Programme for International Student Assessment (PISA)

Reports produced by participating countries - PISA 2000

 

 Argentina

National Report - Abstract

 Australia

National Report

 Austria

PISA 2000 und PISA 2003: Vertiefende Analysen und Beiträge zur Methodik. Graz. ISBN 3-7011-7569-1 by Erich Neuwirth, Wilfried Grossmann, Ivo Ponocny (Hrsg.) (2006) describes modifications (agreed to by the OECD) to the PISA 2000 data to reproduce the Austrian PISA target population more accurately.  These modified weights have been included in the official PISA 2000 data files available from the PISA 2000 database web site http://pisaweb.acer.edu.au/oecd/oecd_pisa_data_s1.html. The book also presents some additional minor modifications to the Austrian and international data for PISA 2003. The Austrian modifications for PISA 2000 are also described in the Education Working Paper No. 5 “PISA 2000: Sample Weight Problems in Austria". The data files with these modifications can be downloaded from the home page of the Austrian Ministry for Education, Arts and Culture http://www.bmukk.gv.at/schulen/unterricht/se/pisa_corrections.xml. The files contain some modified PISA variables and additional variables.

National Report
The Austrian National Report on PISA 2000 tries to approach a wide audience: parents and teachers as well as educational researchers and policy makers. The national report includes the most important summary tables on international and national comparisons in student achievement in reading, mathematical and scientific literacy, sample items and some detailed analyses.

Technical Report for above
The Austrian Technical Report includes a full documentation of the implementation of PISA in Austria. It documents the background of PISA in Austria as well as the methods used, sample sizes, response rates, and quality assurance procedures.

Lernen für das Leben: Österreichische Perspektiven des internationalen Vergleichs
19 thematical in-depth analyses show for example national competency profiles in reading, mathematical and scientific literacy, gender differences, profiles of low and high achievers and the socio-economic background of the students. The analyses focus on the Austrian results in the international context.

PISA Plus 2000: National Report
Five Austrian national options (PISA Plus) are supplementary to the international PISA project: (1) student and school questionnaire parts on reading habits and reading engagement, fostering & promoting reading skills; (2) a short test on reading speed – basic reading skills; (3) a student questionnaire part on the students’ well-being and accedemic success; (4) student and school questionnaire parts on school quality – quality of teaching, classroom climate, school climate and quality development in schools; (5) student and school questionnaire parts on the usage of information technology. Descriptive analyses on the data coming from these five national projects as well as the questionnaires used can be found in the national PISA Plus report.

PISA Plus 2000: Thematische Analysen nationaler Projekte
This report focuses on the data of the Austrian national options in the context of the achievement data in reading, mathematical and scientific literacy. The relation between the reading environment and reading achievement, reading literacy and computer use, PISA achievement data in the context of national school marks, and an individual‘s school career in relation to their interests are some of the topics covered.

 Belgium (French speaking community)

National Report
Extended National Report

      Belgium (Flemish speaking community)

Worldwide Learning at Age 15: First Results from PISA 2000

 Brazil

National Report

 Canada

National Report (French version)

National Report Highlights (French version)

National Report (English version)
This report presents initial results for Canada, Canadian provinces and selected countries from PISA 2000 and the Canadian Youth in Transition Survey (YITS), a Canadian longitudinal survey designed to examine the patterns of, and influences on, major transitions in young people's lives, particularly with respect to education, training and work.

National Report Highlights (English version)

Results for Québec (French version)

Results for Québec (English version)

Linking provincial student assessments with national and international assessments
The purpose of this feasibility study was to develop technical procedures that may enable ministries of education to link provincial tests with national and international tests so that standards can be compared and results reported on a common scale.

Understanding the rural-urban reading gap
This study uses data from the Youth in Transition Survey (YITS) and PISA to examine the difference in reading performance between students in rural and urban schools and to investigate why the rural-urban reading difference exists in some provinces.

The digital divide in Canadian schools: factors affecting student access to and use of information technology
This paper provides a descriptive analysis of issues related to the access and use of Information and Communication Technology (ICT) among Canadian youth. In particular, this research examines the extent to which inequities in the use and access of ICT exist among Canadian high school students, based on gender, socio-economic status and rural-urban location.

Information and communication technology: Access and use
Students’ use of technology in education is expected to improve educational outcomes, increase technological skills, and decrease inequities between groups (Pelgrum and Anderson 1999; Industry Canada 1997). This study uses data from PISA 2000 to examine Canadian students’ access to and use of information and communication technologies (ICT).

In and out of high school: first results from the second cycle of the Youth in Transition Survey, 2002 (English version)

In and out of high school: first results from the second cycle of the Youth in Transition Survey, 2002 (French version)

 Czech Republic

Knowledge and Skills for Life: Reading, Mathematical and Science Literacy of 15-year old Students in OECD Countries, Praha, ÚIV 2002
Based on the international report, this publication mediates information on results in reading, mathematics and science literacy with the extended information on Czech students in comparison to international ones as well as on factors that influence these results, e.g., home and school background.

Tasks for Measuring Reading, Mathematical and Science Literacy, Praha ÚIV 2000
This publication is a shortened version of Measuring Student Knowledge and Skills. Sample assessment items are accompanied by data on the performance of Czech students as well as examples of answers by Czech students.

Results of Czech Students in International Surveys in 1995-2000, Praha, ÚIV 2002
The aim of this publication is to present the surveys which were carried out during this period. The first part lists the surveys and describes their main features. The second part is organised by subject, all of which are taught in our schools. The majority of subjects were the object of more than one survey.

Non-traditional Items or We Read with Understanding, Praha, ÚIV 2002
The aim of this publication is to inform teachers about new measuring trends in reading literacy and results in this field. It should serve in particular as a textbook for their in-service- training, focusing the work with sample items. Particularly important are the released PISA items and a new batch of items prepared in the spirit of PISA ones.

 Denmark

National Report

Education Peer Effects

 Finland

National Report

The Finnish Success in Pisa


Northern Lights on PISA: Unity and Diversity in the Nordic Countries in PISA 2000

 France

National Report (available for sale only as publication 137 in the order form available through this link)
This report presents the results of French students during the first PISA cycle to assess competencies of 15-year olds in three areas: reading literacy, mathematical literacy and scientific literacy. The report makes a detailed analysis of the performance of French students and attempts to identify their strong and weak points. More than a simple ranking exercise, the goal is to interpret these results in the context of our educational system. Unlike the OECD report, no attention is made here to analyse the relationship between student performance and socio-economic background, the focus being placed instead on the pedagogical aspects of this assessment.

National Information Note - First Results

Professional Plans and Performance in 15-Year Olds

Reading Literacy of 15-Year Olds: An International Comparison

 Germany

National Report (short version)
The full version of the German national report is available through bookshops. Reference : Deutsches Pisa-Konsortium (Eds.). (2001). PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen: Leske + Budrich. ISBN 3-8100-3344-8 (€25,50).

 Hong Kong-China

National Report (order form)
This report focuses on the results of Hong Kong compared with other countries in the first cycle of PISA. The means and distributions of literacy performance in reading, mathematics and science are supplemented by related factors. The report also explores the reading habits and characteristics of high and low achievers in reading. It places focus on learning processes, in particular, those learning strategies associated with positive learning outcomes. Furthermore, attempts to identify the nature and effect of parental involvement and investment on students’ literacy performance are made. Some policy implications and recommendations are presented. Click on the link above to download the order form for this paying publication.

Executive Summary
This publication summarizes the major findings in the regional report. It is written in bilingual (English and Chinese) format.

 Ireland

National Report (summary)
This 32-page summary report of the Ready For Life report contains four pages of key findings, seven sections corresponding to the seven chapters in the full report, and seven pages of conclusions and implications. The full report can be ordered online.

Teacher's Guide to the Reading Literacy Achievements of Irish 15-year olds
This 60-page report offers an in-depth analysis of outcomes of Irish students on PISA reading literacy. The report is aimed chiefly at teachers, but would also be of interest to researchers, policymakers and the general public. Overall reading literacy achievement, as well as performance on the five subscales which are based on the underlying reading processes and text formats (retrieving information, interpreting information, and reflecting on and evaluating information, continuous text and non-continuous texts) are described.

 Italy

National Report - Introduction
National Report - Chapter 1
National Report - Chapter 2
National Report - Chapter 3
National Report - Chapter 4
National Report - Chapter 5
National Report - Chapter 6 & tables

 The Netherlands

National Report

 New Zealand

National Report (PISA 2000: The New Zealand Context)
The New Zealand context to the PISA 2000 study is the focus of this report, published in August 2002. The performance of sub-groups of 15-year-olds is examined with particular emphasis on boys and girls and different ethnic groupings. Factors associated with achievement including attitudes to learning, the school and family environment are examined in the report.

PISA 2000: Overview of Selected New Zealand Findings
This Overview was prepared to accompany the full report "PISA 2000: The New Zealand Context". The Overview focuses on information taken from the full report in areas where teachers and families can respond to students' different learning needs. It also captures what their principals said about the schools they attend.

Summary of International Report

 Norway

National Report (main)

National Report (summary)

Northern Lights on PISA: Unity and Diversity in the Nordic Countries in PISA 2000

 Portugal

National Report

National Report (annexes)

 Sweden

National Report
This is the first national report based on the results from PISA 2000 in Sweden. After a general introduction concerning results from earlier national studies about reading literacy, mathematical literacy and scientific literacy follows a general background about the PISA study. In the following chapters the main results from the three different domains are presented. Each chapter includes a summary of what is written in the Swedish curriculum about reading, mathematics and science. The longest chapter is about reading literacy and includes results from the combined reading literacy scale as well as from the three different subscales. Furthermore, the students´ results on the combined scale is related to their word recognition and to their grades at school in Swedish, mathematics and science. One chapter is devoted to the relationship between the results in reading literacy, mathematical literacy and scientific literacy, while another chapter takes up the relations between the results in the three domains and some background variables. Finally, the last chapter shows how well different school systems manage to give students with different socioeconomic background equal possibilities to study.

Performance of Students with Foreign Background - An analysis of the results from PISA 2000 in 10 countries
This report is a national thematic report based on the results from PISA 2000. It further analyses the performance gap between native students and students with foreign background. The report compares the performance gaps in a sub sample of ten OECD countries[1] and explores why the size of these gaps differ between countries. When relevant background factors, such as socio-economic background, parents’ education and association with the labour market, gender and language spoken at home, are controlled for, the performance gap in almost every country is reduced. However, the variation in the size of the performance gaps among countries is only marginally explained by these background factors. The report uses immigration data and finds that the composition of immigrant populations are heterogeneous, not just within a country like Sweden but more importantly, between countries. The immigration policies in each country are also different. Due to these findings, it is argued that the prerequisites of integrating and giving equal educational opportunities to foreign background students are not comparable between countries. Finally, the report investigates the association between performance and attending a school with a high proportion of foreign background students for Sweden and Norway. For Sweden, the report finds a negative association between attending such a school and performance. However, due to the small number of observations, this result should be further explored and verified.

 Switzerland

Initial National Reports

National Report (French and German)

National Report - Synthesis (English)

National Report - Synthesis (French)
[1] Sweden, Denmark, Norway, France, Germany, UK, Canada, USA, Australia and New Zealand.

National Report - Synthesis (German)

National Report - Synthesis (Italian)

Initial Regional Reports

Compétences des jeunes romands, Résultats de l'enquête PISA 2000 auprès des élèves de 9e année (French)

Same as above - First Results

Bern, St. Gallen, Zürich : Für das Leben gerüstet ? Die Grundkompetenzen der Jugendlichen – Kantonaler Bericht der Erhebung PISA 2000 (German)
Available as a paying document

Bravo chi legge, I risultati dell'indagine PISA 2000 nella Svizzera italiana (Italian)
Available as a paying document

Thematic National Reports

PISA 2000 - Synthèse et recommandations (French)

PISA 2000 - Synthese und Empfehlungen (German)

Les compétences en littératie (French)
What are the strengths and weaknesses of 9th grade pupils with regard to their competencies in reading?

Lehrplan und Leistungen
What are the links between the requirements with regard to the curricula, the teachers’ expectations towards the pupils and the students’ results at the end of compulsory schooling?

Die besten Ausbildungssysteme
What social characteristics or those relating to the educational system allow to determine why pupils from Australia, the United Kingdom, Finland and Canada obtain better scores?

Soziale Integration und Leistungsförderung
Do the educational systems with similar frameworks to ours (Belgium, Germany, Finland, France and Canada) manage better to integrate and encourage foreign-speaking pupils and/or those with underprivileged social backgrounds?

Bildungswunsch und Wirklichkeit
What training programmes for young people exist at the end of compulsory schooling and what are their chances of success?

 United Kingdom (England)

National Report
This report describes student achievement in England in the three literacy domains and places the results for England in the context of achievement in other OECD countries. The report also explores how achievement in England was associated with various characteristics of the students and their families, and of the schools they attended. Of particular interest is the relationship between student achievement and the socio-economic background of their parents, and whether they were in local education authority or independent schools. The report also includes a description of the PISA assessment and the survey methods.

International Student Assessment - Results for England 2000
The Office for National Statistics (ONS) published a First Release of the findings for England on the 4th December 2001. This brief report compares performance in England with the OECD countries that participated in PISA.

United Kingdom (Northern Ireland)

National Report
This report describes student achievement in Northern Ireland in the three literacy domains and places the results for Northern Ireland in the context of achievement in other OECD countries. The report also explores how achievement in Northern Ireland was associated with various characteristics of the students and their families, and of the schools they attended. Of particular interest is the relationship between student achievement and the socio-economic background of their parents, whether students attended a secondary or grammar school, and the management type of their school. The report also includes a description of the PISA assessment and the survey methods.

International Student Assessment - Results for Northern Ireland 2000
The Office for National Statistics (ONS) published a First Release of the findings for Northern Ireland on the 4th December 2001. This brief report compares performance in Northern Ireland with the OECD countries that participated in PISA.

