PISA 2015Volume I: Excellence and Equity in Education

Volume II: Policies and Practices for Successful Schools

OECD Secretary-General Angel GurríaLondon, UK

6 December 2016

We live in an age of unprecedented science innovation, but science

education isn’t keeping up.

Science

Student expectations of a science-related career, 2006 and 2015

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ited

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ates

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eece

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ave

rage

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Indo

nesia

Thai

land

0

5

10

15

20

25

30

35

40

45

2015-NS Students in 2006 who expect to work in science

%

Geor

gia

Alba

nia

Mold

ova

Portu

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Sing

apor

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man

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lgar

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Japa

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any

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land

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ak R

epub

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ited

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irate

s

-40

-30

-20

-10

0

10

20

30

Average three-year trend in science across PISA assessments

Scor

e-po

int d

iffer

ence

Average three-year trend in science performance since 2006

(51)

Spending per student from the age of 6 to 15 and science performance

0 20 40 60 80 100 120 140 160 180 200300

350

400

450

500

550

600

Hungary

Costa Rica

Chinese Taipei

Chile

Brazil

TurkeyUruguayBulgaria

MexicoThailandMontenegro

Colombia

Dominican Republic

PeruGeorgia

Luxembourg

SwitzerlandNorwayAustria

Singapore

United States

United Kingdom

Malta

Sweden

BelgiumIceland

DenmarkFinland NetherlandsCanada

Japan

Slovenia

AustraliaGermany

IrelandFranceItaly

PortugalNew Zealand

Korea

SpainPoland

Israel

Estonia

Czech Rep.Latvia

Slovak Rep.

RussiaCroatiaLithuania

R² = 0.363584735029022

R² = 0.0354531836854977

Average spending per student from the age of 6 to 15 (in thousands USD, PPP)

Scie

nce

perf

orm

ance

(sc

ore

poin

ts)

Mean science performance

410

430

450

470

490

510

530

550

SingaporeJapan EstoniaChinese Taipei FinlandMacao (China)

CanadaViet NamHong Kong (China)B-S-J-G (China)KoreaNew ZealandSloveniaAustralia United KingdomGermany

NetherlandsIreland BelgiumDenmark Poland

Portugal NorwayUnited StatesAustria FranceSweden Czech RepublicSpain

LatviaRussia

LuxembourgItalyHungary LithuaniaCroatiaCABA (Argentina)

IcelandIsrael

MaltaSlovak Republic

Greece

ChileBulgaria

United Arab EmiratesRomaniaUruguay

MoldovaAlbaniaTurkey

Trinidad and Tobago ThailandCosta RicaQatar ColombiaMexico

GeorgiaMontenegro

Mean score

10 countries perform below this line…

Percentage of low-achievers in scienceVi

et N

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ore

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ance

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epub

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man

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obag

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aila

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lom

bia

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rMo

nten

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Braz

ilLe

bano

nTu

nisia

Alge

ria

0102030405060708090

Percentage of students below proficiency level 2%

Singapore’s 15-year-olds are above the OECD average in each science category

Sing

apor

e

OECD

ave

rage

350

400

450

500

550

600

556

493

553

493

560

493

556

493

Mean performance in science (overall science scale)

Explain phenomena scientifically

Evaluate and design scientific enquiry Interpret data and evidence scientificallyScore points

The last decade has seen an

improvement in education equity.

Equity

Across OECD countries, disadvantaged students are almost 3 times more likely to be low

performers in science

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ited

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1

2

3

4

5

6

7

Increased likelihood of students in the bottom quarter of ESCS scoring below Level 2 in science, relative to non-disadvantaged students (3 other quarters of ESCS1)

Odds ratio

Disadvantaged students ─ resilienceVi

et N

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ong

(Chi

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10

20

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40

50

60

70

80Percentage of resilient students%

Resilient students come from the bottom 25% of the ESCS index within their country/econ-omy and perform among the top 25% across all countries/economies, after accounting for socioeconomic status

Percentage of low performers in science, by immigrant background

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10

20

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40

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60

70

80Non-immigrant students Second-generation immigrant students First-generation immigrant students

Perc

enta

ge o

f low

per

form

ers

(bel

ow p

rofic

ienc

y Le

vel 2

)

Only countries where the immigrant student population >6.25% are shown

Students with an immigrant background ─ resilience

Hong

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ave

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ayUn

ited

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ance

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Arab

Em

irate

sQa

tar0

10

20

30

40

50

60

70

80Non-immigrant students Immigrant students%

Only countries where the immigrant student population

>6.25% are shown

Resilient students come from the bottom 25% of the ESCS index within their country/economy and perform

among the top 25% across all countries/economies, after taking socioeconomic status into account

Turk

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ited

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ayCr

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non

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-100

-80

-60

-40

-20

0

20

40

60

After accounting for socio-economic status

Scor

e-po

int d

iffer

ence

Public and private schools, and students’ science performance

Students in private schools perform better

Students in public schools perform better

The difference is not how good they are at

science but in their attitudes to science.

 

Gender

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d Ar

ab E

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CABA

(Arg

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Rep

ublic

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ngar

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ain

Malta

Hong

Kon

g (C

hina

)Vi

et N

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land

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ance

Portu

gal

Maca

o (C

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aAu

stra

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land

New

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and

B-S-

J-G (C

hina

)Ja

pan0

5

10

15

20

25

30Boys Girls%

Gender differences among top performers in science

Expectations of a science career, boys and girls (OECD average)

...science and engineering professionals

...health professionals

...information and communication technology (ICT) professionals

...science-related technicians or as-sociate professionals

0 2 4 6 8 10 12 14 16 18 20

Boys Girls

%

Students who expect to work as...