition to young adulthood, reading skills generally... |
|||
No. 79 | 19 Dec 2017 |
Is too much testing bad for student performance and well-being?
Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would... |
|||
No. 124 | 27 May 2024 |
Managing screen time
The upsurge in children’s screen time has sparked concerns about its impact on children’s learning, development, and well-being. Three-quarters of students in OECD countries spend more than one hour per weekday browsing social networks and nearly one... |
|||
No. 125 | 18 Jun 2024 |
New PISA results on creative thinking
For the first time ever, PISA measured the creative thinking skills of 15-year-old students across the world. Alongside assessments in mathematics, science and reading, students in 64 countries and economies sat an innovative test that assessed their... |
|||
No. 123 | 26 Oct 2023 |
New PISA results: strengthening education systems in the wake of the pandemic
As the global benchmark in educational assessments, PISA results are always hotly anticipated. The eighth round of PISA assessment was originally planned to take place in 2021 but the disruption caused by COVID-19 forced the assessment to be... |
|||
No. 67 | 09 Dec 2016 |
PISA 2015 Results in Focus
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series... |
|||
No. 106 | 07 May 2020 |
PISA 2018 results: Are students smart about money?
This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards... |
|||
No. 91 | 11 Dec 2018 |
PISA for Development
Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative... |
|||
No. 110 | 01 Dec 2020 |
PISA for Development: Out-of-school assessment
PISA for Development (PISA-D) aims to make the assessment more accessible and relevant to low- and middle-income countries. This report summarises findings from the out-of-school assessment results for PISA-D. By combining the out-of-school... |
|||
No. 7 | 01 Aug 2011 |
Private schools
At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in... |
|||
No. 9 | 01 Oct 2011 |
School Autonomy and Accountability
In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are... |
|||
No. 126 | 27 Jun 2024 |
Shaping students' financial literacy
The results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating... |
|||
No. 65 | 06 Sept 2016 |
Should all students be taught complex mathematics?
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics... |
|||
No. 116 | 24 Nov 2021 |
The socio-economic gap in foreign-language learning
Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and... |
|||
No. 108 | 29 Sept 2020 |
Were schools equipped to teach – and were students ready to learn – remotely?
The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures... |
PISA in Focus
English Also available in: French
- ISSN: 22260919 (online)
- https://doi.org/10.1787/22260919
81 - 100 of 126 results
In which countries and schools do disadvantaged students succeed?
Francesco Avvisati
29 Jan 2018
PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science....
In which countries do the most highly qualified and experienced teachers teach in the most difficult schools?
Francesco Avvisati
11 Jun 2018
Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being...
Is memorisation a good strategy for learning mathematics?
OECD
18 Mar 2016
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive...
Is spending more hours in class better for learning?
OECD
25 Aug 2015
Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics classes varies by more than...
Is there a generational divide in environmental optimism?
Francesco Avvisati
24 Apr 2019
Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future – their future – was going...
Is there really such a Thing as a “Second Chance” in Education?
OECD
01 Aug 2012
While the reading proficiency of Canadian 15-year-olds closely predicts reading proficiency at age 24, young adults can shape their reading skills after the end of compulsory schooling.In the transition to young adulthood, reading skills generally...
Is too much testing bad for student performance and well-being?
Tarek Mostafa
19 Dec 2017
Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would...
Managing screen time
OECD
27 May 2024
The upsurge in children’s screen time has sparked concerns about its impact on children’s learning, development, and well-being. Three-quarters of students in OECD countries spend more than one hour per weekday browsing social networks and nearly one...
New PISA results on creative thinking
OECD
18 Jun 2024
For the first time ever, PISA measured the creative thinking skills of 15-year-old students across the world. Alongside assessments in mathematics, science and reading, students in 64 countries and economies sat an innovative test that assessed their...
New PISA results: strengthening education systems in the wake of the pandemic
Miyako Ikeda
26 Oct 2023
As the global benchmark in educational assessments, PISA results are always hotly anticipated. The eighth round of PISA assessment was originally planned to take place in 2021 but the disruption caused by COVID-19 forced the assessment to be...
PISA 2015 Results in Focus
OECD
09 Dec 2016
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series...
PISA 2018 results: Are students smart about money?
Jeffrey Mo
07 May 2020
This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards...
PISA for Development
Michael Ward
11 Dec 2018
Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative...
PISA for Development: Out-of-school assessment
Michael Ward
01 Dec 2020
PISA for Development (PISA-D) aims to make the assessment more accessible and relevant to low- and middle-income countries. This report summarises findings from the out-of-school assessment results for PISA-D. By combining the out-of-school...
Private schools
OECD
01 Aug 2011
At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in...
School Autonomy and Accountability
OECD
01 Oct 2011
In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are...
Shaping students' financial literacy
OECD
27 Jun 2024
The results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating...
Should all students be taught complex mathematics?
OECD
06 Sept 2016
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics...
The socio-economic gap in foreign-language learning
Daniel Salinas
24 Nov 2021
Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and...
Were schools equipped to teach – and were students ready to learn – remotely?
Miyako Ikeda
29 Sept 2020
The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures...