Annex B2. Results for regions within countries

Table I.B2.1. Mean score and variation in mathematics performance [1/2]
Table I.B2.1. Mean score and variation in mathematics performance [1/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3). PISA adjudicated region is shown in bold italic. See Table I.B1.2.1 for national data.

Table I.B2.1. Mean score and variation in mathematics performance [2/2]
Table I.B2.1. Mean score and variation in mathematics performance [2/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3). PISA adjudicated region is shown in bold italic. See Table I.B1.2.1 for national data.

Table I.B2.2. Mean score and variation in reading performance [1/2]
Table I.B2.2. Mean score and variation in reading performance [1/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

** Caution is required when comparing estimates based on PISA 2022 with other countries/economies as a strong linkage to the international PISA reading scale could not be established (see Reader's Guide and Annex A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold italic.

See Table I.B1.2.2 for national data.

Table I.B2.2. Mean score and variation in reading performance [2/2]
Table I.B2.2. Mean score and variation in reading performance [2/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

** Caution is required when comparing estimates based on PISA 2022 with other countries/economies as a strong linkage to the international PISA reading scale could not be established (see Reader's Guide and Annex A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold italic.

See Table I.B1.2.2 for national data.

Table I.B2.3. Mean score and variation in science performance [1/2]
Table I.B2.3. Mean score and variation in science performance [1/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold italic.

See Table I.B1.2.3 for national data.

Table I.B2.3. Mean score and variation in science performance [2/2]
Table I.B2.3. Mean score and variation in science performance [2/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold italic.

See Table I.B1.2.3 for national data.

Table I.B2.23. Students' socio-economic status [1/2]
Table I.B2.23. Students' socio-economic status [1/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold italic.

See Table I.B1.4.2 for national data.

Table I.B2.23. Students' socio-economic status [2/2]
Table I.B2.23. Students' socio-economic status [2/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold italic.

See Table I.B1.2.1 for national data.

Table I.B2.24. Socio-economic status and mathematics performance [1/2]
Table I.B2.24. Socio-economic status and mathematics performance [1/2]

1. ESCS refers to the PISA index of economic, social and cultural status.

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3). PISA adjudicated region is shown in bold. See Table I.B1.4.3 for national data.

Table I.B2.24. Socio-economic status and mathematics performance [2/2]
Table I.B2.24. Socio-economic status and mathematics performance [2/2]

1. ESCS refers to the PISA index of economic, social and cultural status.

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3). PISA adjudicated region is shown in bold. See Table I.B1.4.3 for national data.

Table I.B2.36. Percentage of students with an immigrant background [1/2]
Based on students' reports
Table I.B2.36. Percentage of students with an immigrant background [1/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: PISA adjudicated region is shown in bold.

See Table I.B1.7.1 for national data.

Table I.B2.36. Percentage of students with an immigrant background [2/2]
Based on students' reports
Table I.B2.36. Percentage of students with an immigrant background [2/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: PISA adjudicated region is shown in bold.

See Table I.B1.7.1 for national data.

Table I.B2.39. Mathematics performance of students with an immigrant background [1/2]
Table I.B2.39. Mathematics performance of students with an immigrant background [1/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold.

See Table I.B1.7.17 for national data.

Table I.B2.39. Mathematics performance of students with an immigrant background [2/2]
Table I.B2.39. Mathematics performance of students with an immigrant background [2/2]

* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide, Annexes A2 and A4).

Notes: Values that are statistically significant are indicated in bold (see Annex A3).

PISA adjudicated region is shown in bold.

See Table I.B1.7.17 for national data.

Table I.B2.45. Results for regions within countries Annex B2 tables

Table I.B2.1

Mean score and variation in mathematics performance

Table I.B2.2

Mean score and variation in reading performance

Table I.B2.3

Mean score and variation in science performance

WEB

Table I.B2.4

Mean score and variation in student performance on the mathematics process subscale formulating

WEB

Table I.B2.5

Mean score and variation in student performance on the mathematics process subscale employing

WEB

Table I.B2.6

Mean score and variation in student performance on the mathematics process subscale interpreting

WEB

Table I.B2.7

Mean score and variation in student performance on the mathematics process subscale reasoning

WEB

Table I.B2.8

Mean score and variation in student performance on the mathematics content subscale change and relationships

WEB

Table I.B2.9

Mean score and variation in student performance on the mathematics content subscale quantity

WEB

Table I.B2.10

Mean score and variation in student performance on the mathematics content subscale space and shape

WEB

Table I.B2.11

Mean score and variation in student performance on the mathematics content subscale uncertainty and data

WEB

Table I.B2.12

Percentage of students at each proficiency level in mathematics

WEB

Table I.B2.13

Percentage of students at each proficiency level in reading

WEB

Table I.B2.14

Percentage of students at each proficiency level in science

WEB

Table I.B2.15

Percentage of students at each proficiency level on the mathematics process subscale formulating

WEB

Table I.B2.16

Percentage of students at each proficiency level on the mathematics process subscale employing

WEB

Table I.B2.17

Percentage of students at each proficiency level on the mathematics process subscale reasoning

WEB

Table I.B2.18

Percentage of students at each proficiency level on the mathematics process subscale interpreting

WEB

Table I.B2.19

Percentage of students at each proficiency level on the mathematics content subscale change and relationships

WEB

Table I.B2.20

Percentage of students at each proficiency level on the mathematics content subscale quantity

WEB

Table I.B2.21

Percentage of students at each proficiency level on the mathematics content subscale space and shape

WEB

Table I.B2.22

Percentage of students at each proficiency level on the mathematics content subscale uncertainty and data

Table I.B2.23

Students' socio-economic status

Table I.B2.24

Socio-economic status and mathematics performance

WEB

Table I.B2.25

Socio-economic status and reading performance

WEB

Table I.B2.26

Socio-economic status and science performance

WEB

Table I.B2.27

Low and top performance in mathematics, by students' socio-economic status

WEB

Table I.B2.28

Low and top performance in reading, by students' socio-economic status

WEB

Table I.B2.29

Low and top performance in science, by students' socio-economic status

WEB

Table I.B2.30

Mathematics performance, by gender

WEB

Table I.B2.31

Reading performance, by gender

WEB

Table I.B2.32

Science performance, by gender

WEB

Table I.B2.33

Low and top performance in mathematics, by gender

WEB

Table I.B2.34

Low and top performance in reading, by gender

WEB

Table I.B2.35

Low and top performance in science, by gender

Table I.B2.36

Percentage of students with an immigrant background

WEB

Table I.B2.37

Socio-economic status, by immigrant background

WEB

Table I.B2.38

Language spoken at home by immigrant background

Table I.B2.39

Mathematics performance of students with an immigrant background

WEB

Table I.B2.40

Reading performance of students with an immigrant background

WEB

Table I.B2.41

Science performance of students with an immigrant background

WEB

Table I.B2.42

Low performance in mathematics by immigrant background

WEB

Table I.B2.43

Low performance in reading by immigrant background

WEB

Table I.B2.44

Low performance in science by immigrant background

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