This dashboard presents key findings from the OECD Programme for International Student Assessment (PISA). It brings together data and indicators on student learning outcomes and related themes, allowing users to explore performance trends, compare results across countries and economies, and examine evolving topics such as digital use in schools. The dashboard is regularly updated in line with new PISA releases.
PISA 2022 was the eighth round of the international assessment since the Programme was launched in 2000. How do students' results in 2022 compare to those observed in earlier rounds? And what does this mean for the quality of education around the world?
Use the selector above to start exploring trends in students’ performance for a country/economy of interest.
On average across OECD countries, performance in mathematics dropped sharply in 2022 after remaining stable in 2003-2018. In reading and science, average trajectories had already turned negative before 2018. Some countries and economies, however, bucked the negative trends that prevailed elsewhere.
This chart shows how much a country’s average score has changed compared to changes seen in other countries and economies over a similar period.
Some of the smaller changes are marked in a different colour: these are not statistically significant. In practice, that means one cannot be sure whether they reflect a real change in students’ skills or just the normal variation that can appear over repeated administrations of PISA.
When a change is statistically significant, it is considered large if it is greater than 20 score points. To give a sense of scale: 20 points is roughly the amount of learning that 15-year-olds typically gain in one school year across OECD countries. So, if a country’s score falls by 20 points between two PISA assessments, it is as if students were performing at the level expected of 14-year-olds in the previous cycle.
It is important to remember that changes seen in PISA may have their roots in earlier years – before PISA started measuring them. For example, education reforms often take time to show effects, and investments in early childhood education may only become visible a decade later when those children reach 15.
Usually, large gains or losses only appear over longer periods and are the result of many smaller shifts adding up over time. But the 2018–2022 period was different: for the first time, many countries saw large declines in a very short span. This unprecedented decline can partially be attributed to the COVID-19 pandemic.
On average across OECD countries, the proportion of students performing at the highest level of proficiency measured by PISA declined between 2012 and 2022, while the proportion of students performing at or below the lowest level of proficiency increased.
Changes observed within a country/economy may not have affected everyone equally. Select a subject to explore how the average performance of boys and girls changed over the most recent decade.
Socio-economic disparities within a country are often larger than the differences in performance that are observed between countries/economies. Select a subject to explore how the gap in mean performance between the 25% most advantaged and the 25% most disadvantaged students changed over the most recent decade.