Education in Sweden

Annex A. PISA 2022 multivariate analysis results

Annex Table 3.A.1. ICT availability at school and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of ICT availability at school; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of ICT availability at school:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	4	(1.4)	0.1	(0.1)	2	(1.3)
Austria	11	(1.8)	1.0	(0.4)	5	(1.7)
Belgium	6	(1.2)	0.5	(0.2)	2	(1.0)
Canada	M	m	m	m	m	m
Chile	0	(1.3)	0.0	(0.0)	0	(1.3)
Colombia	M	m	m	m	m	m
Costa Rica	M	m	m	m	m	m
Czechia	4	(1.2)	0.3	(0.2)	2	(1.0)
Denmark*	4	(1.7)	0.2	(0.1)	4	(1.7)
Estonia	10	(1.5)	0.8	(0.3)	7	(1.4)
Finland	3	(1.5)	0.1	(0.1)	4	(1.5)
Germany	9	(1.6)	0.8	(0.3)	5	(1.2)
Norway	M	m	m	m	m	m
OECD average	3	(0.3)	0.3	(0.0)	2	(0.3)
Spain	0	(0.8)	0.0	(0.0)	0	(0.7)
Sweden	2	(1.4)	0.1	(0.1)	3	(1.3)
Switzerland	5	(1.5)	0.3	(0.2)	3	(1.3)
Türkiye	0	(1.0)	0.0	(0.0)	0	(1.0)
United States	8	(2.1)	0.5	(0.3)	4	(1.9)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html

Annex Table 3.A.2. ICT availability outside school and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of ICT availability outside school; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of ICT availability outside school:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	6	(1.2)	0.3	(0.1)	4	(1.1)
Austria	12	(1.7)	1.4	(0.4)	7	(1.5)
Belgium	10	(1.4)	1.2	(0.3)	3	(1.1)
Canada	m	m	m	m	m	m
Chile	-2	(1.0)	0.1	(0.1)	-3	(1.0) †
Colombia	m	m	m	m	m	m
Costa Rica	m	m	m	m	m	m
Czechia	3	(1.0)	0.1	(0.1)	1	(1.0)
Denmark*	8	(1.5)	0.7	(0.3)	7	(1.6)
Estonia	4	(1.5)	0.2	(0.1)	2	(1.4)
Finland	0	(1.5)	0.0	(0.0)	0	(1.4)
Germany	13	(1.6)	1.6	(0.4)	7	(1.4)
Norway	m	m	m	m	m	m
OECD average	5	(0.3)	0.5	(0.0)	3	(0.3)
Spain	8	(1.1)	0.7	(0.2)	5	(1.0)
Sweden	5	(1.3)	0.4	(0.2)	5	(1.2)
Switzerland	8	(1.4)	0.7	(0.3)	5	(1.2)
Türkiye	0	(0.9)	0.0	(0.0)	-2	(0.9)
United States	7	(1.9)	0.4	(0.2)	2	(1.6)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.3. Quality of access to ICT and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of quality of access to ICT; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of quality of access to ICT:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	19	(1.2)	3.7	(0.4)	8	(1.1)
Austria	3	(1.7)	0.2	(0.2)	4	(1.3)
Belgium	4	(1.8)	0.1	(0.1)	1	(1.4)
Canada	m	m	m	m	m	m
Chile	-1	(1.6)	0.0	(0.1)	0	(1.4) †
Colombia	m	m	m	m	m	m
Costa Rica	m	m	m	m	m	m
Czechia	13	(2.1)	1.3	(0.4)	7	(1.7)
Denmark*	17	(2.0)	2.9	(0.6)	13	(1.7)
Estonia	5	(2.0)	0.3	(0.2)	3	(1.7)
Finland	4	(1.3)	0.2	(0.1)	3	(1.2)
Germany	-3	(2.2)	0.1	(0.2)	-3	(1.6)
Norway	m	m	m	m	m	m
OECD average	7	(0.3)	0.9	(0.1)	4	(0.3)
Spain	4	(1.2)	0.2	(0.1)	1	(0.9)
Sweden	15	(1.4)	3.0	(0.6)	12	(1.2)
Switzerland	7	(1.5)	0.7	(0.3)	5	(1.3)
Türkiye	1	(1.7)	0.0	(0.0)	-3	(1.3)
United States	11	(2.0)	1.3	(0.5)	8	(1.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.4. Subject-related ICT use during lessons and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of subject-related ICT use during lessons; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of subject-related ICT use during lessons:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	22	(1.7)	3.2	(0.5)	8	(1.5)
Austria	10	(1.5)	1.4	(0.4)	4	(1.5)
Belgium	5	(1.2)	0.5	(0.2)	3	(0.9)
Canada	m	m	m	m	m	m
Chile	-2	(1.6)	0.1	(0.1)	-3	(1.6) †
Colombia	m	m	m	m	m	m
Costa Rica	m	m	m	m	m	m
Czechia	1	(1.9)	0.0	(0.1)	-2	(1.6)
Denmark*	19	(1.9)	2.8	(0.6)	14	(1.7)
Estonia	m	m	m	m	m	m
Finland	1	(1.8)	0.0	(0.0)	-4	(1.6)
Germany	15	(1.7)	3.0	(0.7)	4	(1.2)
Norway	m	m	m	m	m	m
OECD average	7	(0.4)	1.0	(0.1)	2	(0.3)
Spain	9	(1.5)	1.1	(0.3)	4	(1.1)
Sweden	7	(2.4)	0.3	(0.2)	2	(2.1)
Switzerland	19	(2.0)	3.7	(0.8)	7	(1.5)
Türkiye	17	(1.2)	3.9	(0.6)	8	(1.3)
United States	-1	(3.1)	0.0	(0.1)	-2	(2.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.5. Support or feedback via ICT and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of support or feedback via ICT; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of support or feedback via ICT:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-7	(1.1)	0.5	(0.2)	-12	(1.0)
Austria	-16	(1.8)	2.5	(0.6)	-14	(1.5)
Belgium	-16	(1.7)	2.8	(0.6)	-13	(1.2)
Canada	m	m	m	m	m	m
Chile	-12	(1.4)	2.8	(0.6)	-12	(1.3) †
Colombia	m	m	m	m	m	m
Costa Rica	m	m	m	m	m	m
Czechia	-6	(2.0)	0.3	(0.2)	-6	(1.7)
Denmark*	-15	(1.6)	2.3	(0.5)	-16	(1.6)
Estonia	-11	(1.6)	1.3	(0.4)	-12	(1.5)
Finland	-13	(1.3)	1.9	(0.4)	-15	(1.2)
Germany	-21	(2.0)	3.3	(0.6)	-18	(1.7)
Norway	m	m	m	m	m	m
OECD average	-10	(0.3)	1.5	(0.1)	-11	(0.3)
Spain	-11	(1.1)	1.4	(0.3)	-12	(0.9)
Sweden	-12	(1.3)	1.5	(0.3)	-13	(1.1)
Switzerland	-18	(1.8)	2.9	(0.6)	-16	(1.5)
Türkiye	-1	(1.2)	0.0	(0.1)	-3	(1.0)
United States	-9	(1.5)	1.0	(0.3)	-10	(1.3)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.6a. Digital distractions and mathematics performance

Change in mathematics performance when students report that they get distracted by other students who are using digital resources (e.g. smartphones, websites, apps) in every or most mathematics lessons; based on students’ reports

