Mark | Date Date | Title Title | |||
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No. 63 | 20 Jun 2016 |
Are disadvantaged students given equal opportunities to learn mathematics?
Some 65% of socio-economically advantaged students reported that they know well or have often heard of the concept of quadratic function, on average across OECD countries; but only 43% of disadvantaged students so reported. On average across OECD... |
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No. 62 | 24 May 2016 |
Are low performers missing learning opportunities?
In almost every country and economy that participated in PISA 2012, low performers showed less perseverance than better-performing students. For instance, about 32% of low performers said they give up on solving problems easily compared to only 13%... |
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No. 61 | 18 Mar 2016 |
Is memorisation a good strategy for learning mathematics?
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive... |
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No. 60 | 10 Feb 2016 |
Who are the low-performing students?
No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level of proficiency in at least... |
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No. 59 | 12 Jan 2016 |
Does it matter how much time students spend on line outside of school?
In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of... |
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No. 58 | 09 Dec 2015 |
Who wants to become a teacher?
Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries,students who expect to work as teachers have poorer... |
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No. 57 | 16 Nov 2015 |
Can schools help to integrate immigrants?
Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools. Immigrant students from... |
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No. 56 | 13 Oct 2015 |
How confident are students in their ability to solve mathematics problems?
On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school. There is a strong... |
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No. 55 | 15 Sept 2015 |
Who are the best online readers?
The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China. Students in Australia, Canada, Ireland, Korea, Singapore and the United States show the most... |
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No. 54 | 25 Aug 2015 |
Is spending more hours in class better for learning?
Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics classes varies by more than... |
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No. 53 | 09 Jul 2015 |
Can the performance gap between immigrant and non-immigrant students be closed?
The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average,... |
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No. 52 | 01 Jun 2015 |
How have schools changed over the past decade?
The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries. Greater financial investments in education provided schools with better teaching staff, instructional materials... |
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No. 51 | 01 May 2015 |
What do parents look for in their child's school?
When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation. The children of... |
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No. 50 | 01 Apr 2015 |
Do teacher-student relations affect students' well-being at school?
Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards... |
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No. 49 | 01 Mar 2015 |
What Lies Behind Gender Inequality in Education?
While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant gender differences in... |
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No. 48 | 01 Feb 2015 |
Does Math Make You Anxious?
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics. Teachers’ use of... |
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No. 47 | 01 Jan 2015 |
How has Student Performance Evolved Over Time?
Every three years, when PISA results are published, the world’s media focuses on countries’ rankings in mathematics, reading and science performance. Often, what is lost in the subsequent national-level soulsearching about how to improve student... |
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No. 46 | 01 Dec 2014 |
Does Homework Perpetuate Inequities in Education?
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged... |
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No. 45 | 01 Nov 2014 |
Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. School systems need to ensure that their students perform at a high... |
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No. 44 | 01 Oct 2014 |
How is Equity in Resource Allocation Related to Student Performance?
How educational resources are allocated is just as important as the amount of resources available. High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. Among... |
PISA in Focus
English Also available in: French
- ISSN: 22260919 (online)
- https://doi.org/10.1787/22260919
61 - 80 of 123 results
Some 65% of socio-economically advantaged students reported that they know well or have often heard of the concept of quadratic function, on average across OECD countries; but only 43% of disadvantaged students so reported. On average across OECD...
Are low performers missing learning opportunities?
OECD
24 May 2016
In almost every country and economy that participated in PISA 2012, low performers showed less perseverance than better-performing students. For instance, about 32% of low performers said they give up on solving problems easily compared to only 13%...
Is memorisation a good strategy for learning mathematics?
OECD
18 Mar 2016
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive...
Who are the low-performing students?
OECD
10 Feb 2016
No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level of proficiency in at least...
In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of...
Who wants to become a teacher?
OECD
09 Dec 2015
Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries,students who expect to work as teachers have poorer...
Can schools help to integrate immigrants?
OECD
16 Nov 2015
Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools. Immigrant students from...
On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school. There is a strong...
Who are the best online readers?
OECD
15 Sept 2015
The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China. Students in Australia, Canada, Ireland, Korea, Singapore and the United States show the most...
Is spending more hours in class better for learning?
OECD
25 Aug 2015
Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics classes varies by more than...
The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average,...
How have schools changed over the past decade?
OECD
01 Jun 2015
The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries. Greater financial investments in education provided schools with better teaching staff, instructional materials...
What do parents look for in their child's school?
OECD
01 May 2015
When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation. The children of...
Do teacher-student relations affect students' well-being at school?
OECD
01 Apr 2015
Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards...
What Lies Behind Gender Inequality in Education?
OECD
01 Mar 2015
While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant gender differences in...
Does Math Make You Anxious?
OECD
01 Feb 2015
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics. Teachers’ use of...
How has Student Performance Evolved Over Time?
OECD
01 Jan 2015
Every three years, when PISA results are published, the world’s media focuses on countries’ rankings in mathematics, reading and science performance. Often, what is lost in the subsequent national-level soulsearching about how to improve student...
Does Homework Perpetuate Inequities in Education?
OECD
01 Dec 2014
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged...
Do Countries with High Mean Performance in PISA Maintain their Lead as Students Age?
OECD
01 Nov 2014
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. School systems need to ensure that their students perform at a high...
How is Equity in Resource Allocation Related to Student Performance?
OECD
01 Oct 2014
How educational resources are allocated is just as important as the amount of resources available. High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. Among...