Andreas Schleicher - PISA presentation to Teach for All with Wendy Kopp. 8 February 2024.

1. The global yardstick for student learning outcomes
PISA 2022

2. PISA participants
Around 690,000 15-year-old students in
81 countries and economies took PISA 2022
PISA Newcomers: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan

3. 330
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
Average math performance dropped by almost
OECD average
Mathematics (PISA)
Previous changes in OECD average never exceeded four score points in mathematics
15 score points since 2018 across the OECD
Student
performance
2006 2022
2018
2003 2009 2015
2012

4. 330
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
OECD average
Mathematics (PISA)
2012 2015 2018
2009 2022
2003 2006
Student
performance
55% enrolled
76% enrolled
36% enrolled
74% enrolled
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE]
[CELLRAN…
[CELLRANGE]
[CELLRAN…
[CELLRAN…
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRA…
[CELLRANGE]
[CELLRANGE] [CELLRAN…
[CELLRA…
[CELLRA… [CELLRANGE]
[CELLRANGE]
[CELLRAN…
[CELLRANGE] [CELLRANGE]
[CELL…
[CELLRAN…
[CELLRAN…
[CEL… [CELLRANG…
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRA… [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRAN…
[CELL… [CELLRANGE]
[CELLRAN…
[CELLRAN…
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRAN…
[CEL…
[CELLRA…
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE] [CELLRANGE]
[CELLRAN…
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANG…
[CELLRANGE]

5. Money is necessary but not sufficient
Figure I.4.15
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE]
R² = 0.54
320
340
360
380
400
420
440
460
480
500
520
540
560
580
600
0 20000 40000 60000 80000 100000 120000 140000 160000 180000 200000 220000
Mean
score
in
mathematics
Cumulative expenditure per student over the theoretical duration of studies (in US Dollars, ppp)
OECD average: 472 points
OECD average: USD 102 612

6. Learning time ≠ learning outcomes
0
5
10
15
20
25
30
35
40
45
50
0
2
4
6
8
10
12
14
16
18
20
Morocco
Argentina
Colombia
Costa
Rica
Uzbekistan
Mongolia
Peru
Albania
Cambodia
United
Arab
Emirates
Kosovo
Paraguay
Chile
Italy
Jordan
Malta
Palestinian
Authority
Thailand
Kazakhstan
North
Macedonia
Israel
Brazil
Uruguay
Malaysia
Georgia
El
Salvador
Panama*
Viet
Nam
Guatemala
Dominican
Republic
Baku
(Azerbaijan)
Jamaica*
Philippines
Moldova
Saudi
Arabia
Singapore
Spain
Indonesia
Bulgaria
Greece
Brunei
Darussalam
Portugal
Lithuania
Germany
Belgium
Mexico
United
Kingdom*
Poland
Ireland*
France
OECD
average
Serbia
Latvia*
Croatia
Qatar
Ukrainian
regions
(18
of
27)
Chinese
Taipei
Türkiye
Iceland
Hungary
Austria
Hong
Kong
(China)*
Montenegro
Macao
(China)
Romania
Japan
Estonia
Australia*
Slovenia
Sweden
Norway
Denmark*
Korea
Netherlands*
Canada*
Slovak
Republic
New
Zealand*
Finland
Czech
Republic
United
States*
Switzerland
Score
points
in
mathematics
per
hour
of
total
learning
time
Hours
Based on students' reports
Figure II.5.11
Hours learning in school
Hours learning out of school