	Change in mathematics performance when students report that they get distracted by other students who are using digital resources (e.g. smartphones, websites, apps) in every or most mathematics lessons:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-24	(2.6) †	1.4	(0.3) †	-20	(2.4) †
Austria	-23	(4.9) †	1.1	(0.5) †	-13	(3.9) †
Belgium	-45	(4.0) †	4.6	(0.8) †	-27	(3.0) †
Canada	-17	(2.9) †	0.7	(0.2) †	-17	(2.6) †
Chile	-7	(3.8) †	0.2	(0.2) †	-5	(3.4) †
Colombia	-15	(3.2) †	0.8	(0.3) †	-12	(2.9) †
Costa Rica	m	m	m	m	m	m
Czechia	-34	(3.5) †	2.8	(0.6) †	-22	(2.9) †
Denmark*	-13	(4.0) †	0.5	(0.3) †	-10	(3.9) †
Estonia	-28	(4.4) †	1.9	(0.6) †	-23	(3.6) †
Finland	-18	(3.1) †	0.8	(0.3) †	-18	(3.1) †
Germany	-42	(4.1) †	4.0	(0.7) †	-25	(3.5) †
Norway	-8	(3.7) †	0.1	(0.1) †	-8	(3.5) †
OECD average	-28	(0.7)	1.9	(0.1)	-19	(0.6)
Spain	-24	(2.4) †	1.5	(0.3) †	-21	(2.1) †
Sweden	-16	(3.5) †	0.6	(0.3) †	-15	(3.2) †
Switzerland	-25	(4.4) †	1.1	(0.4) †	-20	(3.9) †
Türkiye	-41	(3.0) †	3.4	(0.5) †	-24	(3.9) †
United States	-35	(4.9) †	2.2	(0.6) †	-29	(4.2) †

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.6b. Digital distractions and mathematics performance

Change in mathematics performance when students report that they get distracted by using digital resources (e.g. smartphones, websites, apps) in every or most mathematics lessons; based on students’ reports

	Change in mathematics performance when students report that they get distracted by using digital resources (e.g. smartphones, websites, apps) in every or most mathematics lessons:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-18	(2.8) †	0.8	(0.3) †	-16	(2.5) †
Austria	-19	(4.8) †	0.8	(0.4) †	-12	(3.7) †
Belgium	-38	(3.4) †	3.4	(0.6) †	-20	(2.6) †
Canada	-4	(2.4) †	0.0	(0.1) †	-4	(2.2) †
Chile	5	(3.2) †	0.1	(0.1) †	4	(2.8) †
Colombia	-10	(3.4) †	0.4	(0.3) †	-7	(2.7) †
Costa Rica	m	m	m	m	m	m
Czechia	-22	(4.3) †	1.1	(0.4) †	-13	(3.7) †
Denmark*	3	(4.1) †	0.0	(0.1) †	4	(3.7) †
Estonia	-18	(3.4) †	0.9	(0.3) †	-11	(3.1) †
Finland	3	(3.0) †	0.0	(0.1) †	2	(2.7) †
Germany	-26	(5.0) †	1.5	(0.6) †	-15	(3.7) †
Norway	2	(3.6) †	0.0	(0.1) †	2	(3.4) †
OECD average	-16	(0.7)	0.9	(0.1)	-11	(0.6)
Spain	-15	(2.4) †	0.7	(0.2) †	-13	(2.1) †
Sweden	3	(3.7) †	0.0	(0.1) †	2	(3.3) †
Switzerland	-9	(4.4) †	0.2	(0.2) †	-14	(4.2) †
Türkiye	-35	(3.7) †	2.8	(0.6) †	-25	(4.0) †
United States	-13	(4.4) †	0.4	(0.3) †	-12	(3.7) †

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.7. Use of ICT for school activities outside of the classroom and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of use of ICT for school activities outside of the classroom; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of use of ICT for school activities outside of the classroom:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	16	(1.1)	2.6	(0.3)	5	(1.1)
Austria	5	(1.9)	0.3	(0.2)	-2	(1.8)
Belgium	7	(1.5)	0.5	(0.2)	-1	(1.2)
Canada	m	m	M	m	m	m
Chile	2	(1.6) †	0.1	(0.1) †	-2	(1.5) †
Colombia	m	m	M	m	m	m
Costa Rica	m	m	M	m	m	m
Czechia	10	(1.7)	0.9	(0.3)	1	(1.4)
Denmark*	6	(2.0)	0.4	(0.3)	1	(1.9)
Estonia	6	(1.8)	0.3	(0.2)	1	(1.5)
Finland	1	(1.5)	0.0	(0.0)	-3	(1.3)
Germany	7	(2.1)	0.3	(0.2)	-4	(1.7)
Norway	m	m	M	m	m	m
OECD average	7	(0.3)	0.9	(0.1)	0.4	(0.3)
Spain	4	(1.2)	0.2	(0.1)	0	(1.0)
Sweden	6	(1.5)	0.4	(0.2)	0.3	(1.4)
Switzerland	10	(1.9)	0.8	(0.3)	-1	(1.6)
Türkiye	5	(1.1)	0.4	(0.2)	1	(1.0)
United States	4	(1.6)	0.3	(0.2)	-0.4	(1.4)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.8. Self-efficacy in digital competencies and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of self-efficacy in digital competencies; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of self-efficacy in digital competencies:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	11	(1.2)	1.3	(0.3)	5	(1.0)
Austria	16	(1.8)	2.4	(0.5)	8	(1.5)
Belgium	11	(1.9) †	1.3	(0.4) †	5	(1.4) †
Canada	m	m	M	m	m	m
Chile	7	(1.6) †	1.0	(0.4) †	4	(1.5) †
Colombia	m	m	M	m	m	m
Costa Rica	m	m	M	m	m	m
Czechia	10	(1.4)	0.9	(0.3)	6	(1.2)
Denmark*	10	(1.7) †	1.3	(0.4) †	6	(1.6) †
Estonia	7	(1.7)	0.6	(0.3)	3	(1.6)
Finland	17	(1.3)	3.3	(0.5)	12	(1.3)
Germany	17	(2.2)	2.5	(0.6)	7	(1.7) †
Norway	m	m	M	m	m	m
OECD average	11	(0.3)	1.6	(0.1)	5	(0.3)
Spain	7	(1.0)	0.6	(0.2)	4	(0.9)
Sweden	9	(1.2)	1.1	(0.3)	5	(1.2)
Switzerland	8	(1.7)	0.6	(0.3)	5	(1.5)
Türkiye	12	(1.3)	2.2	(0.5)	6	(1.1)
United States	6	(1.6)	0.4	(0.2)	0	(1.4)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.9. Students’ practices regarding online information and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of students’ practices regarding online information; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of students’ practices regarding online information:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	10	(1.2)	0.8	(0.2)	4	(1.1)
Austria	15	(1.5)	3.0	(0.6)	7	(1.2)
Belgium	5	(1.6)	0.3	(0.2)	3	(1.4)
Canada	m	m	m	m	m	m
Chile	3	(1.2) †	0.2	(0.1) †	0	(1.1) †
Colombia	m	m	m	m	m	m
Costa Rica	m	m	m	m	m	m
Czechia	10	(1.7)	0.8	(0.3)	3	(1.4)
Denmark*	14	(2.3)	2.2	(0.7)	10	(2.1)
Estonia	9	(1.7)	0.8	(0.3)	4	(1.5)
Finland	6	(1.5)	0.4	(0.2)	2	(1.3)
Germany	13	(1.9)	2.0	(0.6)	5	(1.5) †
Norway	m	m	m	m	m	m
OECD average	9	(0.3)	1.1	(0.1)	4	(0.3)
Spain	10	(1.0)	1.4	(0.3)	7	(1.0)
Sweden	3	(1.8)	0.1	(0.1)	1	(1.6)
Switzerland	13	(1.7)	1.7	(0.4)	5	(1.4)
Türkiye	12	(1.3)	2.4	(0.5)	8	(1.3)
United States	3	(1.9)	0.1	(0.1)	0	(1.6)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.10a. ICT activity on weekdays and mathematics performance 

