Excellence and equity Andreas Schleicher Director for Education and Skills
PISA in brief - 2015 In 2015, over half a million students… - represen'ng 28 million 15-year-olds in 72 countries/economies … took an interna9onally agreed 2-hour test… - Goes beyond tes'ng whether students can reproduce what they were taught to assess students’ capacity to extrapolate from what they know and crea'vely apply their knowledge in novel situa'ons - Total of 390 minutes of assessment material … and responded to ques9ons on… - their personal background, their schools, their well-being and their mo'va'on Parents, principals, teachers and system leaders provided data on: - school policies, prac'ces, resources and ins'tu'onal factors that help explain performance differences - 89,000 parents, 93,000 teachers and 17,500 principals responded
PISA 2015 OECD Partners
Science in PISA “the ability to engage with science- related issues, and with the ideas of science, as a reflective citizen”
Drag Ragworms and Common Sole into Tank 2 and Marsh Grass and Shellfish into Tank 3 This question requires students to understand a system and the role of several organisms within that system. In order to answer correctly, students must understand the goal of the fish farm, the function of each of the three tanks therein, and which organisms will best fulfill each function. Students must use information provided in the stimulus and the diagram, including a footnote under the diagram
OECD Trends in science performance 570 Student performance 550 530 510 OECD average 490 470 450 2006 2009 2012 2015
Trends in science performance 570 550 530 Mass. 510 OECD average 490 470 450 2006 2009 2012 2015
Science performance in PISA (2015) High performance High performance High equity High equity Singapore 550 Estonia Japan Chinese Tapei Finland Macao (China) Canada Mean science performance Vietnam Hong Kong (China) B-S-J-G (China) Korea New Zealand Slovenia Australia Germany United Kingdom Netherlands Switzerland Belgium Ireland Denmark Poland 500 Portugal Norway United States Austria France Sweden Spain Czech Rep. Latvia Higher perfomance Russia Luxembourg Italy Hungary Lithuania Croatia CABA (Argentina) Iceland Israel Malta Slovak Rep. Greece 450 Chile Bulgaria United Arab Emirates Uruguay Romania Albania Moldova Turkey Trinidad and Tobago Thailand Costa Rica Qatar Colombia Mexico Montenegro Jordan Indonesia 400 Brazil Peru Low performance Low performance Tunisia Lebanon Low equity High equity FYROM Kosovo Algeria More equity 350 Dominican Rep. (332) 25 20 15 10 5 0
Science performance and equity in PISA (2015) Some countries Singapore 550 Japan combine excellence Macao (China) Finland Estonia Chinese Tapei with equity Canada Mean science performance Viet Nam Slovenia New Zealand B-S-J-G (China) Korea Hong Kong (China) Germany Netherlands Australia United Kingdom Switzerland Poland Belgium Denmark Portugal 500 Ireland Norway United States France Austria Czech Rep. Latvia Higher perfomance Spain Sweden Russia Luxembourg Italy Hungary Croatia Lithuania Iceland Slovak Rep. Israel Malta Bulgaria Greece 450 Chile Romania Turkey United Arab Emirates Moldova Uruguay Trinidad and Tobago Thailand Costa Rica Qatar Colombia Mexico Montenegro Jordan Indonesia 400 Brazil Peru Tunisia Lebanon Algeria FYROM Kosovo Dominican Rep. (332) More equity More equity 350
Science performance and equity in PISA (2006-2015) High performance High performance Some countries Low equity High equity 550 improved Japan Macao (China) Estonia Chinese Taipei Finland performance or Canada Mean science performance New Zealand Slovenia equity Korea Hong Kong (China) Australia Germany United Kingdom Netherlands Belgium Switzerland Ireland Denmark Portugal 500 Norway France Poland United States Latvia Czech Rep. Austria Higher perfomance Spain Russia Sweden Luxembourg Italy Hungary Croatia Lithuania Iceland Israel Slovak Rep. Greece 450 Bulgaria Chile Romania Uruguay Turkey Thailand Qatar Colombia Mexico Montenegro Jordan Indonesia 400 Brazil Low performance Low performance Tunisia Low equity High equity More equity 350 25 20 15 10 5 0 Percentage of performance varation explained by ESCS
