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Learning for Tomorrow's World

First Results from PISA 2003

image of Learning for Tomorrow's World
This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.  This year, the concentration was on mathematics. Beyond the examination of the relative standing of countries in mathematics, science and reading, the report also looks at a wider range of educational outcomes that include students’ motivation to learn, their beliefs about themselves, and their learning strategies. Furthermore, it examines how performance varies between the genders and between socio-economic groups; and it provides insights into some of the factors that influence the development of knowledge and skills at home and at school, how these factors interact and what the implications are for policy development.  Most importantly, the report sheds light on countries that succeed in achieving high performance standards while, at the same time, providing an equitable distribution of learning opportunities.

The report presents a wealth of indicators showing how countries compare in various measures of educational performance and factors that affect that performance.

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A Profile of Student Performance in Mathematics

Centre for Educational Research and Innovation

Since 1997, OECD governments have collaborated to monitor the outcomes of education in terms of student performance on a regular basis and within an internationally agreed common framework. The first PISA assessment, carried out in 2000, revealed wide differences in the extent to which countries succeed in equipping young adults with knowledge and skills in reading, mathematics and science. For some countries, the results were disappointing, showing that their 15-year-olds’ performance lagged considerably behind that of other countries (and perhaps their own expectations) sometimes by the equivalent of several years of schooling1 and in certain cases despite high investments in education. PISA 2000 also highlighted significant variation in the performance of schools and raised concerns about equity in the distribution of learning opportunities. Among the 25 OECD countries for which performance can be compared between 2000 and 2003, average mathematics performance increased in one of the two content areas measured in both surveys. For the other mathematical content area, as well as for science and reading, average performance among ...

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