The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performance in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database. It also includes worked examples providing full syntax in SAS

This is the database for students and schools in the PISA report in 2018.

This publication provides all the information required to understand the PISA 2003 educational performance database and perform analyses in accordance with the complex methodologies used to collect and process the data. It enables researchers to both reproduce the initial results and to undertake further analyses. The publication includes introductory chapters explaining the statistical theories and concepts required to analyse the PISA data, including full chapters on how to apply replicate weights and undertake analyses using plausible values; worked examples providing full syntax in SAS®; and a comprehensive description of the OECD PISA 2003 international database. The PISA 2003 database includes micro-level data on student educational performance for 41 countries collected in 2003, together with students’ responses to the PISA 2003 questionnaires and the test questions. A similar manual is available for SPSS users.

Estonia: PISA reading scores: The latest value from 2022 is 511.03 index points, a decline from 523.017 index points in 2018. In comparison, the world average is 437.426 index points, based on data from 78 countries. Historically, the average for Estonia from 2006 to 2022 is 511.866 index points. The minimum value, 500.75 index points, was reached in 2006 while the maximum of 523.017 index points was recorded in 2018.

People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA). Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed. This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.

Japan: PISA science scores: The latest value from 2022 is 546.634 index points, an increase from 529.135 index points in 2018. In comparison, the world average is 449.005 index points, based on data from 78 countries. Historically, the average for Japan from 2006 to 2022 is 538.62 index points. The minimum value, 529.135 index points, was reached in 2018 while the maximum of 546.736 index points was recorded in 2012.

Skipping school one day or more is coded as 1 and not skipping school is coded as 0.

Number and percentage of boys and girls who have reported that they have skipped school at least one day during the two weeks before the PISA-test.

Ireland: PISA math scores: The latest value from 2022 is 491.648 index points, a decline from 499.633 index points in 2018. In comparison, the world average is 439.569 index points, based on data from 78 countries. Historically, the average for Ireland from 2003 to 2022 is 498.278 index points. The minimum value, 487.136 index points, was reached in 2009 while the maximum of 503.722 index points was recorded in 2015.

This repository contains the R-Code necessary to replicate the results of the multilevel regression in the article titled: In Search of Quality and Equity: The United Kingdom and Germany in the Struggle for PISA Scores, which will be published in the International Journal for Education Research Open.

The average for 2022 based on 7 countries was 410.764 index points. The highest value was in Chile: 443.543 index points and the lowest value was in Paraguay: 368.328 index points. The indicator is available from 2006 to 2022. Below is a chart for all countries where data are available.

Bolivia: PISA science scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Bolivia from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

Database - Some Indicators of PISA (2000-2015), by countries

Iraq: PISA math scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Iraq from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

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Portugal: PISA science scores: The latest value from 2022 is 484.373 index points, a decline from 491.677 index points in 2018. In comparison, the world average is 449.005 index points, based on data from 78 countries. Historically, the average for Portugal from 2006 to 2022 is 488.947 index points. The minimum value, 474.306 index points, was reached in 2006 while the maximum of 501.1 index points was recorded in 2015.

Mozambique: PISA math scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Mozambique from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

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Based on the survey results of OECD's PISA 2000 programme, this report looks at: the extent to which the schools that students attend make a difference in performance; the relative impact of school climate, school policies and school resources on quality and equity; the relationship between the structure of education systems and educational quality and equity; and the effect of decentralisation and privatisation to school performance. It concludes with a summary of how school factors relate to quality and equity, and the implications for policy. The analysis and data cover almost all OECD countries and 14 additional non-OECD countries.

407 Global export shipment records of Pisa with prices, volume & current Buyer's suppliers relationships based on actual Global export trade database.