7. Learning time ≠ learning outcomes
0
5
10
15
20
25
30
35
40
45
50
0
2
4
6
8
10
12
14
16
18
20
Morocco
Argentina
Colombia
Costa
Rica
Uzbekistan
Mongolia
Peru
Albania
Cambodia
United
Arab
Emirates
Kosovo
Paraguay
Chile
Italy
Jordan
Malta
Palestinian
Authority
Thailand
Kazakhstan
North
Macedonia
Israel
Brazil
Uruguay
Malaysia
Georgia
El
Salvador
Panama*
Viet
Nam
Guatemala
Dominican
Republic
Baku
(Azerbaijan)
Jamaica*
Philippines
Moldova
Saudi
Arabia
Singapore
Spain
Indonesia
Bulgaria
Greece
Brunei
Darussalam
Portugal
Lithuania
Germany
Belgium
Mexico
United
Kingdom*
Poland
Ireland*
France
OECD
average
Serbia
Latvia*
Croatia
Qatar
Ukrainian
regions
(18
of
27)
Chinese
Taipei
Türkiye
Iceland
Hungary
Austria
Hong
Kong
(China)*
Montenegro
Macao
(China)
Romania
Japan
Estonia
Australia*
Slovenia
Sweden
Norway
Denmark*
Korea
Netherlands*
Canada*
Slovak
Republic
New
Zealand*
Finland
Czech
Republic
United
States*
Switzerland
Score
points
in
mathematics
per
hour
of
total
learning
time
Hours
Based on students' reports
Figure II.5.11
Hours learning in school
Hours learning out of school
Productivity

8. Shortage of education staff
Based on principals' reports
Figure II.5.4
-1.50
-1.00
-0.50
0.00
0.50
1.00
1.50
Bulgaria
Serbia
Albania
Poland
Denmark*
Qatar
Georgia
Switzerland
Singapore
Paraguay
Montenegro
Romania
Lithuania
Kazakhstan
Guatemala
Moldova
Thailand
Brazil
Ukrainian
regions
(18
of
27)
Iceland
Austria
Spain
Australia*
United
States*
United
Arab
Emirates
Slovenia
El
Salvador
Jamaica*
Indonesia
Mexico
Panama*
Philippines
Ireland*
Türkiye
Malta
Norway
Czech
Republic
Viet
Nam
Croatia
Kosovo
Argentina
OECD
average
New
Zealand*
Finland
Chile
Mongolia
Brunei
Darussalam
Cambodia
Peru
Dominican
Republic
United
Kingdom*
Latvia*
Hong
Kong
(China)*
Hungary
Colombia
Greece
Germany
Sweden
Netherlands*
Israel
Baku
(Azerbaijan)
Italy
France
Uruguay
Saudi
Arabia
Portugal
Jordan
Costa
Rica
Palestinian
Authority
Morocco
Mean
index
of
shortage
of
education
staff

9. Shortage of education staff and material resources, and
mathematics performance
Change in mathematics performance associated with principals reporting that the school's capacity to provide
instruction is hindered to some extent or a lot by the following; OECD average
Figure II.5.6
-16
-14
-12
-10
-8
-6
-4
-2
0
A lack of teaching
staff
Inadequate or
poorly qualified
teaching staff
A lack of assisting
staff
Inadequate or
poorly qualified
assisting staff
A lack of
educational
material
Inadequate or
poor-quality
educational
material
A lack of physical
infrastructure
Inadequate or
poor-quality
physical
infrastructure
A lack of digital
resources
Inadequate or
poor-quality
digital resources
Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile
Score-point
difference

