Science, reading, mathematics and computational problem-solving scores for 91 countries and economies participating in PISA 2025.

OECD PISA 2025 mathematics, reading, science, and derived combined values for 95 tracked countries and systems, with every measurement separated from WhereNext estimates and the normalized education-dimension score shown alongside.

In 2026, Romania recorded a drop in its PISA score for reading, mathematics, and science, with reading at 413 points, mathematics at 419, and science at 425.

Organisation for Economic Co-operation and Development (OECD). 91 countries and economies (all 38 OECD members). Powers on WhereNext: Country education_index, school-vertical scoring, family persona ranking. License: OECD Terms and Conditions (free for non-commercial use; attribution required).

PISA 2025 mean scores for all participating education systems: 81 systems ranked in reading, 81 in mathematics, 82 in science and 76 in computational problem solving (91 distinct systems in total; Uzbekistan has science data only).

The average score of Estonian students in terms of reading comprehension was 499 points in 2025, compared with 508 in mathematics and 527 in science.

This dataset provides code, aggregate results and replication instructions for a PISA 2025 study of 420,859 students across 69 education systems. The study examines how the frequency of upsetting information posted online about students without their consent relates to achievement in mathematics, reading and science. Sensitivity analyses and additional online victimization measures are included. The package reproduces results and figures from aggregate inputs. Re-estimating the models requires OECD microdata, which are not included. A complete rerun using the authors’ prepared extracts reproduced all 18 result tables. Instructions for obtaining and preparing the source data are provided, although these initial steps were not retested. The findings describe adjusted associations, not causal effects

In 2026, Croatia recorded a drop in its PISA score for reading, mathematics, and science, with reading at 453 points, mathematics at 455, and science at 476.

Top 20 of 81 PISA 2022 participating countries/economies ranked by mathematics mean score, with reading and science mean scores, sourced from OECD PISA 2022 Results (Volume I).

PISA mean scores by cycle, Canada, 16 peers, and the OECD averages, 2000–: OECD, PISA 2025 Results (Volume I), Annex B1. Unit: PISA score points (mean) with standard errors; every three to four years (one-time builder; re-run on the next Volume I). Covers 2000 to 2025. A cleaned CSV extract prepared by Canada Observatory from OECD for the page "Education"; the data remain under the source's terms.

The average score of students in France in terms of reading comprehension was *** points in 2025. In mathematics, 15-year-olds scored *** points. In the natural sciences, French students achieved an average score of *** points with overall scores falling substantially in this year.

In 2026, Italy recorded a drop in its PISA score for reading and mathematics, although science scores improved. Italy's PISA score in mathematics dropped from 471 to 468 points, while reading fell from 482 to 474, and science increasing from 477 to 483.

The average score of students in the UK in terms of reading comprehension was *** points in 2025. In mathematics, 15-year-olds scored *** points. In the natural sciences, UK students achieved an average score of ****points, the only category where scores increased this year.

In 2026, Romania recorded a drop in its PISA score for reading, mathematics, and science, with reading at 413 points, mathematics at 419, and science at 425.

Compare PISA math, science and reading scores across countries from 2006 to 2025, by gender and socioeconomic status. Free data to download.

Pathways to high national maths performance in PISA - Using secondary data.

This dataset provides code, aggregate results and replication instructions for a PISA 2025 study of 420,859 students across 69 education systems. The study examines how the frequency of upsetting information posted online about students without their consent relates to achievement in mathematics, reading and science. Sensitivity analyses and additional online victimization measures are included. The package reproduces results and figures from aggregate inputs. Re-estimating the models requires OECD microdata, which are not included. A complete rerun using the authors’ prepared extracts reproduced all 18 result tables. Instructions for obtaining and preparing the source data are provided, although these initial steps were not retested. The findings describe adjusted associations, not causal effects

This deposit contains the analysis code, data, outputs, and figures accompanying the manuscript "Evaluating AI or evaluating information? Socio-economic stratification of opportunities to learn to evaluate AI-generated information across 78 education systems" (submitted to Computers & Education).Using PISA 2025, the study compares students' reported opportunities to evaluate AI-generated and online information and decomposes the AI-specific socio-economic gradient into within- and between-school components across 78 education systems (501,697 students in 22,574 schools).Contents:- code/: 18 numbered R scripts covering every analysis in the paper, from sample construction to figures. The main analysis is a paired within-student stacked linear probability model estimated per education system with student weights and Fay-BRR replicate standard errors; system estimates are pooled by random-effects meta-analysis.- data/: the analytic dataset (755,721 students × 94 columns extracted from the OECD PISA 2025 public-use files, containing the two ST436 outcome items, ESCS, the final student weight, the 80 Fay-BRR replicate weights, school identifiers, DIGPREP, and covariates); the 63-/78-system analysis lists; sample and coverage tables; and the OECD Volume I annex workbook used for reconciliation with the published tables.- outputs/: 20 CSV files containing the final numbers behind every result in the paper.- figures/: the final figure set (7 figures in SVG, PDF, and PNG).- verification/: an independent reimplementation of the 63-system specification, written without access to the analysis code, which reproduces every system coefficient and standard error (see verification/methods_note.md).Software: R 4.6.1 with data.table 1.18.4 and metafor 5.2-1 (figures additionally use ggplot2, ggrepel, patchwork, svglite, ragg).License: CC BY 4.0. The PISA data are © OECD; the deposited analytic extract and results are provided for verification and reuse consistent with the OECD PISA licence. Users must cite the OECD source: OECD (2026). PISA 2025 Results (Volume I): Future-Ready Students. OECD Publishing, Paris. https://doi.org/10.1787/73451bc5-en

Aggregated source data, complete analysis and plotting code, variable labels, reproduction instructions, and five figures for a PISA 2025 study of gender differences in adolescent environmental action combinations across 78 education systems. The common cohort contains 517,994 students in 21,863 schools. Student-level records are not included and must be obtained separately from the OECD PISA 2025 database at https://www.oecd.org/en/data/datasets/pisa-2025-database.html. System summaries give each included system equal weight. Sampling intervals use 80 Fay-BRR replicate weights; separate system-bootstrap intervals use 20,000 paired resamples. The packaged figures can be reproduced from aggregate data. Code is licensed under MIT; author-created derived outputs and documentation are licensed under CC BY 4.0, retaining OECD source rights, terms, and attribution. The full original student-level pipeline was not rerun during manuscript compression; existing checks and aggregate plotting verification are documented. Associated manuscript title: Gender differences in adolescent environmental action combinations across 78 education systems.

The average score of Polish students in terms of reading comprehension was *** points in 2025. In maths, Polish 15-year-olds scored *** points. In the natural sciences, Polish students achieved an average score of *** points, with all scores declining relative to to 2022. Examinations in primary school Primary school students take an exam at the end of the eighth grade. The eighth-grade exam is a mandatory exam, which means that every student must take it to graduate from school. There is no specified minimum score that a student should obtain, so the eighth-grade exam cannot be failed. The eighth-grade examination is carried out in written form. Students take the exam in three compulsory subjects, i.e., Polish language, mathematics, and a foreign language of their choice. A student may choose only the language that is taught at school as part of compulsory education classes. In 2023, primary school students in Poland had the best results in exams in the ****** language. High school graduation exam (Matura) The Matura exam is taken at the end of general secondary and technical secondary school and its result is a prerequisite for further education. In 2023, over *** thousand graduates of secondary schools passed the Matura exams. The most popular foreign language was English, passed by ** percent of students. English and mathematics were the most popular subjects at an extended level. The exam pass rate amounted to ** percent, which was ** percentage points higher than in the previous school year.