Change in mathematics performance associated with a one-unit increase in the index of frequency of ICT activity on weekday; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of frequency of ICT activity on weekday:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-26	(1.5)	7.1	(0.7)	-22	(1.2)
Austria	-26	(2.1)	6.7	(1.0)	-17	(1.7)
Belgium	-28	(1.8)	8.6	(0.9)	-17	(1.3)
Canada	m	m	m	m	m	m
Chile	-13	(2.0) †	3.0	(0.9) †	-13	(1.7) †
Colombia	m	m	m	m	m	m
Costa Rica	m	m	m	m	m	m
Czechia	-25	(1.7)	7.0	(0.8)	-15	(1.4)
Denmark*	-29	(1.9)	8.5	(1.0)	-26	(1.8)
Estonia	-21	(1.9)	4.8	(0.8)	-18	(1.7)
Finland	-20	(1.4)	4.4	(0.6)	-19	(1.2)
Germany	-25	(2.0)	5.8	(0.9)	-15	(1.9)
Norway	m	m	m	m	m	m
OECD average	-20	(0.3)	5.1	(0.1)	-16	(0.3)
Spain	-23	(1.1)	6.5	(0.6)	-20	(0.9)
Sweden	-23	(1.7)	5.7	(0.7)	-21	(1.5)
Switzerland	-33	(2.3)	9.3	(1.2)	-23	(1.9)
Türkiye	-5	(1.2)	0.6	(0.2)	-9	(1.1)
United States	-26	(2.2)	8.5	(1.2)	-22	(1.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.10b. ICT activity on weekends and mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of frequency of ICT activity on weekend; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of frequency of ICT activity on weekend:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-23	(1.3)	5.3	(0.5)	-20	(1.1)
Austria	-23	(2.1)	5.6	(0.9)	-16	(1.6)
Belgium	-23	(1.5)	6.1	(0.7)	-15	(1.2)
Canada	m	m	M	m	m	m
Chile	-9	(1.6) †	1.7	(0.6) †	-10	(1.4) †
Colombia	m	m	M	m	m	m
Costa Rica	m	m	M	m	m	m
Czechia	-22	(1.5)	5.5	(0.7)	-13	(1.2)
Denmark*	-27	(1.8)	7.7	(0.9)	-24	(1.8)
Estonia	-17	(2.0)	3.5	(0.8)	-15	(1.9)
Finland	-19	(1.6)	3.9	(0.6)	-18	(1.3)
Germany	-21	(1.7)	4.7	(0.7)	-13	(1.7) †
Norway	m	m	M	m	m	m
OECD average	-18	(0.3)	3.9	(0.1)	-14	(0.3)
Spain	-19	(1.1)	4.2	(0.5)	-17	(0.9)
Sweden	-20	(1.6)	4.4	(0.6)	-18	(1.4)
Switzerland	-29	(2.2)	7.8	(1.1)	-20	(1.8)
Türkiye	-4	(1.2)	0.3	(0.2)	-7	(1.1)
United States	-22	(2.0)	5.9	(0.9)	-18	(1.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.11. Teachers’ preparedness for digital learning and students’ mathematics performance

Change in mathematics performance associated with a one-unit increase in the index of preparedness for digital learning; based on principals’ reports

	Change in mathematics performance associated with a one-unit increase in the index of preparedness for digital learning:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	8	(2.4)	0.6	(0.3)	2	(1.8)
Austria	-5	(4.1)	0.3	(0.6)	0	(2.2)
Belgium	-5	(5.9)	0.2	(0.4)	0	(3.9)
Canada	5	(2.8)	0.3	(0.3)	3	(2.2)
Chile	5	(2.3)	0.5	(0.4)	1	(1.7)
Colombia	15	(3.0)	4.3	(1.7)	2	(2.1)
Costa Rica	m	m	m	m	m	m
Czechia	m	m	m	m	m	m
Denmark*	m	m	m	m	m	m
Estonia	-3	(2.4)	0.1	(0.1)	-3	(1.8)
Finland	-1	(2.8)	0.0	(0.1)	-1	(2.3)
Germany	14	(4.7)	1.9	(1.3)	1	(3.0) †
Norway	m	m	m	m	m	m
OECD average	3	(0.8)	0.6	(0.1)	0	(0.5)
Spain	8	(1.9)	0.7	(0.3)	1	(1.3)
Sweden	4	(3.1)	0.1	(0.2)	-1	(2.6)
Switzerland	-1	(4.8)	0.0	(0.3)	-3	(2.7)
Türkiye	8	(4.7)	0.7	(0.9)	-1	(3.7)
United States	8	(3.8)	1.1	(1.0)	7	(2.3)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]).

Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.1. Change in mathematics performance associated with a one-unit increase in the index of disciplinary climate

Change in mathematics performance associated with a one-unit increase in the index of disciplinary climate; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of disciplinary climate:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	23	(1.6)	4.5	(0.6)	18	(1.3)
Austria	16	(1.7)	3.5	(0.7)	10	(1.2)
Belgium	20	(1.6)	4.1	(0.6)	13	(1.1)
Canada	13	(1.3)	1.6	(0.3)	11	(1.1)
Chile	6	(1.8)	0.4	(0.3)	5	(1.6)
Colombia	10	(1.6)	1.7	(0.5)	8	(1.3)
Costa Rica	m	m	M	m	m	m
Czechia	21	(1.7)	4.6	(0.8)	11	(1.3)
Denmark*	8	(2.0)	0.6	(0.3)	6	(1.9)
Estonia	14	(1.8)	2.2	(0.6)	11	(1.5)
Finland	5	(1.6)	0.3	(0.2)	5	(1.5)
France	14	(1.4)	2.4	(0.5)	8	(1.2)
Germany	20	(1.8)	4.4	(0.8)	12	(1.4)
Greece	19	(1.8)	3.8	(0.7)	13	(1.4)
Hungary	26	(2.0)	7.1	(1.1)	10	(1.4)
Iceland	9	(2.0)	0.8	(0.4)	9	(1.9)
Ireland	11	(1.6)	1.6	(0.5)	9	(1.3)
Israel	20	(1.9)	4.1	(0.7)	19	(1.3)
Italy	14	(1.9)	2.2	(0.5)	7	(1.5)
Japan	19	(2.5)	2.5	(0.7)	13	(2.1)
Korea	1	(2.3)	0.0	(0.0)	-3	(2.1)
Latvia	13	(1.8)	2.1	(0.6)	11	(1.5)
Lithuania	14	(1.3)	2.5	(0.4)	8	(1.2)
Mexico	8	(1.5)	1.1	(0.4)	5	(1.3)
Netherlands	18	(2.5)	2.2	(0.6)	13	(2.1)
New Zealand	16	(1.8)	2.3	(0.5)	13	(1.6)
Norway	7	(1.5)	0.4	(0.2)	6	(1.5)
OECD average	14	(0.3)	2.5	(0.1)	10	(0.3)
Poland	13	(1.5)	2.3	(0.5)	5	(1.2)
Portugal	11	(2.0)	1.2	(0.4)	9	(1.5)
Slovak Republic	20	(2.7)	4.0	(1.0)	12	(1.6)
Slovenia	21	(1.2)	5.4	(0.6)	10	(1.1)
Spain	15	(1.1)	2.5	(0.4)	13	(1.0)
Sweden	6	(1.8)	0.4	(0.2)	6	(1.5)
Switzerland	14	(1.8)	1.8	(0.5)	11	(1.6)
Türkiye	16	(1.7)	2.7	(0.6)	9	(1.8)
United Kingdom	23	(2.1)	5.2	(0.8)	20	(1.7) †
United States	18	(2.1)	3.2	(0.8)	15	(1.7)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.2. Change in mathematics performance associated with a one-unit increase in the index of exposure to bullying

