The Experience of Middle-Income Countries Participating in PISA 2000-2015

image of The Experience of Middle-Income Countries Participating in PISA 2000-2015

This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid. This report provides answers to six important questions about these middle-income countries and their experiences of participating in PISA: What is the extent of developing country participation in PISA and other international learning assessments? Why do these countries join PISA? What are the financial, technical, and cultural challenges for their participation in PISA? What impact has participation had on their national assessment capacity? How have PISA results influenced their national policy discussions? And what does PISA data tell us about education in these countries and the policies and practices that influence student performance?

The findings of this report are being used by the OECD to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments.



What does PISA data tell us about education in middle-income countries?

This chapter reviews the evidence regarding the quality and equity of education in middle-income countries, as shown through the Programme for International Student Assessment (PISA) 2012 assessment of mathematics. The first section documents the extent of educational quality and inequality in the mathematics performance of students in 18 middle-income countries that participated in PISA 2012, as presented in OECD publications. The second section reviews the empirical evidence for systemic institutional factors (accountability, autonomy competition, tracking and preschool) that are related to higher levels of performance, generally, and as they are related to performance in the 18 countries participating in PISA 2012. It also examines school factors (school inputs, teacher quality, and instructional time) generally related to student performance in low- and middleincome countries and in the 18 middle-income countries participating in PISA 2012. The third section reports the results from new multi-level analyses and other statistical approaches undertaken for this chapter that further explore these topics.




This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error