10. Time spent at school in regular lessons and on digital devices
Time spent per day by students (in hours)
Figure II.5.15
0
1
2
3
4
5
6
7
Ireland*
Paraguay
Japan
Brunei
Darussalam
Peru
Malta
France
Slovenia
United
Kingdom*
Germany
Serbia
Saudi
Arabia
Spain
Montenegro
Dominican
Republic
Greece
Cambodia
Jordan
Switzerland
Panama*
Belgium
Georgia
Qatar
Palestinian
Authority
Morocco
Türkiye
Jamaica*
Brazil
Mexico
El
Salvador
Austria
Portugal
Costa
Rica
Chile
Malaysia
Kosovo
Moldova
Uruguay
Hong
Kong
(China)*
Israel
Viet
Nam
Kazakhstan
Colombia
Albania
Argentina
OECD
average
Canada*
North
Macedonia
Czech
Republic
Guatemala
Uzbekistan
Netherlands*
Croatia
Singapore
Macao
(China)
Korea
Estonia
Poland
Chinese
Taipei
Indonesia
Mongolia
Hungary
Baku
(Azerbaijan)
Iceland
Slovak
Republic
Lithuania
Philippines
Latvia*
Romania
United
Arab
Emirates
New
Zealand*
Australia*
Norway
Finland
Sweden
Thailand
Italy
Bulgaria
Denmark*
Ukrainian
regions
(18
of
27)
Using digital devices for learning at school Using digital devices for leisure at school Regular lessons at school per school day
Hours
Devices / learning at school
Devices / leisure at school

11. Time spent on digital devices at school and mathematics performance
Based on students' reports; OECD average
Figure II.5.14
420
430
440
450
460
470
480
490
500
None Up to 1 hour More than 1 hour and
up to 2 hours
More than 2 hours
and up to 3 hours
More than 3 hours
and up to 5 hours
More than 5 hours
and up to 7 hours
More than 7 hours
Mean
score
in
mathematics
Time spent on digital devices at school per day
Technology used for learning in school
Technology used for leisure at school

12. Outcomes of feeling nervous/anxious when digital devices are not near
Based on students' reports; OECD average
Figure II.5.17
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
Mathematics performance
Score-point
difference
-1.0
-0.9
-0.8
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0.0
Life satisfaction Emotional control Stress resistance
Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile
Index-point
difference

13. Teacher support
Percentage of students who agreed or strongly agreed with the following statements about the time when their
school building was closed because of COVID-19; based on students' reports
Figure II.2.10
0
10
20
30
40
50
60
70
80
90
Japan
Morocco
Jordan
Poland
Greece
Mongolia
Palestinian
Authority
United
Kingdom*
Israel
Kosovo
Argentina
Brazil
Saudi
Arabia
Spain
Iceland
Türkiye
Serbia
Uzbekistan
France
Italy
Uruguay
Romania
Panama*
Jamaica*
Macao
(China)
Bulgaria
Montenegro
Mexico
Slovenia
North
Macedonia
Slovak
Republic
Georgia
Dominican
Republic
OECD
average
Qatar
Chile
Ireland*
Malaysia
Peru
Czech
Republic
Austria
Moldova
Belgium
Malta
Costa
Rica
Ukrainian
regions
(18
of
27)
Korea
Croatia
Paraguay
Hong
Kong
(China)*
Chinese
Taipei
El
Salvador
Hungary
Australia*
Baku
(Azerbaijan)
Lithuania
Thailand
Cambodia
Kazakhstan
Colombia
United
States*
New
Zealand*
Canada*
Guatemala
Switzerland
Germany
Finland
United
Arab
Emirates
Netherlands*
Latvia*
Sweden
Portugal
Estonia
Albania
Indonesia
Philippines
Brunei
Darussalam
Viet
Nam
%
My teachers were available when I needed help I felt lonely

14. Students learn best from teachers they love
Remote learning, mathematics performance and confidence in self-directed learning
Change in the index of confidence in students' capacity for self-directed learning/in mathematics performance, when students agreed or disagreed with the
following statements about the time when their school building was closed because of COVID-19; OECD average
Figure II.2.12
-10
-5
0
5
10
15
20
25
(Agree)
I was well prepared to
learn on my own
(Agree)
My teachers were
available when I
needed help
(Disagree)
I felt anxious about
school work
(Disagree)
I felt lonely
Score-point
difference
in
mathematics
performance
Students agreed or strongly agreed/disagreed or strongly disagreed
with the statements above
Before accounting
After accounting for students' and schools' socio-economic profile
Students
scored
lower
Students
scored
higher
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
(Agree)
I was well prepared
to learn on my own
(Agree)
My teachers were
available when I
needed help
(Disagree)
I felt anxious about
school work
(Disagree)
I felt lonely
Students agreed or strongly agreed/disagreed or strongly disagreed
with the statements above
Before accounting
After accounting for students' and schools' socio-economic profile, and mathematics performance
Students with more positive learning
experiences are more confident
in their ability to learn autonomously
and remotely
Students
are
more
confident
(Change
in
the
index
of
confidence
in
capacity
for
self-directed
learning)