Science performance and equity in PISA (2006-2015) High performance High performance Some countries Low equity High equity 550 improved performance Mean science performance Portugal 500 Norway Higher perfomance 450 Romania Colombia 400 Low performance Low performance Low equity High equity More equity 350 25 20 15 10 5 0 Percentage of performance varation explained by ESCS
Science performance and equity in PISA (2006-2015) High performance High performance Some countries Low equity High equity 550 improved equity Mean science performance Slovenia 500 United States Higher perfomance Chile 450 Bulgaria Thailand Mexico Montenegro 400 Brazil Low performance Low performance Low equity High equity More equity 350 25 20 15 10 5 0 Percentage of performance varation explained by ESCS
Greater equity USA 2006 700 USA 2015 PISA science scale 600 No difference 500 Significant 400 difference 300 -2 -1 0 1 2 ESCS
% of students in the bottom international deciles of Score points ESCS 280 330 380 430 480 530 580 630 by international deciles of the PISA index of economic, social and cultural status (ESCS) Poverty is not destiny - Science performance Dominican Republic 40 Algeria 52 Kosovo 10 Qatar 3 FYROM 13 Bottom decile Tunisia 39 Montenegro 11 OECD median student Jordan 21 United Arab Emirates 3 Georgia 19 Lebanon 27 Indonesia 74 Mexico 53 Peru 50 Second decile Costa Rica 38 Brazil 43 Turkey 59 Moldova 28 Thailand 55 Colombia 43 Iceland 1 Trinidad and Tobago 14 Romania 20 Middle decile Israel 6 Bulgaria 13 Greece 13 Russia 5 Uruguay 39 Chile 27 Latvia 25 Lithuania 12 Ninth decile Slovak Republic 8 Italy 15 Norway 1 Spain 31 Hungary 16 Croatia 10 Denmark 3 OECD average 12 Sweden 3 Top decile Malta 13 United States 11 Macao (China) 22 Ireland 5 Austria 5 Portugal 28 Luxembourg 14 Hong Kong (China) 26 Czech Republic 9 Poland 16 Australia 4 United Kingdom 5 Canada 2 France 9 Korea 6 New Zealand 5 Switzerland 8 Netherlands 4 Slovenia 5 Belgium 7 Figure I.6.7 Finland 2 Estonia 5 Viet Nam 76 Germany 7 Japan 8 Chinese Taipei 12 B-S-J-G (China) 52 Singapore 11
10 20 30 40 50 60 70 80 % 0 Viet Nam Macao (China) Percentage of resilient students Hong Kong (China) Singapore Japan Estonia Chinese Taipei B-S-J-G (China) Finland Korea Spain Canada Portugal United Kingdom Latvia Slovenia Poland Germany Australia United States Netherlands New Zealand Ireland OECD average Switzerland Denmark Belgium France Italy Norway Austria Russia Czech Republic Sweden Croatia Lithuania Turkey status economies, after accounting for socio-economic perform among the top 25% across all countries/ ESCS index within their country/economy and Resilient students come from the bottom 25% of the Malta Luxembourg Hungary Thailand Greece Slovak Republic Iceland Israel CABA (Argentina) Chile Uruguay Bulgaria Moldova Trinidad and Tobago Mexico Colombia Romania Indonesia Costa Rica Brazil Montenegro United Arab Emirates Jordan Figure I.6.10 Georgia Algeria Lebanon Qatar Tunisia FYROM Peru Kosovo Dominican Republic
Excellence and baseline performance
Figure I.2.18 The global pool of top performers: A PISA perspective Portugal (7.4%) Switzerland (9.8%) Share of top performers New Zealand (12.8%) Belgium (9.0%) Sweden (8.5%) Israel (5.9%) among 15-year-old Finland (14.3%) Singapore (24.2%) Others students: Brazil (0.7%) Spain (5.0%) Less than 1% Italy (4.1%) Netherlands (11.1%) 1 to 2.5% Poland 2.5 to 5% (7.3%); Australia (11.2%); United States (8.5%); 5% to 7.5% 300k Chinese Taipei (15.4%); 39k 7.5% to 10% Canada (12.4%); 41k 10% to 12.5% 12.5% to 15% B-S-J-G (China) Russia (3.7%); 42k (13.6%); 181k More than 15% France (8.0%); 59k Japan (15.3%); 174k Korea (10.6%); 60k United Kingdom (10.9%); 68k Viet Nam (8.3%); 72k Germany (10.6%); 79k
Science and careers
Figure I.3.5 Expectations of a science career by gender United States OECD average Girls Science and engineering professionals Boys Girls Health professionals Boys Girls Information and communication technology (ICT) professionals Boys Girls Science-related technicians or associate Boys professionals2 0 5 10 15 20 25 30 35 40 %
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