Change in mathematics performance associated with a one-unit increase in the index of exposure to bullying; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of exposure to bullying:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-11	(1.1)	1.4	(0.3)	-8	(1.0)
Austria	-6	(1.6)	0.4	(0.2)	-4	(1.2)
Belgium	-11	(1.2)	1.2	(0.3)	-6	(1.1)
Canada	-11	(0.9)	1.7	(0.3)	-10	(0.9)
Chile	-10	(1.4)	1.8	(0.5)	-11	(1.3)
Colombia	-2	(1.2)	0.1	(0.1)	-3	(1.0)
Costa Rica	m	m	M	m	m	m
Czechia	-14	(1.2)	2.5	(0.4)	-8	(0.9)
Denmark*	-5	(1.7)	0.4	(0.2)	-6	(1.6)
Estonia	-6	(1.4)	0.5	(0.2)	-5	(1.2)
Finland	-4	(1.2)	0.2	(0.1)	-4	(1.1)
France	-13	(1.4)	2.2	(0.5)	-7	(1.1)
Germany	-11	(1.7)	1.2	(0.4)	-8	(1.4)
Greece	-2	(1.2)	0.0	(0.1)	-1	(1.1)
Hungary	-11	(1.6)	1.2	(0.4)	-5	(1.2)
Iceland	-7	(1.8)	0.6	(0.3)	-6	(1.8)
Ireland	-1	(1.3)	0.0	(0.0)	-1	(1.2)
Israel	m	m	M	m	m	m
Italy	-10	(1.4)	1.0	(0.3)	-7	(1.1)
Japan	4	(2.0)	0.1	(0.1)	2	(1.5)
Korea	3	(2.5)	0.0	(0.1)	2	(2.2)
Latvia	-12	(1.4)	2.4	(0.5)	-10	(1.2)
Lithuania	-9	(1.2)	1.0	(0.3)	-7	(1.1)
Mexico	-6	(1.3)	0.7	(0.3)	-5	(1.2)
Netherlands	-14	(2.0)	1.5	(0.4)	-9	(1.7)
New Zealand	-9	(1.7)	1.0	(0.4)	-7	(1.5)
Norway	-8	(1.3)	0.8	(0.3)	-6	(1.2)
OECD average	-8	(0.3)	1.0	(0.1)	-6	(0.2)
Poland	-8	(1.4)	0.9	(0.3)	-5	(1.2)
Portugal	-12	(1.4)	1.4	(0.3)	-10	(1.3)
Slovak Republic	-12	(1.6)	1.6	(0.4)	-8	(1.2)
Slovenia	-11	(1.4)	1.5	(0.4)	-5	(1.2)
Spain	-14	(0.9)	2.3	(0.3)	-11	(0.9)
Sweden	-10	(1.2)	1.2	(0.3)	-9	(1.2)
Switzerland	-12	(1.5)	1.5	(0.4)	-8	(1.2)
Türkiye	-5	(1.3)	0.3	(0.2)	-3	(1.2)
United Kingdom	-4	(1.3)	0.1	(0.1)	-3	(1.3)
United States	-3	(2.1)	0.1	(0.2)	-5	(1.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.3. Change in mathematics performance associated with a one-unit increase in the index of feeling safe at school

Change in mathematics performance associated with a one-unit increase in the index of feeling safe at school; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of feeling safe at school:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	22	(1.1)	4.5	(0.4)	13	(1.0)
Austria	13	(1.8)	1.3	(0.4)	6	(1.3)
Belgium	11	(1.5)	1.3	(0.3)	6	(1.2)
Canada	12	(1.0)	1.7	(0.3)	8	(0.9)
Chile	6	(1.6)	0.6	(0.3)	3	(1.3)
Colombia	1	(1.4)	0.0	(0.1)	-1	(0.9)
Costa Rica	m	m	m	m	m	m
Czechia	15	(1.3)	2.6	(0.4)	11	(1.1)
Denmark*	m	m	m	m	m	m
Estonia	17	(1.3)	3.6	(0.5)	12	(1.2)
Finland	12	(1.1)	1.7	(0.3)	9	(1.0)
France	7	(1.3)	0.6	(0.2)	4	(1.1)
Germany	m	m	m	m	m	m
Greece	11	(1.6)	1.6	(0.5)	8	(1.3)
Hungary	21	(1.7)	4.7	(0.7)	10	(1.3)
Iceland	12	(1.5)	3.1	(0.7)	10	(1.5)
Ireland	15	(1.2)	3.0	(0.5)	10	(1.1)
Israel	m	m	m	m	m	m
Italy	9	(1.2)	0.8	(0.2)	5	(1.2)
Japan	m	m	m	m	m	m
Korea	15	(1.9)	2.1	(0.5)	10	(1.6)
Latvia	9	(1.4)	1.0	(0.3)	7	(1.1)
Lithuania	12	(1.3)	1.7	(0.4)	7	(1.1)
Mexico	2	(1.3)	0.1	(0.1)	0	(1.0)
Netherlands	17	(1.8)	2.7	(0.5)	10	(1.6)
New Zealand	15	(1.8)	2.0	(0.5)	10	(1.7)
Norway	12	(1.4)	1.8	(0.4)	8	(1.3)
OECD average	12	(0.3)	1.8	(0.1)	8	(0.2)
Poland	3	(1.5)	0.1	(0.1)	3	(1.2)
Portugal	12	(1.5)	1.7	(0.4)	8	(1.3)
Slovak Republic	15	(1.7)	2.1	(0.5)	9	(1.3)
Slovenia	12	(1.4)	1.7	(0.4)	7	(1.3)
Spain	m	m	m	m	m	m
Sweden	13	(1.2)	2.0	(0.4)	9	(1.1)
Switzerland	13	(1.7)	1.3	(0.3)	8	(1.4)
Türkiye	4	(1.2)	0.3	(0.1)	1	(1.1)
United Kingdom	13	(1.6)	1.7	(0.4)	8	(1.4)
United States	20	(2.0)	3.6	(0.7)	11	(1.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 3.A.4. Change in mathematics performance associated with a one-unit increase in the index of school safety risks