15. School actions and activities to maintain learning and well-being
Percentage of students who reported that someone from their school did the following actions every day daily when
their school building was closed because of COVID-19; OECD average
Figure II.2.16
0
10
20
30
40
50
60
70
80
90
Checked in with them to
ask how they were
feeling
Gave them helpful tips
about how to study on
their own
Checked in with them to
ensure that they were
completing their
assignments
Sent them learning
materials to study on
their own
Asked them to submit
completed school
assignments
Sent them assignments Uploaded material on a
learning-management
system or school learning
platform
Offered live virtual
classes on a video
communication program
%
Students reported that someone from their school did the above actions every day or almost every day
Bottom country/economy OECD average Top country/economy
Least common daily school actions and activities
promoting students' well-being and self-directed learning, as reported by students
Most common daily school actions and activities
ensuring that curriculum goals are met, as reported by students

16. Low income communities
PISA 2022

17. 330
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
OECD average
2012 2015 2018
2009 2022
2003 2006
Student
performance
Poverty need not be destiny
Math skills of students
from most advantaged decile
Math skills of students
from poorest decile
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE]
[CELLRAN…
[CELLRANGE]
[CELLRAN…
[CELLRAN…
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRA…
[CELLRANGE]
[CELLRANGE] [CELLRAN…
[CELLRA…
[CELLRA… [CELLRANGE]
[CELLRANGE]
[CELLRAN…
[CELLRANGE] [CELLRANGE]
[CELL…
[CELLRAN…
[CELLRAN…
[CEL… [CELLRANG…
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRA… [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRAN…
[CELL… [CELLRANGE]
[CELLRAN…
[CELLRAN…
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRAN…
[CEL…
[CELLRA…
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE] [CELLRANGE]
[CELLRAN…
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRA…
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANG…
[CELLRANGE]

18. Disparities in minimum achievement in mathematics
(parity index), by gender and socio-economic background Figure I.3.7
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
El
Salvador
Panama*
Dominican
Republic
Guatemala
Philippines
Paraguay
Peru
Brazil
Colombia
Argentina
Palestinian
Authority
Morocco
Jordan
Cambodia
Indonesia
Romania
Malaysia
Bulgaria
Kosovo
North
Macedonia
Uruguay
Mexico
Qatar
Mongolia
Moldova
Jamaica*
Thailand
Saudi
Arabia
Georgia
Slovak
Republic
Albania
Montenegro
Chile
Israel
Hungary
Ukrainian
regions
(18
of
27)
Baku
(Azerbaijan)
Greece
Brunei
Darussalam
United
Arab
Emirates
Serbia
Uzbekistan
United
States*
France
Czech
Republic
Belgium
Germany
Türkiye
Portugal
Austria
Lithuania
New
Zealand*
OECD
average
Italy
Iceland
Croatia
Sweden
Spain
Malta
Norway
Netherlands*
Australia*
Slovenia
Poland
Kazakhstan
Viet
Nam
Switzerland
Finland
Latvia*
United
Kingdom*
Denmark*
Ireland*
Canada*
Korea
Chinese
Taipei
Estonia
Singapore
Japan
Hong
Kong
(China)*
Macao
(China)
Costa
Rica
Parity index Girls compared to boys Disadvantaged students compared to advantaged students
No disparity