United Kingdom (Scotland)

National Report

 United States of America

National Report

 

 

 

Countries list

  • Afghanistan
  • Albania
  • Algeria
  • Andorra
  • Angola
  • Anguilla
  • Antigua and Barbuda
  • Argentina
  • Armenia
  • Aruba
  • Australia
  • Austria
  • Azerbaijan
  • Bahamas
  • Bahrain
  • Bangladesh
  • Barbados
  • Belarus
  • Belgium
  • Belize
  • Benin
  • Bermuda
  • Bhutan
  • Bolivia
  • Bosnia and Herzegovina
  • Botswana
  • Brazil
  • Brunei Darussalam
  • Bulgaria
  • Burkina Faso
  • Burundi
  • Cambodia
  • Cameroon
  • Canada
  • Cape Verde
  • Cayman Islands
  • Central African Republic
  • Chad
  • Chile
  • China (People’s Republic of)
  • Chinese Taipei
  • Colombia
  • Comoros
  • Congo
  • Cook Islands
  • Costa Rica
  • Croatia
  • Cuba
  • Cyprus
  • Czech Republic
  • Côte d'Ivoire
  • Democratic People's Republic of Korea
  • Democratic Republic of the Congo
  • Denmark
  • Djibouti
  • Dominica
  • Dominican Republic
  • Ecuador
  • Egypt
  • El Salvador
  • Equatorial Guinea
  • Eritrea
  • Estonia
  • Ethiopia
  • European Union
  • Faeroe Islands
  • Fiji
  • Finland
  • Former Yugoslav Republic of Macedonia (FYROM)
  • France
  • French Guiana
  • Gabon
  • Gambia
  • Georgia
  • Germany
  • Ghana
  • Gibraltar
  • Greece
  • Greenland
  • Grenada
  • Guatemala
  • Guernsey
  • Guinea
  • Guinea-Bissau
  • Guyana
  • Haiti
  • Honduras
  • Hong Kong, China
  • Hungary
  • Iceland
  • India
  • Indonesia
  • Iraq
  • Ireland
  • Islamic Republic of Iran
  • Isle of Man
  • Israel
  • Italy
  • Jamaica
  • Japan
  • Jersey
  • Jordan
  • Kazakhstan
  • Kenya
  • Kiribati
  • Korea
  • Kuwait
  • Kyrgyzstan
  • Lao People's Democratic Republic
  • Latvia
  • Lebanon
  • Lesotho
  • Liberia
  • Libya
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macao (China)
  • Madagascar
  • Malawi
  • Malaysia
  • Maldives
  • Mali
  • Malta
  • Marshall Islands
  • Mauritania
  • Mauritius
  • Mayotte
  • Mexico
  • Micronesia (Federated States of)
  • Moldova
  • Monaco
  • Mongolia
  • Montenegro
  • Montserrat
  • Morocco
  • Mozambique
  • Myanmar
  • Namibia
  • Nauru
  • Nepal
  • Netherlands
  • Netherlands Antilles
  • New Zealand
  • Nicaragua
  • Niger
  • Nigeria
  • Niue
  • Norway
  • Oman
  • Pakistan
  • Palau
  • Palestinian Administered Areas
  • Panama
  • Papua New Guinea
  • Paraguay
  • Peru
  • Philippines
  • Poland
  • Portugal
  • Puerto Rico
  • Qatar
  • Romania
  • Russian Federation
  • Rwanda
  • Saint Helena
  • Saint Kitts and Nevis
  • Saint Lucia
  • Saint Vincent and the Grenadines
  • Samoa
  • San Marino
  • Sao Tome and Principe
  • Saudi Arabia
  • Senegal
  • Serbia
  • Serbia and Montenegro (pre-June 2006)
  • Seychelles
  • Sierra Leone
  • Singapore
  • Slovak Republic
  • Slovenia
  • Solomon Islands
  • Somalia
  • South Africa
  • South Sudan
  • Spain
  • Sri Lanka
  • Sudan
  • Suriname
  • Swaziland
  • Sweden
  • Switzerland
  • Syrian Arab Republic
  • Tajikistan
  • Tanzania
  • Thailand
  • Timor-Leste
  • Togo
  • Tokelau
  • Tonga
  • Trinidad and Tobago
  • Tunisia
  • Turkey
  • Turkmenistan
  • Turks and Caicos Islands
  • Tuvalu
  • Uganda
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • United States
  • United States Virgin Islands
  • Uruguay
  • Uzbekistan
  • Vanuatu
  • Venezuela
  • Vietnam
  • Virgin Islands (UK)
  • Wallis and Futuna Islands
  • Western Sahara
  • Yemen
  • Zambia
  • Zimbabwe
  • Topics list