Change in mathematics performance associated with a one-unit increase in the index of school safety risks; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of school safety risks:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	m	m	m	m	m	m
Austria	-11	(2.3)	1.0	(0.4)	-6	(1.5)
Belgium	-13	(1.4)	1.8	(0.4)	-9	(1.2)
Canada	m	m	m	m	m	m
Chile	-11	(1.1)	2.6	(0.5)	-6	(1.0)
Colombia	-6	(1.4)	0.5	(0.3)	-5	(1.3)
Costa Rica	m	m	m	m	m	m
Czechia	-19	(1.5)	4.1	(0.6)	-10	(1.1)
Denmark*	m	m	m	m	m	m
Estonia	-8	(1.6)	0.7	(0.3)	-7	(1.5)
Finland	-8	(1.1)	0.8	(0.2)	-9	(1.1)
France	-17	(1.7)	3.0	(0.6)	-11	(1.4)
Germany	m	m	m	m	m	m
Greece	-7	(1.3)	0.8	(0.3)	-6	(1.0)
Hungary	m	m	m	m	m	m
Iceland	-11	(1.7)	1.5	(0.5)	-11	(1.6)
Ireland	-10	(1.6)	1.3	(0.4)	-6	(1.3)
Israel	m	m	m	m	m	m
Italy	-13	(1.7)	1.5	(0.4)	-4	(1.4)
Japan	m	m	m	m	m	m
Korea	-3	(3.3)	0.0	(0.1)	-4	(3.3)
Latvia	-9	(1.4)	1.4	(0.4)	-8	(1.2)
Lithuania	-14	(1.4)	1.9	(0.4)	-10	(1.3)
Mexico	-8	(1.9)	0.6	(0.3)	-7	(1.6)
Netherlands	-23	(2.8)	3.4	(0.8)	-13	(2.2)
New Zealand	-11	(1.5)	2.0	(0.5)	-7	(1.4)
Norway	-6	(1.1)	0.9	(0.3)	-6	(1.0)
OECD average	-12	(0.3)	1.8	(0.1)	-8	(0.3)
Poland	-17	(1.7)	3.1	(0.6)	-10	(1.3)
Portugal	-14	(1.6)	2.1	(0.5)	-12	(1.3)
Slovak Republic	-13	(2.0)	1.9	(0.6)	-7	(1.4)
Slovenia	-20	(1.6)	3.7	(0.6)	-11	(1.5)
Spain	m	m	m	m	m	m
Sweden	-7	(1.5)	0.8	(0.3)	-6	(1.2)
Switzerland	-19	(1.6)	3.3	(0.5)	-10	(1.5)
Türkiye	-10	(1.4)	1.5	(0.5)	-4	(1.6)
United Kingdom	-14	(1.9)	2.3	(0.6)	-10	(1.6)
United States	-10	(2.3)	1.1	(0.5)	-7	(1.6)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.5. Change in mathematics performance associated with a one-unit increase in the index of sense of belonging

Change in mathematics performance associated with a one-unit increase in the index of sense of belonging; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of sense of belonging:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	10	(1.3)	0.7	(0.2)	4	(1.1)
Austria	8	(1.4)	1.0	(0.4)	3	(1.1)
Belgium	5	(1.6)	0.2	(0.1)	2	(1.3)
Canada	7	(1.0)	0.4	(0.1)	2	(1.0)
Chile	10	(1.4)	1.6	(0.4)	6	(1.3)
Colombia	12	(1.1)	2.3	(0.4)	8	(1.0)
Costa Rica	m	m	m	m	m	m
Czechia	9	(1.5)	0.6	(0.2)	6	(1.5)
Denmark*	3	(1.3)	0.1	(0.1)	1	(1.4)
Estonia	11	(1.6)	1.2	(0.3)	6	(1.6)
Finland	5	(1.0)	0.3	(0.1)	2	(1.0)
France	8	(1.5)	0.6	(0.2)	3	(1.3)
Germany	9	(1.4)	1.0	(0.3)	4	(1.1)
Greece	2	(1.4)	0.0	(0.1)	0	(1.5)
Hungary	11	(1.6)	1.1	(0.3)	4	(1.3)
Iceland	8	(1.5)	1.2	(0.4)	6	(1.5)
Ireland	4	(1.6)	0.2	(0.1)	1	(1.5)
Israel	m	m	m	m	m	m
Italy	4	(1.5)	0.1	(0.1)	2	(1.2)
Japan	2	(1.4)	0.1	(0.1)	0	(1.2)
Korea	10	(1.8)	0.9	(0.3)	5	(1.7)
Latvia	9	(1.4)	0.8	(0.3)	6	(1.3)
Lithuania	10	(1.4)	1.3	(0.4)	5	(1.2)
Mexico	4	(1.0)	0.4	(0.2)	2	(0.8)
Netherlands	10	(2.0)	0.7	(0.3)	3	(1.6)
New Zealand	7	(2.1)	0.3	(0.2)	2	(2.1)
Norway	7	(1.3)	0.8	(0.3)	4	(1.2)
OECD average	7	(0.3)	0.7	(0.0)	3	(0.2)
Poland	4	(1.5)	0.1	(0.1)	3	(1.3)
Portugal	10	(1.5)	1.0	(0.3)	4	(1.3)
Slovak Republic	12	(2.3)	1.2	(0.5)	7	(1.6)
Slovenia	7	(1.8)	0.5	(0.2)	2	(1.5)
Spain	6	(0.8)	0.5	(0.2)	2	(0.8)
Sweden	8	(1.2)	0.9	(0.3)	5	(1.1)
Switzerland	4	(1.3)	0.2	(0.1)	1	(1.2)
Türkiye	7	(1.1)	0.6	(0.2)	4	(1.1)
United Kingdom	5	(1.6)	0.2	(0.1)	1	(1.5)
United States	6	(2.0)	0.4	(0.2)	1	(1.8)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.6. Change in mathematics performance associated with a one-unit increase in the index of quality of student-teacher relationships