19. 110
100
90
80
70
60
50
40
30
20
10
0
10
20
30
40
50
60
70
80
90
Iceland
Saudi
Arabia
Ireland*
Finland
Denmark*
Uzbekistan
Palestinian
Authority
Dominican
Republic
Norway
Jordan
Philippines
Baku
(Azerbaijan)
El
Salvador
Mexico
Cambodia
Kosovo
Spain
Costa
Rica
Estonia
Portugal
Sweden
Indonesia
Chile
Latvia*
Canada*
Morocco
Moldova
Guatemala
Kazakhstan
Malta
Panama*
Greece
Paraguay
Malaysia
Albania
United
Kingdom*
Peru
Argentina
Brazil
Montenegro
New
Zealand*
Georgia
United
States*
Colombia
Uruguay
North
Macedonia
Brunei
Darussalam
Mongolia
Thailand
Macao
(China)
Lithuania
Ukrainian
regions
(18
of
27)
Viet
Nam
Australia*
Jamaica*
OECD
average
Serbia
Qatar
Croatia
France
Switzerland
Italy
Korea
Austria
Singapore
Poland
Belgium
Slovenia
Czech
Republic
Germany
Hong
Kong
(China)*
Japan
Israel
Türkiye
Hungary
United
Arab
Emirates
Romania
Chinese
Taipei
Bulgaria
Slovak
Republic
Netherlands*
%
Can the closest school be the best school?
Variation in mathematics performance between and within schools Figure I.2.6
OECD average: 32%
OECD average: 68%
Performance variation between schools
Performance variation within schools

20. Percentage of disadvantaged students, by immigrant background
Figure I.7.3
0
10
20
30
40
50
60
70
Qatar
United
Arab
Emirates
Singapore
Saudi
Arabia
Malta
Brunei
Darussalam
Montenegro
Serbia
Portugal
Estonia
Australia*
Jordan
Argentina
Chile
Ireland*
New
Zealand*
Kazakhstan
Croatia
Israel
United
Kingdom*
Finland
Canada*
OECD
average
Iceland
Italy
Denmark*
Slovenia
Spain
Netherlands*
France
Greece
Belgium
Germany
Norway
Sweden
Macao
(China)
United
States*
Hong
Kong
(China)*
Austria
Switzerland
Immigrant students Non-immigrant students
%

21. Differences in mathematics performance, by immigrant background
Difference in mathematics score between non-immigrant students and immigrant students (immigrant students - non-immigrant)
before and after accounting for socio-economic status and language spoken at home
Figure I.7.7
-100
-80
-60
-40
-20
0
20
40
60
80
100
120
Finland
Sweden
Denmark*
Portugal
Estonia
Chile
Belgium
Norway
Netherlands*
France
Germany
Slovenia
Spain
Switzerland
Austria
OECD
average
Iceland
Croatia
Greece
Ireland*
Montenegro
Serbia
Malta
Italy
Jordan
Israel
Argentina
Kazakhstan
Hong
Kong
(China)*
Canada*
United
Kingdom*
Singapore
New
Zealand*
Macao
(China)
Australia*
Saudi
Arabia
United
States*
Brunei
Darussalam
Qatar
United
Arab
Emirates
Before accounting for socio-economic status and language spoken at home After accounting for socio-economic status
After accounting for socio-economic status and language spoken at home
Score
point dif.
Immigrant students scored higher than
non-immigrant students
Immigrant students scored lower than
non-immigrant students

22. The power of emotional intelligence
Beyond academic learning

23. Life satisfaction and satisfaction with different aspects of life
Average of countries/economies with available data
Figure II.1.7
1.00 1.20 1.40 1.60 1.80 2.00 2.20
Their relationship with their parents/guardians
Their life at school
Their health
All the things [they] have
The way they look
The friends they have
How they use their time
The neighbourhood they live in
Their relationship with their teachers
What they learn at school
Point change on the life-satisfaction scale
Change in life satisfaction when students reported that they are satisfied or totally satisfied with the following:

