PISA 2022 Results (Volume I)

Annex B2. Results for regions within countries
Copy link to Annex B2. Results for regions within countriesTable I.B2.1. Mean score and variation in mathematics performance [1/2]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to 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]
Copy link to Table I.B2.36. Percentage of students with an immigrant background [1/2]Based on students' reports

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

* 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]
Copy link to 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]
Copy link to 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
Copy link to Table I.B2.45. Results for regions within countries Annex B2 tables
Table I.B2.1 |
Mean score and variation in mathematics performance |
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Table I.B2.2 |
Mean score and variation in reading performance |
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Table I.B2.3 |
Mean score and variation in science performance |
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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 |
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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 |
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Table I.B2.12 |
Percentage of students at each proficiency level in mathematics |
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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 |
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Table I.B2.24 |
Socio-economic status and mathematics performance |
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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 |
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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 |
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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 |