Change in mathematics performance associated with a one-unit increase in the index of quality of student-teacher relationships; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of quality of student–teacher relationships:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	22	(1.1)	4.4	(0.4)	16	(0.9)
Austria	4	(1.5)	0.2	(0.2)	5	(1.2)
Belgium	5	(1.4)	0.3	(0.1)	8	(1.2)
Canada	m	m	m	m	m	m
Chile	7	(1.4)	0.9	(0.4)	6	(1.1)
Colombia	4	(1.1)	0.3	(0.2)	5	(1.0)
Costa Rica	m	m	m	m	m	m
Czechia	14	(1.9)	1.5	(0.4)	10	(1.5)
Denmark*	18	(1.5)	4.6	(0.8)	14	(1.5)
Estonia	15	(1.7)	2.6	(0.6)	12	(1.5)
Finland	18	(1.3)	3.5	(0.5)	15	(1.2)
France	3	(1.8)	0.1	(0.1)	4	(1.4)
Germany	11	(1.4)	1.4	(0.3)	11	(1.1)
Greece	7	(1.5)	0.7	(0.3)	7	(1.5)
Hungary	13	(1.9)	1.7	(0.5)	9	(1.3)
Iceland	17	(1.5)	4.3	(0.7)	15	(1.4)
Ireland	10	(1.3)	1.2	(0.3)	7	(1.2)
Israel	m	m	m	m	m	m
Italy	0	(1.5)	0.0	(0.0)	2	(1.1)
Japan	9	(1.8)	1.0	(0.4)	6	(1.3)
Korea	14	(1.9)	2.0	(0.5)	11	(1.6)
Latvia	12	(1.6)	1.8	(0.5)	12	(1.4)
Lithuania	9	(1.4)	0.9	(0.3)	9	(1.3)
Mexico	3	(1.3)	0.2	(0.2)	2	(1.1)
Netherlands	19	(2.7)	2.3	(0.6)	13	(2.2)
New Zealand	13	(2.0)	1.4	(0.4)	10	(1.8)
Norway	16	(1.3)	3.7	(0.6)	13	(1.3)
OECD average	11	(0.3)	1.7	(0.1)	9	(0.2)
Poland	14	(2.0)	2.0	(0.6)	10	(1.5)
Portugal	8	(1.7)	0.7	(0.3)	8	(1.5)
Slovak Republic	13	(2.5)	1.6	(0.6)	12	(1.7)
Slovenia	12	(1.4)	1.6	(0.4)	10	(1.2)
Spain	7	(0.9)	0.8	(0.2)	7	(0.8)
Sweden	17	(1.5)	3.5	(0.6)	14	(1.4)
Switzerland	7	(1.4)	0.6	(0.2)	7	(1.0)
Türkiye	4	(1.2)	0.2	(0.1)	1	(1.2)
United Kingdom	18	(1.8)	2.9	(0.6)	15	(1.8)
United States	14	(1.9)	1.9	(0.5)	10	(2.0)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.7. Change in mathematics performance associated with a one-unit increase in the index of teacher support in mathematics

Change in mathematics performance associated with a one-unit increase in the index of teacher support in mathematics; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of teacher support in mathematics:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	17	(1.1)	3.4	(0.4)	14	(1.0)
Austria	-2	(1.2)	0.1	(0.1)	1	(0.9)
Belgium	-2	(1.6)	0.0	(0.1)	3	(0.9)
Canada	m	m	m	m	m	m
Chile	3	(1.3)	0.1	(0.1)	4	(1.1)
Colombia	-4	(1.2)	0.3	(0.2)	0	(1.1)
Costa Rica	m	m	m	m	m	m
Czechia	1	(1.5)	0.0	(0.1)	4	(1.1)
Denmark*	13	(1.6)	2.3	(0.6)	11	(1.4)
Estonia	8	(1.4)	0.9	(0.3)	8	(1.2)
Finland	12	(1.4)	1.9	(0.4)	11	(1.2)
France	2	(1.4)	0.0	(0.1)	5	(1.1)
Germany	0	(1.3)	0.0	(0.0)	4	(1.2)
Greece	-4	(1.3)	0.3	(0.2)	-1	(1.2)
Hungary	5	(1.8)	0.4	(0.3)	8	(1.0)
Iceland	14	(1.5)	2.7	(0.6)	14	(1.4)
Ireland	4	(1.1)	0.4	(0.2)	5	(1.0)
Israel	-8	(1.7)	0.7	(0.3)	2	(1.4)
Italy	0	(1.2)	0.0	(0.0)	2	(1.1)
Japan	4	(1.9)	0.2	(0.2)	4	(1.5)
Korea	12	(2.3)	1.2	(0.5)	11	(1.9)
Latvia	6	(1.4)	0.5	(0.2)	7	(1.2)
Lithuania	4	(1.3)	0.3	(0.2)	5	(1.2)
Mexico	-4	(1.4)	0.3	(0.3)	-2	(1.0)
Netherlands	7	(2.5)	0.4	(0.3)	10	(1.6)
New Zealand	10	(1.5)	1.3	(0.4)	9	(1.3)
Norway	12	(1.4)	2.2	(0.5)	12	(1.3)
OECD average	4	(0.2)	0.7	(0.0)	5	(0.2)
Poland	-1	(1.3)	0.0	(0.1)	1	(1.1)
Portugal	3	(1.3)	0.1	(0.1)	4	(1.2)
Slovak Republic	-7	(1.7)	0.7	(0.3)	2	(1.2)
Slovenia	3	(1.2)	0.2	(0.1)	5	(0.9)
Spain	2	(0.8)	0.1	(0.1)	3	(0.8)
Sweden	10	(1.3)	1.4	(0.3)	10	(1.1)
Switzerland	2	(1.3)	0.0	(0.1)	4	(1.1)
Türkiye	0	(1.5)	0.0	(0.0)	-1	(1.3)
United Kingdom	8	(1.5)	0.9	(0.3)	8	(1.4) †
United States	7	(1.5)	0.7	(0.3)	7	(1.4)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.8a. Change in mathematics performance when students skipped at least one whole school day in the last two full weeks of school

Change in mathematics performance when students skipped at least one whole school day in the last two full weeks of school; based on students’ reports

	Change in mathematics performance when students skipped at least one whole school day in the last two full weeks of school:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-27	(2.3)	1.9	(0.3)	-21	(2.2)
Austria	-44	(3.9)	2.5	(0.5)	-29	(3.6)
Belgium	-61	(4.5)	3.2	(0.4)	-33	(3.3)
Canada	-36	(2.4)	3.0	(0.4)	-31	(2.4)
Chile	-32	(5.3)	0.9	(0.3)	-23	(5.3)
Colombia	-22	(2.4)	1.8	(0.4)	-15	(1.8)
Costa Rica	m	m	m	m	m	m
Czechia	-49	(4.9)	1.8	(0.4)	-25	(3.7)
Denmark*	-36	(3.2)	3.1	(0.6)	-31	(3.1)
Estonia	-39	(3.4)	3.3	(0.6)	-26	(3.2)
Finland	-42	(2.9)	2.8	(0.4)	-33	(2.7)
France	-49	(4.0)	3.3	(0.5)	-25	(3.3)
Germany	-52	(4.6)	3.1	(0.5)	-31	(3.7)
Greece	-17	(3.4)	0.9	(0.3)	-15	(2.8)
Hungary	-59	(5.5)	2.2	(0.4)	-34	(4.6)
Iceland	-52	(6.3)	2.3	(0.6)	-44	(6.2)
Ireland	-17	(2.5)	1.2	(0.3)	-14	(2.3)
Israel	-15	(3.4)	0.4	(0.2)	-14	(3.0)
Italy	-32	(3.2)	3.1	(0.6)	-22	(2.7)
Japan	-71	(13.1)	0.9	(0.4)	-43	(10.3)
Korea	-145	(13.2)	2.6	(0.7)	-113	(17.3)
Latvia	-42	(3.4)	4.3	(0.7)	-35	(3.0)
Lithuania	-54	(3.1)	5.6	(0.6)	-35	(2.5)
Mexico	-20	(3.0)	1.3	(0.4)	-12	(2.7)
Netherlands	-73	(7.1)	2.6	(0.6)	-32	(6.1)
New Zealand	-27	(3.2)	1.9	(0.4)	-17	(3.2)
Norway	-46	(3.9)	3.0	(0.5)	-39	(3.8)
OECD average	-44	(0.8)	2.5	(0.1)	-30	(0.8)
Poland	-29	(4.1)	2.2	(0.6)	-18	(2.9)
Portugal	-71	(5.9)	3.1	(0.5)	-54	(5.0)
Slovak Republic	-82	(6.8)	5.0	(0.9)	-41	(5.9)
Slovenia	-63	(4.4)	5.6	(0.7)	-36	(3.3)
Spain	-34	(2.0)	3.3	(0.4)	-26	(1.9)
Sweden	-54	(4.4)	2.8	(0.5)	-42	(4.3)
Switzerland	-49	(4.9)	2.4	(0.5)	-37	(4.0)
Türkiye	15	(2.3)	0.7	(0.2)	5	(2.0)
United Kingdom	-36	(2.8)	2.7	(0.4)	-30	(2.7)
United States	-10	(4.1)	0.2	(0.2)	-8	(3.6)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.8b. Change in mathematics performance when students skipped at least some classes in the last two full weeks of school