24. PISA 2022: Ireland

25. PISA 2022: Ukraine

26. PISA 2022: Finland

27. Students’ sense of belonging at school, across all countries and economies
Table II.B1.1.1
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
Brunei
Darussalam
Cambodia
Hong
Kong
(China)*
Philippines
Thailand
Jamaica*
Poland
Macao
(China)
Türkiye
New
Zealand*
Morocco
Viet
Nam
Czech
Republic
Malaysia
El
Salvador
United
States*
Latvia*
Paraguay
Malta
Dominican
Republic
Australia*
Singapore
Chile
Jordan
United
Kingdom*
Brazil
Peru
Slovak
Republic
United
Arab
Emirates
Argentina
Panama*
Bulgaria
Mexico
Guatemala
Palestinian
Authority
Baku
(Azerbaijan)
Canada*
Colombia
Qatar
Mongolia
Kazakhstan
Estonia
Indonesia
Ireland*
Costa
Rica
Uruguay
Ukrainian
regions
(18
of
27)
Italy
Greece
Moldova
Georgia
France
Lithuania
OECD
average
Romania
Saudi
Arabia
Chinese
Taipei
Belgium
Slovenia
Uzbekistan
Portugal
Sweden
Finland
Netherlands*
Denmark*
North
Macedonia
Croatia
Montenegro
Hungary
Iceland
Serbia
Norway
Japan
Albania
Korea
Germany
Spain
Switzerland
Austria
Mean index
Based on students' reports

28. Growth mindset
and mathematics performance Table I.B1.2.1 &
Table I.B1.2.16
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
320
340
360
380
400
420
440
460
480
500
520
540
560
580
600
25 35 45 55 65 75 85
Mean
score
in
mathematics
Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)
Higher
score
More students holding a growth mindset
OECD average: 58%
OECD average: 472 points

29. Mathematics performance and anxiety in mathematics among
students with fixed and growth mindsets Figure I.2.2
400
420
440
460
480
500
520
540
Growth mindset Fixed mindset Growth mindset Fixed mindset
Low anxiety High anxiety
Mean
score
in
mathematics

30. Percentage of students that did not eat at least once a week in the
past 30 days, because there was not enough money to buy food Figure I.4.6
0
10
20
30
40
50
60
70
80
90
100
Cambodia
Jamaica*
Baku
(Azerbaijan)
Philippines
Kosovo
Thailand
Morocco
Uzbekistan
Jordan
Palestinian
Authority
Albania
Brunei
Darussalam
Panama*
Malaysia
Bulgaria
North
Macedonia
Guatemala
Indonesia
Türkiye
Georgia
Peru
Viet
Nam
Qatar
United
Arab
Emirates
Romania
El
Salvador
Dominican
Republic
Saudi
Arabia
Macao
(China)
New
Zealand*
Hong
Kong
(China)*
Colombia
Chile
United
States*
Mongolia
Singapore
Paraguay
Kazakhstan
Lithuania
United
Kingdom*
Serbia
Mexico
Moldova
Chinese
Taipei
Czech
Republic
Malta
Ukrainian
regions
(18
of
27)
Estonia
Canada*
Brazil
France
OECD
average
Slovenia
Uruguay
Latvia*
Ireland*
Poland
Switzerland
Denmark*
Slovak
Republic
Hungary
Croatia
Korea
Iceland
Netherlands*
Finland
Portugal
Every day or almost every day 4 to 5 times a week 2 to 3 times a week About once a week Never or almost never
%

31. PISA main reports PISA Country notes
Find out more about our work at www.oecd.org/pisa
Email: Andreas.Schleicher@OECD.org
X : SchleicherEDU
WeChat : AndreasSchleicher
Take the test: bit.ly/PISA-Test
PISA FAQs: www.oecd.org/pisa/pisafaq
PISA Data Explorer: www.oecd.org/pisa/data