Change in mathematics performance when students skipped at least some classes in the last two full weeks of school; based on students’ reports

	Change in mathematics performance when students skipped at least some classes in the last two full weeks of school:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-33	(2.3)	1.6	(0.2)	-29	(2.2)
Austria	-22	(3.9)	0.8	(0.3)	-20	(3.6)
Belgium	-55	(3.9)	3.9	(0.5)	-30	(3.2)
Canada	-38	(2.3)	3.3	(0.4)	-34	(2.3)
Chile	-20	(3.8)	0.9	(0.3)	-18	(3.1)
Colombia	-31	(3.2)	2.7	(0.5)	-23	(2.8)
Costa Rica	m	m	m	m	m	m
Czechia	-27	(5.5)	0.5	(0.2)	-21	(3.9)
Denmark*	-34	(3.0)	3.2	(0.6)	-34	(3.0)
Estonia	-34	(2.8)	3.5	(0.6)	-28	(2.6)
Finland	-40	(2.6)	3.0	(0.4)	-36	(2.4)
France	-45	(3.1)	4.9	(0.7)	-28	(2.3)
Germany	-42	(3.6)	2.6	(0.4)	-30	(3.3)
Greece	-27	(3.0)	2.6	(0.6)	-19	(2.6)
Hungary	-65	(5.7)	4.2	(0.7)	-35	(4.5)
Iceland	-38	(3.7)	3.4	(0.6)	-35	(3.6)
Ireland	-7	(2.8)	0.2	(0.1)	-10	(2.5)
Israel	9	(3.6)	0.2	(0.1)	-13	(2.9)
Italy	-32	(3.0)	3.0	(0.6)	-24	(2.2)
Japan	-51	(10.5)	0.8	(0.3)	-37	(8.6)
Korea	-132	(15.9)	3.0	(0.9)	-108	(15.6)
Latvia	-24	(3.0)	2.1	(0.5)	-24	(2.7)
Lithuania	-29	(2.7)	2.4	(0.5)	-21	(2.1)
Mexico	-14	(2.8)	0.6	(0.2)	-14	(2.3)
Netherlands	-28	(5.3)	1.0	(0.4)	-21	(4.4)
New Zealand	-42	(3.5)	3.5	(0.6)	-32	(3.1)
Norway	-47	(3.2)	4.5	(0.6)	-43	(3.0)
OECD average	-36	(0.8)	2.4	(0.1)	-28	(0.7)
Poland	-24	(3.1)	1.8	(0.4)	-16	(2.3)
Portugal	-53	(4.9)	3.6	(0.7)	-40	(3.6)
Slovak Republic	-65	(6.5)	4.1	(0.8)	-32	(4.9)
Slovenia	-43	(3.2)	4.6	(0.6)	-25	(2.8)
Spain	-24	(1.6)	1.6	(0.2)	-21	(1.4)
Sweden	-46	(3.6)	3.8	(0.6)	-35	(3.6)
Switzerland	-26	(4.6)	1.0	(0.4)	-28	(3.5)
Türkiye	-2	(3.4)	0.0	(0.1)	-4	(2.8)
United Kingdom	-37	(4.0)	2.1	(0.5)	-33	(4.0)
United States	-17	(4.2)	0.5	(0.2)	-17	(3.9)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.9. Change in mathematics performance when students arrived late for school at least once in the last two full weeks of school

Change in mathematics performance when students arrived late for school at least once in the last two full weeks of school; based on students’ reports

	Change in mathematics performance when students arrived late for school at least once in the last two full weeks of school:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-29	(2.2)	2.2	(0.3)	-24	(2.1)
Austria	-31	(3.4)	2.6	(0.6)	-16	(2.7)
Belgium	-44	(3.0)	5.5	(0.7)	-29	(2.4)
Canada	-33	(1.9)	3.1	(0.4)	-30	(1.8)
Chile	-16	(2.7)	1.0	(0.3)	-12	(2.4)
Colombia	-1	(2.1)	0.0	(0.0)	-5	(1.6)
Costa Rica	m	m	m	m	m	m
Czechia	-34	(3.0)	3.4	(0.6)	-23	(2.2)
Denmark*	-16	(2.7)	1.0	(0.3)	-16	(2.5)
Estonia	-27	(2.6)	2.5	(0.5)	-23	(2.4)
Finland	-25	(2.4)	1.9	(0.4)	-26	(2.2)
France	-40	(2.3)	4.9	(0.5)	-27	(2.1)
Germany	-44	(3.5)	5.2	(0.8)	-26	(2.7)
Greece	-3	(3.1)	0.0	(0.1)	-2	(2.6)
Hungary	-40	(3.5)	4.0	(0.7)	-22	(2.3)
Iceland	-16	(3.3)	0.9	(0.4)	-19	(3.2)
Ireland	-21	(2.4)	1.5	(0.4)	-17	(2.1)
Israel	-4	(3.1)	0.0	(0.1)	-5	(2.9)
Italy	-33	(2.7)	3.4	(0.5)	-21	(2.3)
Japan	-30	(5.1)	1.1	(0.4)	-23	(4.2)
Korea	-50	(5.7)	3.2	(0.7)	-36	(5.1)
Latvia	-14	(2.8)	0.7	(0.3)	-17	(2.4)
Lithuania	-27	(2.6)	2.4	(0.5)	-23	(2.2)
Mexico	-8	(2.1)	0.3	(0.2)	-8	(1.8)
Netherlands	-44	(3.4)	4.3	(0.6)	-24	(2.7)
New Zealand	-43	(2.7)	4.9	(0.6)	-30	(2.7)
Norway	-29	(2.3)	2.5	(0.4)	-27	(2.3)
OECD average	-27	(0.5)	2.3	(0.1)	-20	(0.4)
Poland	-26	(2.7)	2.1	(0.4)	-17	(2.2)
Portugal	-13	(2.7)	0.6	(0.2)	-18	(2.3)
Slovak Republic	-34	(3.6)	2.9	(0.6)	-21	(2.2)
Slovenia	-20	(2.6)	1.2	(0.3)	-14	(2.2)
Spain	-25	(1.9)	2.0	(0.3)	-21	(1.6)
Sweden	-24	(2.7)	1.6	(0.4)	-20	(2.5)
Switzerland	-28	(2.9)	2.1	(0.4)	-23	(2.4)
Türkiye	-22	(2.1)	1.5	(0.3)	-18	(2.2)
United Kingdom	-31	(3.2)	2.5	(0.5)	-28	(2.9)
United States	-29	(3.1)	2.4	(0.5)	-23	(2.5)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.10. Change in mathematics performance associated with a one-unit increase in the index of student-related factors affecting school climate

Change in mathematics performance associated with a one-unit increase in the index of student-related factors affecting school climate; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of student-related factors affecting school climate:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-23	(2.2)	6.7	(1.2)	-6	(2.1)
Austria	-18	(3.3)	4.3	(1.6)	-5	(2.0)
Belgium	m	m	m	m	m	m
Canada	-19	(2.3)	3.2	(0.8)	-9	(2.0)
Chile	-15	(3.0)	4.9	(1.6)	-3	(1.9)
Colombia	-12	(2.6)	3.8	(1.5)	-3	(2.0)
Costa Rica	m	m	m	m	m	m
Czechia	-28	(3.4)	7.7	(1.8)	-7	(2.5)
Denmark*	-12	(2.1)	2.5	(0.8)	-4	(1.9)
Estonia	-10	(2.2)	0.9	(0.4)	-3	(2.0)
Finland	-1	(2.6)	0.0	(0.1)	0	(2.2)
France	-32	(3.9)	8.4	(2.2)	-4	(3.0)
Germany	-36	(4.8)	10.3	(2.5)	-5	(2.9) †
Greece	-16	(2.7)	3.8	(1.2)	-6	(2.2)
Hungary	-32	(3.1)	15.1	(3.1)	-8	(2.4)
Iceland	-1	(2.1)	0.0	(0.0)	-5	(2.1)
Ireland	-8	(2.0)	1.5	(0.7)	-1	(1.4)
Israel	-4	(4.9)	0.2	(0.7)	1	(2.4)
Italy	-16	(3.2)	4.1	(1.6)	-1	(2.6)
Japan	-23	(3.7)	6.5	(2.1)	-10	(3.0)
Korea	-17	(2.6)	4.3	(1.3)	-8	(1.9)
Latvia	-6	(3.6)	0.4	(0.5)	-5	(2.3)
Lithuania	-15	(2.5)	2.6	(0.8)	-5	(1.7)
Mexico	-9	(2.7)	1.9	(1.0)	-3	(1.8)
Netherlands	-9	(11.3)	0.5	(1.2)	-4	(6.7) †
New Zealand	-25	(2.9) †	6.7	(1.3) †	-11	(2.4) †
Norway	-6	(3.2)	0.2	(0.2)	-1	(2.3)
OECD average	-16	(0.6)	4.3	(0.2)	-5	(0.4)
Poland	-20	(2.5)	6.1	(1.5)	-4	(2.0)
Portugal	-18	(2.8)	3.9	(1.4)	-7	(2.2)
Slovak Republic	-29	(2.9)	13.8	(2.8)	-7	(2.2)
Slovenia	-26	(1.0)	9.2	(0.7)	-8	(1.0)
Spain	-19	(1.9)	4.2	(0.8)	-3	(1.5)
Sweden	-14	(3.2)	2.2	(0.9)	-2	(1.6)
Switzerland	-6	(4.1)	0.3	(0.4)	-1	(3.0)
Türkiye	m	m	m	m	m	m
United Kingdom	-14	(2.9)	1.9	(0.8)	-6	(2.5)
United States	-15	(4.1)	4.1	(2.4)	-8	(2.7)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

Annex Table 4.A.11. Change in mathematics performance associated with a one-unit increase in the index of negative school climate

Change in mathematics performance associated with a one-unit increase in the index of negative school climate; based on students’ reports

	Change in mathematics performance associated with a one-unit increase in the index of negative school climate:
	Before accounting for students' and schools' socio-economic profile¹		Explained variance in mathematics performance (r-squared x 100)		After accounting for students' and schools' socio-economic profile
	Score dif.	S.E.	%	S.E.	Score dif.	S.E.
Australia	-25	(2.9)	4.7	(1.1)	-4	(2.7)
Austria	-17	(4.7)	2.2	(1.2)	-4	(3.0)
Belgium	-27	(5.9)	4.5	(1.9)	-7	(3.5)
Canada	-12	(3.3)	0.8	(0.5)	-6	(2.5)
Chile	-12	(2.5)	2.9	(1.1)	-2	(1.8)
Colombia	-8	(3.1)	1.2	(0.9)	-2	(2.1)
Costa Rica	m	m	m	m	m	m
Czechia	-34	(3.0)	9.2	(1.5)	-11	(2.4)
Denmark*	-10	(2.8)	1.0	(0.5)	-1	(2.3)
Estonia	-14	(3.6)	1.2	(0.7)	-6	(2.6)
Finland	-1	(4.0)	0.0	(0.1)	-3	(3.2)
France	-26	(4.1)	8.1	(2.3)	-6	(2.3)
Germany	m	m	m	m	m	m
Greece	-15	(2.5)	3.5	(1.1)	-8	(2.1)
Hungary	-43	(4.7)	13.5	(3.2)	-13	(3.4)
Iceland	0	(2.1)	0.0	(0.0)	-4	(2.1)
Ireland	-9	(2.9)	0.9	(0.6)	-1	(1.9)
Israel	-10	(5.6)	0.8	(1.0)	0	(3.5)
Italy	-15	(4.1)	2.9	(1.6)	-2	(3.0)
Japan	m	m	m	m	m	m
Korea	-4	(2.2)	0.5	(0.5)	-4	(1.5)
Latvia	-7	(3.3)	0.6	(0.5)	-5	(2.3)
Lithuania	-9	(3.1)	0.6	(0.4)	-2	(2.0)
Mexico	-4	(2.8)	0.3	(0.4)	-1	(2.0)
Netherlands	-31	(10.0)	5.1	(3.1)	-14	(6.7) †
New Zealand	-29	(5.4) †	4.2	(1.4) †	-10	(4.1) †
Norway	-6	(3.2)	0.2	(0.2)	-2	(2.3)
OECD average	-16	(0.7)	3.2	(0.2)	-5	(0.5)
Poland	-26	(4.1)	5.1	(1.6)	-2	(3.0)
Portugal	-13	(3.6)	1.4	(0.8)	-6	(2.3)
Slovakia	-10	(3.0)	2.2	(1.3)	-4	(1.6)
Slovenia	-35	(1.2)	12.7	(0.8)	-11	(1.4)
Spain	m	m	m	m	m	m
Sweden	-18	(3.2)	1.8	(0.7)	-4	(2.6)
Switzerland	-23	(6.0)	3.5	(1.8)	-9	(3.5)
Türkiye	-25	(3.5)	7.1	(2.0)	-10	(3.3)
United Kingdom	-12	(3.9)	0.8	(0.5)	2	(3.9) †
United States	-14	(6.6)	1.4	(1.4)	-9	(4.5)

Note: The socio-economic profile is measured by the PISA index of economic, social and cultural status (ESCS). Values that are statistically significant are indicated in bold. Rows marked with “m” indicate countries with missing data. † Estimate based on a reduced sample (25–50% of students missing data). Caution is required when interpreting estimates for Denmark because one or more PISA sampling standards were not met. See Technical Report PISA 2022 in OECD (2024[1]). Source: OECD (2023[2]), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html.

References

[1] OECD (2024), PISA 2022 Technical Report, PISA, OECD Publishing, Paris, https://doi.org/10.1787/01820d6d-en.

[2] OECD (2023), PISA 2022 Database, https://www.oecd.org/en/data/datasets/pisa-2022-database.html (accessed on 29 January 2024).